Modernization, ideology and transformation of educational science: Former Yugoslavia case (1918-1990)

Razvoj pedagoške nauke u bivšoj Jugoslaviji obeležava oštar diskontinuitet uslovljen promenom političko-ideološkog poretka, a time i socijalno prihvatljivog pedagoškog mišljenja, ali i prikriveni kontinuitet između 'građanske' i 'socijalističke' pedagogije. Naša analiza dela jugoslovenskih pedagoga ukazuje na prisustvo strategije koju nazivamo 'nacionalizacija pedagoškog znanja'. U osnovi, ona predstavlja pokušaj da se zadobije društvena, ali i akademska legitimizacija pedagoške nauke. Nacionalizaciju pedagoškog znanja nalazimo kod predstavnika svih dominantnih pedagoških pravaca: eksperimentalne pedagogije, duhovno-naučne pedagogije, kao i u reformskim pedagoškim pokretima. Na prvi pogled paradoksalno, nacionalizacija pedagoškog znanja predstavlja i osnovno obeležje jugoslovenske marksističke pedagogije u periodu nakon Drugog svetskog rata. Ova strategija bila je uspešna u transformaciji vodećih teorijskih usmerenja ('promene paradigmi'): herbartijanizma u eksperimentalnu pedagogiju, eksperimentalne u duhovno-naučnu pedagogiju i, na kraju, duhovno-naučne u marksističku pedagogiju, ali je njen uspeh u razvoju institucija za pedagoška istraživanja bio bitno limitiran nivoom modernizacije sistema obrazovanja i ideološkog nadzora nad njim.Development of educational science in Former Yugoslavia was marked both by huge discontinuity due to changes in political and ideological regimes that had effects on 'mainstream' pedagogy, and hidden continuity between civil and socialist pedagogy. Our analysis of the writings of Yugoslav pedagogues shows the presence of strategy known as 'nationalization of pedagogical knowledge'. This strategy presents the attempt of gaining social, as well as academic legitimacy of educational science. Nationalization of pedagogical knowledge was present in all dominant pedagogical schools: experimental pedagogy, spiritual-scientific pedagogy (Geisteswissenschaftliche Pädagogik), as well as in New school movements. Paradoxically, nationalization of pedagogical knowledge presented the main feature of Yugoslav Marxist pedagogy in the period after the World War II. This strategy was successful in transformation of the leading theoretical schools ('paradigm change'): herbartianismus into experimental pedagogy, experimental pedagogy into spiritual-scientific pedagogy and at the end spiritual-scientific pedagogy into Marxist pedagogy, but the success of this strategy was significantly limited by the level of modernization of educational system and the ideological control over this system

The process of disciplinary measures in the field of pedagogical research and education, Part Two: Contemporary development of pedagogy as university discipline

U radu su razmotreni osnovni činioci koji dovode do transformisanja disciplinarnog područja pedagogije na univerzitetu. Oni se određuju kao: a) spoljašnji - odnose se na zahteve za povišenje kvaliteta pedagoških istraživanja i relevantnost njihovih rezultata za politiku i praksu obrazovanja, kao i na zahteve za povišenje kvalifikacija prosvetnog kadra i b) unutrašnji - odnose se na procese diferencijacije i integracije unutar sistema pedagoških disciplina. Proces disciplinarizacije pedagoške nauke na evropskim univerzitetima analizovan je u kontekstu epistemoloških koncepcija nastalih u neposrednom odnosu sa ovom temom (Dejvid Bridžs, Jan Bengtson).This paper is on the basic factors which lead to transformation of the disciplinary area of pedagogy towards University. They are determined as a) outer - they refer to the requirements of quality improvement of pedagogical work and relativity of their results on politics and praxis of education, as well as requirements for higher qualifications of teachers and b) inner - they refer to the processes of differentiations and integration inside the system of pedagogical disciplines. The process of disciplinary measures of pedagogical science at European Universities has been analyzed in the context of epistemological concept which appeared in the direct contact with this topic (David Bridges, Jan Bengston)

