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"Old school" versus "new school the relative nature of value assessment. (CROSBI ID 41393)

Prilog u knjizi | ostalo

Protner, Edvard "Old school" versus "new school the relative nature of value assessment. // Pädagogische Konzeptionen zwischen Vergangenheit und Zukunft : Ambivalenzen, Begriffsverwirrungen und Reformeifer / Protner, Edvard ; Wakounig, Vladimir ; Krolič, Robi (ur.). Frankfurt: Peter Lang, 2009. str. 109-123

Podaci o odgovornosti

Protner, Edvard

engleski

"Old school" versus "new school the relative nature of value assessment.

In popular pedagogical discourse course the antinomy between the so-called old and new schools has a clearly defined value orientation ; both concepts are semantically and evaluatively connected with the following dichotomies: negative: positive ; reactionary: forward-looking, traditional: modernisation, conservative: progressive, old: new, bad: good. Even the manner of expression employed by the opposition suggests a value perspective, however in pedagogical literature we also come across very clear evaluative accounts of both concepts. In this respect, the term ‘new school’ normally connects the ideas and implementation of reform pedagogics ; it is less clear however what the term ‘old school’ stands for here. At the turn of the 20th century, reform pedagogics (in an effort to strengthen its position) used it to designate the ideas of Herbartism ; with its decline, the term no longer refers to any pedagogical theory or concept, but instead to some imaginary educational practise, unsupported by any pedagogical theory or concept. Despite the positive charge the ‘new school’ enjoys within this antinomy, we constantly come across situations in the history of the development of pedagogical ideas when the rejection of the modernisation effort in reform pedagogics was indeed justifiable and beneficial. The paradox of the last period of the socialist system was that in Slovenia, the reform measures imposed by the government were most harshly criticised by experts who employed the Marxist categorical apparatus. In the period after the change in social system, the polarisation of those sympathetic to ideas based on reform pedagogics and those opposed to them, heightened. It is impossible to identify patterns in these educational splits, as their assessment always depends upon theoretical viewpoint and ideological background. Instead, it is vital we come to realise that in order to deepen our understanding of educational phenomena we should not strive for the modern ; rather we should aim toward a productive reconstruction of tradition.

old school; new school; education

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Podaci o prilogu

109-123.

objavljeno

Podaci o knjizi

Pädagogische Konzeptionen zwischen Vergangenheit und Zukunft : Ambivalenzen, Begriffsverwirrungen und Reformeifer

Protner, Edvard ; Wakounig, Vladimir ; Krolič, Robi

Frankfurt: Peter Lang

2009.

978-3-631-59286-1

Povezanost rada

Pedagogija