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https://doi.org/10.21464/mo42.222.3959

Education for Integration into Society. Postmodern Pedagogy and Educational Policy between Utopia and Dystopia

Alen Tafra   ORCID icon orcid.org/0000-0001-5894-8783 ; Pula, Croatia

Puni tekst: hrvatski, pdf (347 KB) str. 39-59 preuzimanja: 631* citiraj
APA 6th Edition
Tafra, A. (2015). Odgoj za integriranje u društvo. Postmoderna pedagogija i obrazovna politika između utopije i distopije. Metodički ogledi, 22 (2), 39-59. https://doi.org/10.21464/mo42.222.3959
MLA 8th Edition
Tafra, Alen. "Odgoj za integriranje u društvo. Postmoderna pedagogija i obrazovna politika između utopije i distopije." Metodički ogledi, vol. 22, br. 2, 2015, str. 39-59. https://doi.org/10.21464/mo42.222.3959. Citirano 27.01.2021.
Chicago 17th Edition
Tafra, Alen. "Odgoj za integriranje u društvo. Postmoderna pedagogija i obrazovna politika između utopije i distopije." Metodički ogledi 22, br. 2 (2015): 39-59. https://doi.org/10.21464/mo42.222.3959
Harvard
Tafra, A. (2015). 'Odgoj za integriranje u društvo. Postmoderna pedagogija i obrazovna politika između utopije i distopije', Metodički ogledi, 22(2), str. 39-59. https://doi.org/10.21464/mo42.222.3959
Vancouver
Tafra A. Odgoj za integriranje u društvo. Postmoderna pedagogija i obrazovna politika između utopije i distopije. Metodički ogledi [Internet]. 2015 [pristupljeno 27.01.2021.];22(2):39-59. https://doi.org/10.21464/mo42.222.3959
IEEE
A. Tafra, "Odgoj za integriranje u društvo. Postmoderna pedagogija i obrazovna politika između utopije i distopije", Metodički ogledi, vol.22, br. 2, str. 39-59, 2015. [Online]. https://doi.org/10.21464/mo42.222.3959

Sažetak
The trademark of more recent Croatian traditions in philosophy of education – from Vuk-Pavlović and Marinković to Polić – is criticism of the encroachment of ideology into education, its instrumentalisation, and its reduction to “manipulative breeding”, and especially of the roles played by pedagogy and educational sciences in these actions. The major, non conformist markings of such criticism places it close to the Praxis school’s criticism of dogmatic Marxism, and allows a partial comparison with it. The latter case is both a philosophical criticism of society and of the social sciences, particularly, which developed through a direct confrontation with the historical experience of totalitarianism and 20th century authoritarian regimes. In that order, the maintenance and advancement of the socalled critical tradition demands a theoretical confrontation with the challenges of postmodern and (post)democratic society and politics. However, any critical reflection on more recent pedagogy and educational policy also requires liberation from the strict framework of the dichotomy between conservative and progressive. The need to shift the emphasis from the authority of knowledge founded in subjects to the transmission of the cultural and intellectual heritage of the past is witnessed by authors that can be placed on both sides of the ideological dividing line: Arendt, Oakeshott, Gramsci, Furedi, and others. The latter of these also held as significant the shaping of the educational goal, in which the development of personality should not be ignored in place of socialisation, integration into society, and various forms of social engineering. Also, distancing schools from the direct imperatives of the public, the economy, and the chaotic influence of postmodern surroundings is a precondition for the development of critical thinking, historical thinking, and sensitisation to real social change.

Ključne riječi
education; manipulation; postmodern society; philosophy; educational policy; social engineering

Hrčak ID: 158552

URI
https://hrcak.srce.hr/158552

[hrvatski]

Posjeta: 1.291 *