School autonomy and professional autonomy of teachers

Koncepcije školske autonomije i profesionalne autonomije nastavnika imaju sve veći uticaj na pedagoška istraživanja sa jedne, i kreiranje školskog sistema, sa druge strane. Ove koncepcije nastaju kao rezultat promena u pedagoškoj nauci i povratno utiču na njeno dalje samorazumevanje. U ovom radu bavili smo se percepcijom školstva i pedagoške profesije u intelektualnoj i naučnoj javnosti, shvatanjima o nastavniku kao specifičnom, transformativnom intelektualcu, odnosom školske autonomije i postignuća učenika na standardizovanim evaluacijama kakve su PISA, TIMSS i PIRLS, kao i savremenim pristupima profesionalnoj autonomiji i identitetu nastavnika. Razvoj školske autonomije i profesionalne autonomije nastavnika međusobno su uslovljeni procesi koji podrazumevaju podsticanje dijaloga o obrazovanju unutar profesionalne zajednice. U ovom dijalogu posebnu ulogu dobija pedagoško obrazovanje nastavnika. .Concept of school autonomy and professional autonomy of teachers has great influence on pedagogical research on one hand and creating a school system on another. This concept is a result of change in the science of pedagogy and has the feedback of its further self-understanding. This paper is about the perception of schools and pedagogical profession in intellectual and scientific circles and understanding the teacher as a specific, transformative intellectual, relation of school autonomy and students' achievements at standardized evaluations such as PISA, TIMSS and PIRLS, as well as contemporary approach of professional autonomy and teacher's identity. Development of school pedagogy and professional autonomy of teachers are inter conditioned processes which mean encouraging dialogue in education within professional community. There is a special role of education of pre-school teachers in this dialogue.

Disciplinary process in the field of pedagogical research and education

Reforma univerzitetskog obrazovanja i integracija evropskog prostora naučnih istraživanja snažno je uticala na ranije započeto preispitivanje tradicionalnih akademskih modela pedagoškog obrazovanja (nemačkog, francuskog i anglosaksonskog) i sa njima povezanih koncepcija nauke o vaspitanju i obrazovanju. Značajan doprinos restrukturisanju polja pedagoškog istraživanja i obrazovanja kao jedinstvene naučne oblasti dala je integracija istorijskog, socijalnog i epistemološkog pristupa procesu evolucije pedagoške nauke koji se sagledava kao rezultat delovanja dveju dinamičkih tendencija: 1) potreba koje nastaju u socijalno-profesionalnom i naučnom polju i 2) kontradiktornog odnosa između procesa autonomizacije u odnosu na srodne discipline i multidisciplinarnog razvoja pedagogije. Konstituisanje jednog disciplinarnog područja (proces disciplinarizacije) obuhvata procese specijalizacije, diferencijacije i institucionalizacije. U ovom članku predstavljene su i analizovane mogućnosti i ograničenja primene komparativnog istraživanja razvoja pedagoške nauke, kako u fazi njenog ranog institucionalnog zasnivanja, tako i u savremenom periodu.Reform of university education and integration of the European area of scientific research has strongly influenced the previously started study of traditional academic models of pedagogical education (German, French and Anglo-Saxon) and with them connected concepts of science of pedagogy and education. An important contribution to restructuring the field of pedagogical research and education as a unique scientific area was given by the integration of historic, social and epistemology approach of the process of evolution of pedagogical science which is seen as a result of dealing of two tendencies: 1) the need appearing in social-professional and scientific field; 2) contradictory relation between the process of automatisation in relation to similar disciplines and multidisciplinary development of pedagogy. Constituting one disciplinary area (the process of disciplinary management) includes the process of specialization, differentiating and institutialisation. This paper represents analyzed possibilities and borders of application of comparative research of development of pedagogical science, both in the phase of its early institutional bases and in the contemporary period

The role of school supervision in the constitution of the primary school system in Serbia in the first half of the 19th century

