The Development and Current State of Alternative Pedagogical Concepts in Slovenia

Pod nazivom alternativni pedagoški koncepti mislimo na napor usmjeren za reformu škole i teoretskih koncepcija, koji su također poznati pod imenom reformska pedagogija, progresivna pedagogija, prijedlog nove škole itd. Prijelaz iz 19. u 20. stoljeće obilježilo je vrijeme izrazite pluralizacije pedagoške misli. Sklonost novim pedagoškim trendovima značajno se povećala između dvaju svjetskih ratova. Najizrazitiji predstavnik bio je Anton Osterc – njegove polemike s predstavnicima drugih pedagoških smjerova pomažu nam oslikati različite teorijske pozicije tog razdoblja. Ideje reformske pedagogije podupirala je Pedagoška centrala u Mariboru. Bez obzira na napore u Sloveniji, u tom razdoblju nije zaživjela bilo koja eksperimentalna škola. Pedagoška doktrina nakon 2. svjetskog rata odlučno je odbacila ideje reformske pedagogije. Glavni akter kritike bio je Vlado Schmidt koji je u reformskoj, odnosno progresivnoj pedagogiji (pedologiji, kako ju je nazvao), prepoznavao tipične elemente buržoaske pedagogije – s reformsko-pedagoškim idejama je povezivao neodgovarajuće znanje djeteta i neprikladnu odgojnu orijentaciju, koje su u odnosu prema prirodi djeteta zanemarivale društvene ciljeve odgoja. Dijelovi reformsko-pedagoških ideja na području Slovenije su se započeli ponovno uvoditi unutar samoupravne pedagogije i eksperimenta popustljivog odgoja. Prva alternativna škola u Sloveniji s važećim programom, koja je bila ustanovljena 1992. godine – jest Waldorfska škola u Ljubljani. Njeno ustanovljenje omogućila je nova društvena situacija nezavisnosti i promjene političkog sistema. Uspostava novih alternativnih škola omogućilo je školsko zakonodavstvo iz ljeta 1996. Trenutno u Sloveniji djeluju četiri alternativne osnovne škole.By alternative pedagogical concepts we mean the efforts for reforming school, education and theoretical conceptualization which are also known as reformist pedagogy, progressive pedagogy, new school movement, etc. The transition from the 19th to the 20th century is a time of high pluralisation of pedagogical thought. Favourableness of new pedagogical trends grew substantially in the time between both wars. The most prominent representative was Anton Osterc - his polemics with representatives of other pedagogical courses help us outline various theoretical positions of this period. The ideas of reform pedagogy were defended by the Pedagogical Central in Maribor. Despite the efforts in Slovenia, this period did not see a taking off of any of the alternative (experimental) schools. The pedagogic doctrine after World War 2 strongly rejected the ideas of reformist pedagogy. The main advocate of this critique was Vlado Schmidt who saw typical elements of bourgeois pedagogy in reformist or progressive pedagogy (pedology, as he named it) - he linked reformist pedagogy ideas with a lack of knowledge in children and an inadequate educational orientation while referring to the child’s natural neglect of social education aims. Elements of reformist pedagogy ideas started establishing themselves again in the territory of Slovenia within the self- management pedagogy and experiments with permissive education. The first alternative school in Slovenia with a publicly valid programme was established in 1992 - this was the Waldorf School in Ljubljana. Its establishment was made possible by the new social situation after the change of the political system. Establishing new school alternatives was made possible by the school legislation of 1996 with the regulation of public schools. Currently, there are four alternative private basic schools in Slovenia

Konstituierung der sozialkritischen pädagogischen Richtung zwischen den beiden Weltkriegen in Slowenien

The Constitution of a Socio-critical Pedagogical Direction in Slovenia between the World Wars The period between the World Wars in Slovenia is characterized by a pronounced pluralism of pedagogical directions and concepts. While the art (Geisteswissenschaftliche) pedagogical direction was consolidated at the university, the reform pedagogical direction (Reformpädagogik) was increasingly used in professional associations of teachers. Within this movement and in parallel, the questions of social justice and the ideological orientation of education have become increasingly at the forefront. The initiative in this field was taken over by marxist teachers, but the socio-critical pedagogical concept was not unambiguously tied to the communist ideological background. Within the framework of the socio-critical pedagogical direction, empirical pedagogical research began to develop in Slovenia

The Development and Current State of Alternative Pedagogical Concepts in Slovenia

