Anali za povijest odgoja, Vol. 2 No. 2, 2003.
Izvorni znanstveni članak
Reconceptualization of School – the Principal Characteristics (and Preoccupation) of Didactic Thought in the 20th Century
Josip Pivac
Sažetak
The position and the role of students in the pedagogical process are the principal determinants of process’ character, but at the same time also indicators of the social status of school, its options and obligations and the entire milieu to realize the educational tasks. Even in a surface analysis, the position and the role of students in the pedagogical process, a variety of aspects becomes visible, as well as various manifestations in the entire organization, contents and the nature of life and work at school. They are, beside others, a particular expression of the “types” of schools throughout the history as the result of social, scietific, cultural and civilizational circumstances of this development. The development of the modern school (especially in the 20th century, which is the integral part of more intensive sociological, civilizational and scientific changes, may be generally, observed through two characteristic “models” of its organization and nature of the inherent processes: the “old”, static (passive, reproductive and so on) and “new”, active school (work school, school of life, productive school and so on), even though a more detailed analysis of internal models may reveal many variations and diff erentiated “types”.
Almost the entire 20th century was characterized by the mutual juxtaposition of the “old” and the “new” school, that is, in a struggle to estabilsh the (new) active school, attempting to overcome the old, firmly grounded principles of the old school in the society. However, the 20th century was, among other things, also characterized by social circumstances (particularly different militant ideologies and models of social organization), which neither supported nor enabled the realization (development and multitude) of the “new” school, nor did they contribute to modification of the oldschool traditional physiognomy. Therefore, we noted various oscillations in the development, but also various theories on education, as well as different tendencies of its “modeling” (from drastic petrifaction of the traditional school to radical criticism of the same, that is, the theory of the “extinction of schools”).
At the end of the 20th century, as a consequence of intensive social and scientific changes, a need for a more thorough modifi cation of the present school is obvious. Actually, the society of knowledge, the arising innovative society, requires an active school, with a different quality of its character as present in the “activities” from the beginning of the century. The nature of this “activity” in the pedagogical process is basically: searching, solving, discovering, researching, creating, innovating and anticipating, which ensures a new quality of the physiognomy and function of the school in the innovative society. Actually, the requirement is the “innovative school”, based on the new paradigm of the pedagogical process (creativity, innovations, emencipation and self–development).
The theory and methodology of such school is grounded in the results of the modern science, with its widespread plural multidisciplinary presence (interdisciplinary character), what provides the features of scientific thought to the idea, as opposed to its traditional form. In the center of its presence is the emancipation of students (as factors of their own development) in the organized process of learning based on the value oriented cognitively constructivistic and critically emancipating paradigm. This shall open a new historic era in the development of school, the so–called “innovative school” to be founded on the new theory and methodology, but also in the gradual creative and critical transforming, by reconceptualization of the existing “old” and “new” active school in a new quality of creative and innovative nature.
Ključne riječi
Hrčak ID:
334747
URI
Datum izdavanja:
31.12.2003.
Posjeta: 313 *