Univerzitetna založba Univerze v Mariboru, Pedagoška fakulteta Univerze v Mariboru, Pedagoška fakulteta Univerze na Primorskem
Abstract
Položaj učenca je ena od tem v pedagoški teoriji in praksi tako pri nas kot v svetu, ki ji je namenjena pomembna pozornost. Pogled na položaj učenca se je skozi različna obdobja v zgodovini spreminjal, običajno je odseval duh časa, v katerem je nastal. V prispevku na podlagi analize domače strokovne literature analiziramo spreminjanje položaja učenca v vzgojno-izobraževalnem procesu 20. stoletja. Na osnovi analize ugotavljamo, da se je pogled na položaj učenca na Slovenskem prvič pomembno spremenil po prvi svetovni vojni, ko sta se začela poudarjati aktivna vloga učenca pri pouku in možnost svobodnega odločanja. Druga svetovna vojna je prizadevanja za izboljšanje učenčevega položaja prekinila. Že kmalu po njej so pedagoški teoretiki in praktiki jasno opozarjali na pomen vloge učenca pri pouku. Priča smo številnim razpravam o pomenu spremembe položaja učenca iz objekta v subjekt vzgojno-izobraževalnega dela. Prelomen dogodek v razmišljanju o spremenjenem položaju učenca v vzgojno-izobraževalnem procesu je predstavljal referat Ive Šegula na prvem pedagoškem kongresu. Zavzela se je za samodejavnost učencev pri pouku in njihov subjektni položaj. Zahteve za izboljšanje učenčevega položaja so se nadaljevale tudi po osamosvojitvi Republike Slovenije in so aktualne še danes. Žal pa ugotavljamo, da so učenci kljub neprestanim težnjam tako teoretikov kot praktikov pri pouku še vedno preveč poslušalci in premalo dejavni.Pupils situation is an important topic of pedagogical theory and practice in Slovenia and worldwide. During different periods, the views on pupils situation have changed, generally reflecting the spirit of the time in which they emerged. This article analyses the changes in pupils situation throughout the educational process of the 20th century, based on studying domestic and foreign literature. The analysis discovered that the first vital changes to the situation of pupils in Slovenia were recorded after the First World War, when the active role of pupils and their freedom of choice gained more importance. The Second World War interrupted the effort to improve pupils situation. Soon after the War, pedagogical theorists and practitioners called attention to the meaning of pupils role in class. There are numerous discussions on the significance of changing pupils status from being an object to being a subject of the educational work. The turning point in thinking about the changed pupils situation within the educational process was a paper by Iva Šegula, presented at the first pedagogical congress. She strived for self-activity of pupils in class and for their subjective role. The demands to improve pupils situation continued after Slovenia\u27s independence and are still going on. But unfortunately it was discovered that in spite of continuous efforts by theorists and practitioners alike, pupils are too often mere listeners, not engaging sufficiently in class
