Filozofska istraživanja, Vol. 25 No. 2, 2005.
Stručni rad
The Contemporaneity of the Pedagogic Thought of Pavao Vuk-Pavlović
Marija Bratanić
Sažetak
Having approached the pedagogic work of Pavao Vuk-Pavlović from the position of the holistic paradigm, the author has discovered the contemporaneity of his pedagogic thought. The holistic paradigm regards education through the prism of the relationship between teacher and student – the very thought that guided Vuk-Pavlović in his entire reflection on education. In treating education, Vuk-Pavlović sets forth from the educational reality, which is »characterised by the fact that it is built on a living relationship between human beings«. According to him, there is no and there cannot be any educational reality outside this living relationship. It is in this relationship that »a full cultural life« is realised, and that »the continuity of value experience is upheld«, the driving force of which is love.
The contemporaneity of the pedagogic thought of Pavao Vuk-Pavlović also comes to the fore in the interactive character of education, which occurs in the above relationship. »Education is not at all anchored in the teacher alone«, but also depends upon the student. However, the teacher’s personality is an irreplaceable spiritual power of the educational process, which, besides the professional-scientific and didactic, must also satisfy some other, specifically educational criteria. These are: pedagogic ‘habitus’, general ‘horizon’, teacher’s love, fullness and depth of teacher’s considerateness.
The pedagogic thought of Pavao Vuk-Pavlović can indeed be our inspiration in overcoming the traditional and embracing the holistic paradigm. Moreover, it can also serve as a stimulus in our becoming aware of education within the context of relationships, i.e. on the micro-level. Finally, a better understanding of the pedagogic work of Pavao Vuk-Pavlović can also help in finding more adequate Solutions to the problems of education in today’s society.
Ključne riječi
Pavao Vuk-Pavlović; pedagogy; holism; teacher-student relationship; educational reality
Hrčak ID:
202179
URI
Datum izdavanja:
25.6.2005.
Posjeta: 1.450 *