School in Transition from Industrial to Post-industrial Society

U razvijenim zemljama krajem XX. stoljeæa dogodile su se važne društvene promjene koje su se očitovale u mnogim segmentima suvremenog društva. Posebno su važne promjene u školstvu. Škole u postindustrijskom društvu transformiraju se od institucija za elementarno opismenjivanje koje razvijaju poslušnost i nekreativnost u institucije u kojima se uvažavaju potrebe i cjelovitost individualnih mogućnosti njenih korisnika. Da bi se to moglo ostvariti umjesto predavačkog pristupa prihvaća se narativni pristup u kojem sudionici odgojnog procesa u lokalnom kontekstu stvaraju svoju (pri)povijest – kulturu, uvažavajući pri tome i sve ostale pripovijesti koje svojom raznolikošću doprinose obogaćivanju ljudske prirode – kulture. U suvremenom postindustrijskom društvu profesionalna uloga učitelja ne može se svesti na ulogu službenika čija je osnovna zadaća ostvarivanje tuđih ideja i naputaka, već se od učitelja očekuje da bude kreativan, refleksivan, kritički orijentiran profesionalac, učitelj akcijski istraživač, a od škole da bude u isto vrijeme mjesto učenja kako djece tako i odraslih. Za novu profesionalnu ulogu učitelja bitno je razumjeti svoje sugovornike (učenike) i postići s njima dogovor oko zajedničkih ciljeva. Dakle, uspješnost odgojnog djelovanja ovisi o uspješnosti komunikacije.In well-developed countries significant social changes took place at the end of the 20th century, which were manifested in many diverse segments of modern society. Changes in the system of schooling are particularly important. In post-industrial society schools have transformed from institutions designed to make people elementarily literate developing obedience and non-creativity to institutions which appreciate the needs and the integrity of the individual possibilities of their users. In order that this be accomplishable, instead of the ex-cathedra approach a narrative approach is being accepted, in which the participants in the educational process create their own (hi)story culture within their local contexts while appreciating all the other narratives/stories that, with their diversity, contribute to the enrichment of human natureculture. In modern post-industrial society the professional role of a teacher can not be reduced to the role of a clerk, whose primary task is to realise others’ ideas and instructions. On the contrary, a teacher is expected to be a creative, reflexive and critically oriented professional, a teacher-action researcher, while a school is expected to be a place of learning as for children so for adults too. For this new professional role of teachers it is important that they understand their collocutors (students), and that the two parties involved reach an understanding of their mutual goals. In other words, the success of the educational process depends upon the success of communication achieved