U ovom radu nastojali smo da rekonstruišemo ulogu koju je državni nadzor nad osnovnim školama imao u konstituisanju osnovnoškolskog sistema u Kneževini Srbiji u prvoj polovini 19. veka. Razvoj osnovnoškolskog sistema u Kneževini Srbiji išao je sporo i sa dosta poteškoća: otežan vazalnim položajem države, opterećen slabim ekonomskim stanjem i, najzad, lošom državnom administracijom koja se tek formirala. Praćenje uloge školskog nadzora u konstituisanju osnovnoškolskog sistema zahteva analizu izveštaja školskih nadzornika, kao izvora prvog reda. Takođe, budući da su u prvoj polovini 19. veka u Kneževini Srbiji radila dva školska nadzornika, Petar Radovanović i Milovan Spasić, važno je da sagledaju njihove lične preferencije i pedagoška stajališta koja su ih vodila u ovom nadasve teškom zadatku. Trebalo je obići male seoske škole kroz neprokrčene predele, preko rečica, brda, na konju, spavati u neuslovnim konacima. U takvim uslovima naši prvi osnovnoškolski nadzornici pojavljuju se kao naši prvi statističari javne nastave, pisci osnovnoškolskih zakona, oni koji su poučavali nedovoljno spremne učitelje pedagoškom radu. U ovom radu upravo smo se koncentrisali na ove aspekte rada školskih nadzornika da bismo sagledali njihovu ulogu u konstituisanju osnovnoškolskog sistema u Kneževini Srbiji u prvoj polovini 19. veka.V dannoj stat'e sdelana popytka vosstanovleniâ roli gosudarstvennogo kontrolâ i škol'nogo nadzora v stanovlenii sistemy načal'nyh škol v Knâžestve Serbiâ v pervoj polovine 19-go veka. Razvitie sistemy načal'nyh škol v Serbiâ bylo medlennym i soprâženo so mnogimi trudnostâmi: ono bylo zatrudneno vassal'noj poziciej gosudarstva, plohoj èkonomičeskoj situaciej i, nakonec, plohoj gosudarstvennoj administraciej, kotoraâ tol'ko čto voznikla. Rol' škol'nogo nadzora v stanovlenii sistemy načal'nyh škol vosstanavlivaetsâ na osnove analiza otčetov škol'nyh nadziratelej, v kačestve pervoistočnikov. Krome togo, poskol'ku v pervoj polovine 19-go veka rabotali v Knâžestve Serbii dva škol'nyh nadziratelâ, Petr Radovanovič i Milovan Spasič, bylo neobhodimo učest' ih ličnye predpočteniâ i pedagogičeskie pozicii, kotorymi oni rukovodilis' v ètoj črezvyčajno trudnoj zadače. Oni dolžny byli poseŝat' nebol'šie sel'skie školy, dvigat'sâ čerez neprohodimye kraâ, čerez reki, holmy, verhom na lošadâh, nočevat' v nenadežnyh mestah. V takih usloviâh naši pervye nadzirateli načal'noj školy vystupali v roli pervyh statistikov v oblasti publičnogo obrazovaniâ, pisatelej škol'nyh zakonov, teh, kto obučal nedostatočno podgotovlennyh učitelej. V dannoj stat'e vnimanie issledovatelâ sosredotočeno imenno na ètih aspektah v rabote škol'nyh nadziratelej v celâh opredeleniâ ih roli v stanovlenii sistemy načal'nyh škol v Knâžestve Serbii v pervoj polovine 19-go veka.In this paper, we tried to reconstruct the role that state supervision of primary schools had in the constitution of the primary school system in the Principality of Serbia in the first half of the 19th century. The development of the primary school system in the Principality of Serbia was slow and beset by difficulties: aggravated by the vassal position of the state, a weak economic situation and, finally, a poor state administration that had just been formed. Monitoring the role of school supervision in the establishment of a primary school system requires the analysis of school supervisor reports as a primary source. Also, since in the first half of the 19th century there were two school supervisors in the Principality of Serbia, Petar Radovanović and Milovan Spasić, it is important to look at their personal preferences and pedagogical stances that led them to take on this exceedingly difficult task. It was necessary to visit small village schools in areas with poor road infrastructure, over hills, across small rivers, on horseback, sleeping in rudimentary lodgings. In such circumstances, our first primary school supervisors were also our first statisticians of public education, drafters of primary school laws, those who taught inadequately trained teachers the fundamentals of pedagogical work. In this paper we have concentrated only on these aspect of their work as school supervisors in order to see their role in the constitution of the primary school system in the Principality of Serbia in the first half of the 19th century

Education as a research priority: On the occasion of the jubilee Dositej and work on the Strategy of development of education in Serbia

