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Normalization and education: Repression of natural harmony or emancipation of perspectives disharmony?

dc.creatorStojnov, Dušan
dc.date.accessioned2021-10-12T10:25:33Z
dc.date.available2021-10-12T10:25:33Z
dc.date.issued2002
dc.identifier.issn0579-6431
dc.identifier.urihttp://reff.f.bg.ac.rs/handle/123456789/369
dc.description.abstractU radu su dovedena u vezu pitanja normalnosti ljudi, obično obrađivana u kontekstu 'l' nauka (psihologija, psihijatrija i psihoterapija), i pitanje sprovođenja društvenih normi u vaspitnom procesu koje se obrađuje u kontekstu pedagogije. Uvreženom shvatanju da je pitanje normalnosti 'ontološki evidentno' i da počiva na prirodnom ponašanju, suprotstavljena su shvatanja o kulturnoj situiranosti dimenzije normalno-abnormalno i shvatanja o abnormalnosti kao socijalnoj konstrukciji. Pokazano je da granica između domena normalnog i abnormalnog nije jasna, da počiva na odsutnim kriterijumima koji privileguju nevidljive društvene grupe, i da se ovi kriterijumi vremenom menjaju i da su različiti u različitim kulturama. Obrazovanju i vaspitanju koje teži harmonizaciji normalnosti zasnovanoj na onom što je prirodno i zajedničko za većinu ljudi, suprotstavljeno je shvatanje obrazovanja i vaspitanja koje neguje multiperspektivizam, emancipaciju što veće različitosti perspektiva koje su često disharmonične a čije se usklađivanje može sprovesti samo u dugotrajnom, mukotrpnom i zahtevnom procesu tolerancije različitosti.sr
dc.description.abstractThe issues of normality of people, generally dealt with in the context of 'P' sciences (psychology, psychiatry and psychotherapy), have been coupled with the issue of implementing social norms in education process dealt with in the context of pedagogy. A well-established view that the issue of normality is 'ontologically evident' and rests upon natural behavior is opposed to views of the culturally situated normal-abnormal dimension and those of abnormality as a social structure. It has been shown that the border between the domains of normal and abnormal is vague, that it rests upon the absence of criteria giving privilege to invisible social groups and that those criteria change in time and differ in different cultures. Education that is tending to the harmonization of normality founded on what is natural and common to most humans is opposed to the view of education that is nurturing multiperspectivism - emancipation of as much diversity of perspectives as possible, being frequently disharmonious, and whose harmonization can be achieved only in a long-lasting, enduring and demanding process of tolerating differences.en
dc.publisherInstitut za pedagoška istraživanja, Beograd
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectvaspitanjesr
dc.subjectpatologizacija društvasr
dc.subjectontološka evidentnostsr
dc.subjectnormalnostsr
dc.subjectnormalizacijasr
dc.subjectabnormalnostsr
dc.subjectsociety pathologizationen
dc.subjectontological obviousnessen
dc.subjectnormalizationen
dc.subjectnormalityen
dc.subjecteducationen
dc.subjectabnormalityen
dc.titleNormalizacija i vaspitanje - represija prirodne harmonije ili emancipacija disharmonije perspektiva?sr
dc.titleNormalization and education: Repression of natural harmony or emancipation of perspectives disharmony?en
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage48
dc.citation.issue34
dc.citation.other(34): 30-48
dc.citation.spage30
dc.identifier.fulltexthttp://reff.f.bg.ac.rs/bitstream/id/1938/366.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_reff_369
dc.type.versionpublishedVersion


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