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Pedagogical Research, Vol. 7 No. 1, 2010.

Review article

Pedagogic un-intentionality versus pedagogical concepts

Miroslav Bagarić ; Gimnazija Sisak

Full text: croatian pdf 343 Kb

page 43-51

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Full text: english pdf 87 Kb

page 52-52

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Full text: german pdf 90 Kb

page 53-53

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Abstract

Traditional pedagogy utilises certain concepts that ought to be mutually exclusive. These are the concepts of intentional education and functional education. This paper illustrates how traditional pedagogy understands these concepts and gives reasons why the notion of the so-called functional education lacks pedagogic sense. Traditional pedagogy is also criticised for assigning the term “functional” only to unintentional formal actions, even though education as a social function of significant power is its fundamental starting point. In conclusion the paper observes that what traditional pedagogy terms functional education is to education only a supporting activity, or an obstruction, that educology calls an extra-educational socialization. Pedagogy can only rely on the concept of non-education, covering the negative intentional and unintentional actions, and thus that which is called asocial influence, while it lacks concepts for positive situational influences and for a totality of positive and negative situational influences.

Keywords

education; functional education; formation and upbringing of a person; learning; (educational, nurturing) manipulation; functionalism in sociology; extra-educational socialization

Hrčak ID:

118384

URI

https://hrcak.srce.hr/118384

Publication date:

26.5.2010.

Article data in other languages: croatian german

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