U godini jubileja Dositeja Obradovića (1811-2011) počinje novi ciklus naučnih istraživanja i intenzivira se rad na Strategiji razvoja obrazovanja u Srbiji. U prilogu se zastupa gledište da ćemo se Dositejevom delu najviše približiti ako pristupimo sistematskom razmatranju uloge nauke o obrazovanju i filozofskih i naučnih istraživanja uopšte u razvoju modernog obrazovnog sistema. Ističe se međuzavisan odnos između kreiranja racionalne i efikasne politike obrazovanja i institucionalnog i metodološkog razvoja pedagoške nauke. Iznosi se stav da obrazovanje ne može da se shvati samo kao društveni prioritet, već da je ono dobilo i status trajnog naučnog prioriteta.In the year of jubilee Dositeja Obradovic (1811-2011) begins a new cycle of scientific research and to intensify the work on the Strategy of Development of Education in Serbia. The paper maintains that we are part of the most Dositej closer if you approach the systematic consideration of the role of science education and philosophical and scientific research in general in developing a modern education system. It is emphasizes that the interdependent relationship between the creation of rational and effective educational policies and institutional and methodological development of pedagogical science. The attitude is presented that education can not be viewed only as a social priority, but that it is received and the status of permanent scientific priorities

Socio-historical aspects of the development of professional education in Serbia

U članku se problematizuje pitanje društveno-istorijskih aspekata u kojima se razvijalo profesionalno obrazovanje u Srbiji. O ovoj je temi u našoj literaturi dat sintetički pregled stanovišta koja se odnose na period XIX i XX veka. Konstatuje se da je zaostajanje u društvenoj modernizaciji i diferencijaciji različitih sfera socijalno-ekonomskog života negativno delovalo na razvoj koncepcije i sistema profesionalnog obrazovanja. Cilj nam je bio da sagledamo društveno uslovljene predrasude o obrazovnom procesu i sistemu, koje su predstavljale jednu od barijera za zasnivanje modernog, dinamičkog i ekonomskim potrebama adekvatnog profesionalnog obrazovanja u Srbiji. Neke od tih predrasuda, kao one o suprotnosti opšteg i pozivnog obrazovanja, usmerenost kreatora obrazovne politike na sistem formalnog obrazovanja i posledični nedostatak valjane teorije i prakse neformalnog i informalnog obrazovanja, prisutne su i kod nas. Zbog toga je, sa stanovišta istoričara obrazovanja, ponuđen niz pitanja koja se odnose na razvoj svih aspekata obrazovnog sistema o kojima treba voditi računa prilikom dalje konceptualizacije profesionalnog obrazovanja u nas.This paper deals with the issue of socio-historical aspects in the development of professional education in Serbia. A synthetic overview is presented of the dominant viewpoints on this topic in our literature, covering the period of the 19th and 20th centuries. It is noted that the lag in social modernization and differentiation of various aspects of socio-economic life have had a negative effect on the development of the system of professional education. Our goal was to look into socially-conditioned prejudices about the educational process and system, which represented one of the barriers to the establishment of a modern, dynamic system of professional education in Serbia which would be in tune with economic needs. Some of these prejudices, like that concerning the contradiction between general and professional education, the educational policymakers' focus on the formal system of education and the lack of valid theory and practice in non-formal and informal education, are also present in Serbia. That is why, from the perspective of a historian of education, this paper discusses a range of issues related to the development of all aspects of the education system that need to be taken into consideration in the further conceptualization of professional education in our country

Friedrich Febel: On the 225th birth anniversary

Ove godine navršava se 225 godina od rođenja velikog nemačkog pedagoga Fridriha Vilhelma Avgusta Frebela. U ovom članku bavili smo se Frebelovim profesionalnim radom predstavljajući, istovremeno, ključne momente njegovog privatnog života. Frebelova biografija kod nas je oskudno obrađivana, dok se u inostranoj pedagoškoj istoriografiji poslednjih decenija naglasak stavlja na istraživanje širenja pokreta dečjih vrtova, učešće žena u njemu i institucionalizaciju obrazovanja vaspitačica. U ovom radu pokušali smo da damo prikaz Frebelovog života i praktičnog pedagoškog rada upravo iz aspekta formiranja ideja koje su mu obezbedile trajno mesto u istoriji pedagogije. Pri tome služili smo se autobiografskim i biografskim izvorima koji do sada nisu korišćeni u našoj literaturi.It is 225th birth anniversary of a great German pedagogue Wilhelm August Febel. We have dealt with Febel's professional life in this paper presenting at the same time key moments of his private life. Frebel's biography has been scarcely studies, whereas in foreign pedagogical historiography of the recent decades, there has been stress on research of the movement of children's gardens, participation of women in them and institualisation of the education of pre-school teachers. We have tried to give a review on Febel's life in this paper and practical pedagogical work from the aspect of forming ideas which gave him an internal space for history of pedagogy. We used autobiographical and biographical sources which had not been used in our reference books

