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Vklad pedagogičeskoj istoriografii v naučnye osnovy nynešnej reformy obrazovanija

dc.creatorVujisić-Živković, Nataša
dc.date.accessioned2021-10-12T11:29:35Z
dc.date.available2021-10-12T11:29:35Z
dc.date.issued2012
dc.identifier.issn0031-3807
dc.identifier.urihttp://reff.f.bg.ac.rs/handle/123456789/1384
dc.description.abstractU ovom radu bavimo se ulogom koju istraživanja istorije modernizacijskih procesa u obrazovanju u komparativnom kontekstu, kao i projekcije modernizacije obrazovanja i strukture sistema obrazovanja koje se na njima zasnivaju, mogu da pomognu celovitijem razumevanju aktuelnih školskih i ukupnih obrazovnih reformi u Srbiji, sa jedne i stanja u oblasti pedagoške nauke kod nas, sa druge strane. Nijedan savremeni istoričar pedagogije ne zalaže se za 'istorizaciju' obrazovne politike, teorije vaspitanja i obrazovanja i programa pedagoško-metodičkog obrazovanja. Ali, u vremenu naglašenog interesovanja za pitanja identiteta potrebno je sagledati uzroke i posledice odsustva istoriografskog pristupa problemima u obrazovanju. One, u prvom redu, obuhvataju nepoznavanje činjenica o evoluciji sistema obrazovanja i pedagoških teorija neophodnih za koncipiranje savremene i racionalne prosvetne politike. U tom kontekstu plediramo za prevazilaženje aistoričnosti i etnocentričke pozicije pri koncipiranju politike i prakse obrazovanja. Ovakav pristup može da pomogne, cenimo, revalorizaciji naše pedagoške i metodičke baštine, i na kraju, da otvori prostor da se uključimo u evropske i šire tokove pedagoških istraživanja.sr
dc.description.abstractThis paper is on the role of the research of the history of modernization processes in education in the comparative context, as well as projection of the modernisation of education and the structure of the educational system which are based on them, and which can help understand the actual school and whole educational reforms in Serbia and the pedagogical science on the other side. There is no contemporary historian of pedagogy who stands for 'hisorisation' of the educational politics, theory of education and pedagogical work and the programme of pedagogical-methodological education. But, in the time of the stressed interest for the issues of identity, it is necessary to observe causes and consequences of the absence of the historiography approach to the problems in education. First, they enhance ignorance of facts about the evolution of the educational system and pedagogical theories necessary for concept of the contemporary and rational educational policy. In this context, we stand for overcoming non-historical and ethnocentric position when creating politics and praxis of education. This approach can help revalorization of the pedagogical and methodological heritage and to open some space for us to participate in European and wider currents of the pedagogical research.en
dc.publisherForum pedagoga Srbije i Crne Gore, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179060/RS//
dc.rightsopenAccess
dc.sourcePedagogija
dc.subjectpedagoško obrazovanjesr
dc.subjectpedagoška istoriografijasr
dc.subjectmodernizacija obrazovanjasr
dc.subjectkomprativno-istorijski pristupsr
dc.subjectpedagogical historiographyen
dc.subjectpedagogical educationen
dc.subjectmodernisation of educationen
dc.subjectcomparative-historical approachen
dc.titleDoprinos pedagoške istoriografije naučnom utemeljenju aktuelnih reformi obrazovanjasr
dc.titleVklad pedagogičeskoj istoriografii v naučnye osnovy nynešnej reformy obrazovanijaru
dc.titleContribution of the pedagogical historiography to the scientific foundation of the actual educational reformsen
dc.typearticle
dc.rights.licenseARR
dc.citation.epage149
dc.citation.issue1
dc.citation.other67(1): 140-149
dc.citation.rankM51
dc.citation.spage140
dc.citation.volume67
dc.identifier.fulltexthttp://reff.f.bg.ac.rs/bitstream/id/338/1381.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_reff_1384
dc.type.versionpublishedVersion


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