Shvatanje dečije prirode u pedocentrističkoj pedagogiji - stanovišta Rusoa i Djuija
Comprehending child's nature in paedocentristic pedagogy: Attitudes of Rousseau's and Dewey's
dc.creator | Bodroški-Spariosu, Biljana | |
dc.date.accessioned | 2021-10-12T10:22:10Z | |
dc.date.available | 2021-10-12T10:22:10Z | |
dc.date.issued | 2000 | |
dc.identifier.issn | 0547-3330 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/316 | |
dc.description.abstract | U detetu, odnosno njegovoj prirodi, pedocentristička pedagogija nalazi prvi i najvažniji kriterijum svakog vaspitnog delovanja. Otuda je shvatanje suštinskih karakteristika te prirode od odlučujuće važnosti za koncipiranje cilja, sadržaja i metoda vaspitanja. Pedagoška koncepcija Rusoa predstavlja izvorište pedocentrističke pedagogije, dok Djui u osnovi podržava njen glavni kriterijum. Koreni mnogih razlika u tumačenju pedocentrističke orijentacije mogu se sagledati sa aspekta shvatanja dečije prirode ova dva autora. Sa stanovišta Rusoa ona se može opisati kao urođena, univerzalna i puna vrlina. Kao takva, pruža pouzdane smernice vaspitaču koji treba smo da prati i pomaže njeno ispoljavanje. Djui ne uzima kao dato postojanje nekog univerzalnog deteta, niti bilo kog sveprisutnog i nepromenljivog svojstva. Usmerenje koje vaspitač nalazi u detetu oblikovano je u interakciji sa socijalnim kontekstom određene sredine, koji je stalno promenljiv. Zato se ne može govoriti o nekom opštevažećem i nepromenljivom cilju vaspitanja sa unapred postuliranom apsolutnom vrednošću. | sr |
dc.description.abstract | It is in child, in his nature that paedocentristic pedagogy finds the first and the foremost criterion of any education. Rousseau's pedagogic conception represents the source of paedocentristic pedagogy, while Dewey basically supports its main criterion. The roots of numerous differences in the interpretation of paedocentristic orientation may be viewed from the aspect of comprehending the child's nature on the part of these two authors. From the point of view of Rousseau, it can be determined as inborn, universal and full of virtue. As such, it provides reliable guidelines to the teacher whose only job then is to observe and aid in its expression. To Dewey, there is no existence of some universal child, or of any all-present and non-changeable quality. To Dewey, there is no existence of some universal child, or of any all-present and non-changeable quality. To Dewey, there is no existence of some universal child, or of any all-present and non-changeable quality. The guidelines the teacher finds in child are shaped in the interaction with the social context of a given milieu, which changes continually. therefore we cannot talk of a universally valid and never changing objective of education with a absolute value postulated in advance. | en |
dc.publisher | Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Nastava i vaspitanje | |
dc.subject | Ž.Ž. Ruso | sr |
dc.subject | vaspitanje | sr |
dc.subject | pedocentristička pedagogija | sr |
dc.subject | Dž. Djui | sr |
dc.subject | paedocentristic pedagogy | en |
dc.subject | education | en |
dc.title | Shvatanje dečije prirode u pedocentrističkoj pedagogiji - stanovišta Rusoa i Djuija | sr |
dc.title | Comprehending child's nature in paedocentristic pedagogy: Attitudes of Rousseau's and Dewey's | en |
dc.type | article | |
dc.rights.license | BY-SA | |
dc.citation.epage | 482 | |
dc.citation.issue | 3 | |
dc.citation.other | 49(3): 469-482 | |
dc.citation.spage | 469 | |
dc.citation.volume | 49 | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_reff_316 | |
dc.type.version | publishedVersion |
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