THE DEVELOPMENT OF PHILOSOPHY OF EDUCATION THROUGH HISTORY AND ITS RELATION TO CONTEMPORARY THEORY OF EDUCATION

U radu se govori o problematici shvaćanja odgoja ovisno o društvenim, a s time i povijesnim okolnostima. Odgajanje djeteta je povijesna zadaća ljudske zajednice. Svako vrijeme nosilo je svoje viđenje najboljeg mogućeg odgoja. Sofisti su zaslužni za postavljanje odgoja u centar filozofske pažnje i nakon njih odgoj se počinje promatrati iz drugog kuta. On postaje bitan element (ako ne i najvažniji) funkcioniranja čitave zajednice, odnosno države. S obzirom da još uvijek ne postoje univerzalna načela valjanog odgoja, teško je sa sigurnošću dati popis pravila koja treba slijediti. No, filozofi odgoja kroz povijest, a naročito u suvremeno doba, ostvarili su značajne pomake na polju odgojno-obrazovnog sustava. Zahvaljujući naprednom razmišljanju Rousseaua i Deweya, dijete se promatra kao ključan element odgoja koje ima pravo i mora aktivno sudjelovati u cijelom procesu odgoja. Metode i pristupi u odgoju više nisu ukalupljeni kao što su bili u samom začetku ove grane, već se potiče kritičko mišljenje, kreativnost i inovativnost koje će omogućiti pozitivan napredak djeteta.In this paper, we are discussing the issue of understanding education that depends on social and, hence, historical circumstances. Raising a child is a historical task of the human society. Each (historical) time carried its own vision of the best possible upbringing. We thank Sophists for placing education at the center of philosophical attention and, because of them, the perspective on education was given a different point of view. It becomes the important element (if not the most important) of the functioning of the entire community, ie the state. Given that there are still no universal principles of valid upbringing, it is difficult to give a list of rules to follow with certainty. However, philosophers of education have made significant progress in the field of educational system throughout history and especially in modern times. Thanks to advanced thinking of Rousseau and Dewey, the child is seen as the key element of education the has the right and must actively participate in the whole process of education. Methods and approaches in education are no longer molded as they were at the very beginning of this branch, but one is encouraging critical thinking, creativity and inovation that will enable the positive progress of the child