Anali za povijest odgoja, Vol. 7 No. 7, 2008.
Izvorni znanstveni članak
The rise and crisis of scientifi c pedagogy
Brezinka Wolfgang
Sažetak
The work provides a brief historical overview of the development of pedagogy as a university discipline in Austria and it emphasizes its quantitative expansion that started in the 60s of the 20th century. It poses the question on the occurrence of pedagogy crisis which, in spite of its huge expansion, started about 20 years ago and is characteristic for the final developmental phase that still lasts. The author provides five theses as a possible answer.
1. Institutional and personal expansion of the subject occurred due to practical and political reasons before pedagogy was suffi ciently established as a science. Illusionist expectations regarding its effectiveness played their role in the process.
2. The incompatible perceptions of the tasks of pedagogy and its scientific character within pedagogy itself corresponded to the incompatible external expectations. There was a disagreement over the direction and a lack of »identity«. Pedagogical texts more frequently analyzed pedagogy itself rather than its subjects – so far this has not provided any recognizable benefi ts for overcoming its identity crisis.
3. Due to a lack of consensus regarding the purpose and key issues of pedagogy, the subject is so comprehensive that it is no more possible to scientifi cally analyze it as a single unit. The key area is characterized by stagnation and decline. However, on the margins there is an expansion of twenty or so specialized pedagogies and pseudo-pedagogies that cannot refer to the concepts and theories of the basic pedagogical knowledge – from »religious pedagogy« up to »sport pedagogy«, from »free-time pedagogy« to »media pedagogy«, »experiential pedagogy«., etc.
4. Education depends on decisions that are based on value attitudes, religious belief, on the philosophy of life. From the standpoint of society, education is the means for maintaining cultural assets that refer to persons of different generations. Therefore, it has a political meaning for the state and all other powers of society. This feature of education, which includes the philosophy of life and politics, results in involving pedagogy in a struggle between groups, parties and associations that want to influence the people. This leads to the determination of values and demands, the interpretation of the world and side-taking, that surpass all the things that can be discovered through science, which contradicts the regular rules of science.
5. Pedagogy crisis has negative effects on the choice and quality of the scientific new generation.
Nowadays, pedagogy is an essential subject, since there is a complicated educational system in modern societies that requires the educators to be educated on a scientific basis. The quality of scientific pedagogy affects the quality of expert pedagogical education as well as the quality of educational practice. It is necessary and possible to enhance the quality of pedagogy.
Ključne riječi
scientific pedagogy; crisis of pedagogy; the theory of educational science; Austria
Hrčak ID:
334565
URI
Datum izdavanja:
31.12.2007.
Posjeta: 464 *