Education of pedagogues in the light of the University reform

U okviru reforme univerziteta mnogo radova napisano je o obrazovanju osnovnih pedagoških profila (nastavnika, vaspitača) ali vrlo malo o obrazovanju naučnoistraživačkih pedagoških profila. Predmet našeg članka jeste reforma obrazovanja pedagoga na vodećim evropskim univerzitetima, i to na svim nivoima studija - osnovnim, master i doktorskim. Ukazuje se na delikatnost procesa reforme obrazovanja pedagoga i formiranja njihovih teorijsko-metodoloških kompetencija. Naročito se ističe značaj objedinjavanja nacionalnih istraživačko-naučnih kapaciteta u funkciji usavršavanja vrhunskih istraživača u oblasti obrazovanja. U analizi se pošlo od trenutnog stanja u oblasti obrazovanja pedagoga na sto najprestižnijih evropskih univerziteta, povlače se paralele sa reformom obrazovanja pedagoga kod nas, i ukazuje na tendencije budućeg razvoja. U meri u kojoj je to bilo neophodno prikazuju se i najnoviji programi obrazovanja nastavnika za različite stupnjeve školskog sistema. Sve promene sagledane su u kontekstu reforme univerziteta, njegove autonomije i uloge u unapređivanju celokupnog obrazovnog sistema.Within the University reform, there are many papers written about education of the basic pedagogical profiles (primary school teachers, pre-school teachers) but not much about education of scientific-research pedagogical profiles. The subject of the paper is the reform of education of pedagogues at the leading European Universities, and this is at all the levels of studies - undergraduate, master and doctoral studies. We are pointing at the delicacy of the process of the reform of education of pedagogues and forming their theoretical-methodological competencies. Particularly, we are stressing the significance of enhancing national research-scientific capacities functioning in mastering the best researchers in the field of education. The analysis started from the present state in the field of educating pedagogues at one hundred most prestigious Universities, and there are parallels with the reform of education of pedagogues in our country, and tendencies for future development are shown. In the necessary measure, there are the most recent programmes shown of the teachers at different levels of the school system. All the changes are shown in the context of the University reform, its autonomy and role in improvement of the whole educational system

Contribution of the pedagogical historiography to the scientific foundation of the actual educational reforms

U ovom radu bavimo se ulogom koju istraživanja istorije modernizacijskih procesa u obrazovanju u komparativnom kontekstu, kao i projekcije modernizacije obrazovanja i strukture sistema obrazovanja koje se na njima zasnivaju, mogu da pomognu celovitijem razumevanju aktuelnih školskih i ukupnih obrazovnih reformi u Srbiji, sa jedne i stanja u oblasti pedagoške nauke kod nas, sa druge strane. Nijedan savremeni istoričar pedagogije ne zalaže se za 'istorizaciju' obrazovne politike, teorije vaspitanja i obrazovanja i programa pedagoško-metodičkog obrazovanja. Ali, u vremenu naglašenog interesovanja za pitanja identiteta potrebno je sagledati uzroke i posledice odsustva istoriografskog pristupa problemima u obrazovanju. One, u prvom redu, obuhvataju nepoznavanje činjenica o evoluciji sistema obrazovanja i pedagoških teorija neophodnih za koncipiranje savremene i racionalne prosvetne politike. U tom kontekstu plediramo za prevazilaženje aistoričnosti i etnocentričke pozicije pri koncipiranju politike i prakse obrazovanja. Ovakav pristup može da pomogne, cenimo, revalorizaciji naše pedagoške i metodičke baštine, i na kraju, da otvori prostor da se uključimo u evropske i šire tokove pedagoških istraživanja.This paper is on the role of the research of the history of modernization processes in education in the comparative context, as well as projection of the modernisation of education and the structure of the educational system which are based on them, and which can help understand the actual school and whole educational reforms in Serbia and the pedagogical science on the other side. There is no contemporary historian of pedagogy who stands for 'hisorisation' of the educational politics, theory of education and pedagogical work and the programme of pedagogical-methodological education. But, in the time of the stressed interest for the issues of identity, it is necessary to observe causes and consequences of the absence of the historiography approach to the problems in education. First, they enhance ignorance of facts about the evolution of the educational system and pedagogical theories necessary for concept of the contemporary and rational educational policy. In this context, we stand for overcoming non-historical and ethnocentric position when creating politics and praxis of education. This approach can help revalorization of the pedagogical and methodological heritage and to open some space for us to participate in European and wider currents of the pedagogical research