A Template for the Analysis of an (Educational) Problem from the Perspective of the Theory of Education: Proscribed Reading Example

Problem školske lektire i njezina ocjenjivanja predstavlja ne samo stručni, jezično-metodički ili didaktičko-dokimološki, već i opće pedagoški problem. Kritičari školske lektire ističu njezinu zastarjelost i fokusiranost na tradiciju dok zagovornici ističu potrebu stjecanja općekulturnih i općedruštvenih znanja kojih je školska lektira dio. U takvim previranjima školska lektira postaje ili bi trebala postati predmetom bavljenja stručnjaka različitih područja – metodičara književnosti, antropologa, povjesničara, psihologa i pedagoga. Budući da je interes potonjih u hrvatskom znanstveno-istraživačkom prostoru izostao, problem prikazan u ovom radu analiziran je u okvirima triju temeljnih teorija odgoja – duhovnoznanstvene, kritičko-racionalističke (empirijske) i emancipatorske znanosti o odgoju. U tom kontekstu, cilj je ovoga rada temeljem analize slučaja problema školske lektire kod učenika gimnazije kontekstualizirati i analizirati navedeni problem u okvirima temeljnih teorija odgoja. Navedena će analiza poslužiti kao predložak mogućeg okvira primjenjivog i za analizu drugih pedagoških odnosno odgojno-obrazovnih problema.The problem of proscribed school reading and its evaluation does not represent only a professional, linguo-methodical problem or the problem of didactic docimology, but also an educational problem in general. Critics of the proscribed school reading claim that such reading is obsolete and focused on tradition, while its advocates stress the need for students to acquire general cultural and social knowledge which is in part formed by proscribed reading. Through such disagreement, proscribed school reading is becoming or should become a subject of interest of experts from various fields – experts on literature methodology, anthropologists, historians, psychologists and pedagogues / school counsellors. Since the interest of the latter in the Croatian domain of science and research is lacking, the problem presented in this work is analysed within the framework of three theories of education – educational theory of spiritual science, educational theory of critical rationalism (empirical theory) and the theory of emancipatory education. In that context, the purpose of this work is to contextualize and analyse the mentioned problem, based on the case analysis of the proscribed school reading problem among general education secondary school students, within the framework of fundamental theories of education. The mentioned analysis will serve as a template for a potential framework applicable to the analysis of other educational problems