Pod nazivom alternativni pedagoški koncepti mislimo na napor usmjeren za reformu škole i teoretskih koncepcija, koji su također poznati pod imenom reformska pedagogija, progresivna pedagogija, prijedlog nove škole itd. Prijelaz iz 19. u 20. stoljeće obilježilo je vrijeme izrazite pluralizacije pedagoške misli. Sklonost novim pedagoškim trendovima značajno se povećala između dvaju svjetskih ratova. Najizrazitiji predstavnik bio je Anton Osterc – njegove polemike s predstavnicima drugih pedagoških smjerova pomažu nam oslikati različite teorijske pozicije tog razdoblja. Ideje reformske pedagogije podupirala je Pedagoška centrala u Mariboru. Bez obzira na napore u Sloveniji, u tom razdoblju nije zaživjela bilo koja eksperimentalna škola. Pedagoška doktrina nakon 2. svjetskog rata odlučno je odbacila ideje reformske pedagogije. Glavni akter kritike bio je Vlado Schmidt koji je u reformskoj, odnosno progresivnoj pedagogiji (pedologiji, kako ju je nazvao), prepoznavao tipične elemente buržoaske pedagogije – s reformsko-pedagoškim idejama je povezivao neodgovarajuće znanje djeteta i neprikladnu odgojnu orijentaciju, koje su u odnosu prema prirodi djeteta zanemarivale društvene ciljeve odgoja. Dijelovi reformsko-pedagoških ideja na području Slovenije su se započeli ponovno uvoditi unutar samoupravne pedagogije i eksperimenta popustljivog odgoja. Prva alternativna škola u Sloveniji s važećim programom, koja je bila ustanovljena 1992. godine – jest Waldorfska škola u Ljubljani. Njeno ustanovljenje omogućila je nova društvena situacija nezavisnosti i promjene političkog sistema. Uspostava novih alternativnih škola omogućilo je školsko zakonodavstvo iz ljeta 1996. Trenutno u Sloveniji djeluju četiri alternativne osnovne škole.By alternative pedagogical concepts we mean the efforts for reforming school, education and theoretical conceptualization which are also known as reformist pedagogy, progressive pedagogy, new school movement, etc. The transition from the 19th to the 20th century is a time of high pluralisation of pedagogical thought. Favourableness of new pedagogical trends grew substantially in the time between both wars. The most prominent representative was Anton Osterc - his polemics with representatives of other pedagogical courses help us outline various theoretical positions of this period. The ideas of reform pedagogy were defended by the Pedagogical Central in Maribor. Despite the efforts in Slovenia, this period did not see a taking off of any of the alternative (experimental) schools. The pedagogic doctrine after World War 2 strongly rejected the ideas of reformist pedagogy. The main advocate of this critique was Vlado Schmidt who saw typical elements of bourgeois pedagogy in reformist or progressive pedagogy (pedology, as he named it) - he linked reformist pedagogy ideas with a lack of knowledge in children and an inadequate educational orientation while referring to the child’s natural neglect of social education aims. Elements of reformist pedagogy ideas started establishing themselves again in the territory of Slovenia within the self- management pedagogy and experiments with permissive education. The first alternative school in Slovenia with a publicly valid programme was established in 1992 - this was the Waldorf School in Ljubljana. Its establishment was made possible by the new social situation after the change of the political system. Establishing new school alternatives was made possible by the school legislation of 1996 with the regulation of public schools. Currently, there are four alternative private basic schools in Slovenia

ГЕРБАРТ І ГЕРБАРТІАНСТВО В ЄВРОПЕЙСЬКІЙ ПЕДАГОГІЦІ: ІСТОРІЯ Й СУЧАСНІСТЬ

The proposed article offers an assessment of J.-F. Herbart and Herbartians in the history of pedagogy of Germany, pre-revolutionary Russia, and Ukraine; the influence of the doctrine of J.-F. Herbart and Herbartians on the development of pedagogical science; borrowing ideas of these representatives in school education, namely the processes of formation, changes in directions, ideas, principles and tasks of the educational process; structural and substantive features of Herbartian pedagogy are revealed. It has been outlined the ways of popularizing Herbartianism in European countries and the significance of the theoretical heritage of Herbartians in the modern history of pedagogy.У статті запропоновано оцінку діяльності Й.-Ф. Гербарта і гербартіанців в історії педагогіки Німеччини та дореволюційної Росії, а, відтак, й України; окреслено вплив вчення Й.-Ф. Гербарта і гербартіанців на розвиток педагогічної науки; досліджено запозичення ідей цих представників у шкільній освіті, а саме процеси формування, зміни в напрямах, ідеях, принципах і завданнях навчально-виховного процесу; розкрито структурні та змістові особливості гербартіанської педагогіки; окреслено шляхи популяризації гербартіанства в європейських країнах та значення теоретичної спадщини гербартіанців у сучасній історії педагогіки

The Bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia

The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile

The bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia

The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0), but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue different levels of education at which teachers acquire teaching competences for the same teacher profile

The Development of Teacher Education in the Countries of Central and South-Eastern Europe

Scholars from the Central and South-Eastern European states convened in Maribor at the symposium which took place in 11-13 October 2012 at the University of Maribor, Slovenia, in order to debate on the issues of the evolution of teacher training – and the related theme of Central European development of schooling –, and how these processes have affected, and have been affected by, the historical circumstances and political trends as well as theoretical and pedagogical influences. A comprehensive scenario has taken shape, thanks to the strong comparative approach focused on the problematic notion of «Central Europe» and on the reciprocal political and theoretical influences in this area, approach which contributed to a further understanding of the influence that has shaped European school systems