Pregledni rad
https://doi.org/10.15516/cje.v21i2.3238
Progressive Education – Didactic Challenges
Sonja Kovačević
orcid.org/0000-0001-6563-1231
; University of Split, Faculty of Humanities and Social Sciences, Department of Teacher Education
Sažetak
Ever since they were established, schools and the teaching they entail have always been burdened by their progressive role. Progressive reformers were preoccupied with a pedagogical interpretation of the Paedocentric concept of education and the teaching methodology and methodological operationalization of the so-called child-centred method. The premise of pedagogical Progressivism was that education is based on the fact that the best way for people, as social beings, to learn and acquire knowledge is by engaging in real life activities. Processes of acquiring new knowledge occur with increasing frequency outside the formerly known didactic organizational scheme. If schools do not adapt quickly, they are bound to lose this race. Does progress, in the sense of teaching improvement, presume innovations in the educational technology, the teaching organization, or would progress in pedagogy mean something completely different today? As soon as we pose the question of quality, we raise questions of not only organization of the educational process but also the meaning and manner of learning and teaching in the era in which everything is relative, when all values fluctuate and everything becomes mutable and impermanent because of the influence of technology, media and virtual reality.
Ključne riječi
didactics; organisational models; progressive education; teaching
Hrčak ID:
225040
URI
Datum izdavanja:
26.6.2019.
Posjeta: 2.916 *