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The pedagogical View on the Strategic European Documents
Zvonimir Komar
; Filozofski fakultet u Zagrebu; Odsjek za pedagogiju
Sažetak
This paper starts with the premise that the central and often missing point of analysis and critique of EU's educational strategies is one of its theoretical and pedagogical grounding. Whether theme is plans of higher education reform or the system of education being understood as a sub‐system of broader economic system, the usual perspective is one that assumes functionally determined goals. The questions of reforms are then reduced to technical categories of standardization of product, quality control, strict orientation towards goal, explicit measurability, repeatability and efficiency. In this framework, theoretical and pedagogical thinking necessarily vanishes and every critical, emancipatory and humanistic potential of education is lost. Didactics are being separated from problems of general pedagogy and philosophy of education, while reduced to mere educational technique. The thesis of this paper is that in the critical, pedagogical reading of EU's educational reforms of today (such as Sorbonne or Bologna declaration, Lisbon strategy, Europe 2020 strategy and Rethinking Education initiative), an unreflected idea of purely goal‐oriented education is being revealed. These ideas are similar to thinking of theoretically and pedagogically overcame American theorists of curriculum such as Franklin Bobbitt and Ralph Tyler. In a natural coexistence of such educational ideas and contemporary neoliberal capitalism, pedagogical thinking has to ask: are thoughts that appear today in EU under the guise of educational reform moving us towards true "European education" or towards final death of European culture?
Ključne riječi
humanism; idea; pedagogy; reform; performativity
Hrčak ID:
176540
URI
Datum izdavanja:
15.12.2016.
Posjeta: 1.686 *