Redefining basic paedagogical concepts also can «create» havoc

U Napretku br. 4/2001. objavljen je članak: Redefiniranje osnovnih pojmova - pretpostavka epistemološkog razvoja pedagogije. Pod izlikom redefiniranja osnovnih pedagoških pojmova - odgoj, obrazovanje, izobrazba, osposobljavanje - osporavaju se relevantne spoznaje u području odgoja, čime se dovodi u pitanje i dignitet pedagogijske znanosti. Ova rasprava je kritičko razmatranje i suprotstavljanje tim i takvim osporavanjima. Autor sustavno analizira sporni tekst, upozorava na njegove slabosti, metodološke propuste, grješke u izvodima - dokazujući da nisu upitna znanstvena postignuća i određenja temeljnih pedagoških pojmova ni dignitet znanosti o odgoju, nego takva neutemeljena kvalificiranja povijesnih postignuća pedagogijske znanosti.The Number 4/2001 issue of the journal Napredak contains an article entitled, Redefining Basic Concepts - Hypothesis for the Epistemological Development of Paedagogy. Under the pretext of redefining basic paedagogical concepts such as upbringing, education, training and qualification, relevant notions in the field of education are being challenged, and this is jeopardizing the dignity of the paedagogical sciences. This discussion is a critical examination and it is a contention with these challenges and also similar ones. The author undertakes a systematic analysis of the controversial text, warns of its weak points, methodological omissions, and errors in deduction. Thus, he proves that scientific achievement and the determination of basic paedagogical concepts are not at issue, nor is the dignity of the science of education, but rather the ungrounded qualification of historical achievements in the paedagogical sciences