Pedagogical Basis of NTC System

Zbog novih tehnologija skeniranja koje su olakšale istraživanje mozga, u posljednjih trideset godina dolazi se do različitih spoznaja u području neuroznanosti. Posljedica navedenog je povećanje zanimanja za analiziranjem učenja i poučavanja na osnovi tih spoznaja te tako nastaje neurodidaktika. Na temelju otkrića u neuroznanosti i kognitivne psihologije dr. Ranko Rajović osniva NTC sustav učenja (NTC je skraćenica od „Nikola Tesla centar“). Kroz takav sustav učenja stimulira se djecu da maksimalno iskoriste svoj biološki potencijal, a poticanje se odvija kroz igru. Međutim, postavlja se pitanje je li nastava temeljena na mozgu uistinu novi model u didaktici ili nam je taj pristup već znan kroz pokret reformske pedagogije? Pokret reformske pedagogije javio se krajem 19. stoljeća i početkom 20. stoljeća u Americi i Europi. Reformske pedagogije potiču otvorenije i humanije obrazovanje koje bi osposobilo učenike za budući zanat, poštujući slobodu prirodnog razvoja i dječji interes. Učenici u školama imaju priliku doživjeti zanesenost te su motivirana doživljavanjem iznimnih iskustava. Komparativnom analizom uspoređuju se pedagoška načela NTC sustava s pedagoškim načelima poznatih predstavnika reformske pedagogije Marie Montessori, Johna Deweyja, Celestina Freineta, Rudolfa Steinera i Petera Petersena. Analiziraju se specifičnosti poznatih pedagogija i NTC programa, a to uključuje i detaljnu razradu prema četiri značajna elementa: glavnim obilježjima, ulozi roditelja i učitelja, značaju igre i kretanja te pogledu na razvoj djeteta. Iako se čini kao da je riječ o posve različitim pedagoškim modelima, temeljitim analiziranjem dolazi se do zaključka da NTC sustav, iako svoje temelje gradi na neuroznanosti, počiva na pedagoškim načelima reformskih pedagogija.Due to new scanning technologies that have made it easier to do brain research, various insights have been made in the field of neuroscience in the last thirty years. The consequence of the stated is increased interest in the analysis of learning and teaching based on these findings which led to the establishment of neurodidactics. Based on the discoveries in neuroscience and cognitive psychology, Dr. Ranko Rajović founded the NTC learning system (NTC stands for "Nikola Tesla Center"). Through that learning system, they are stimulating children to make the most of their biological potential, all the while encouraging children through play. However, the question is if brain-based teaching truly is a new model in didactics or is this approach already known through the reform pedagogy movement? The reform pedagogy movement emerged in the late 19th and early 20th centuries in America and Europe. Reform pedagogies encourage an open and more humane education that would prepare students for their lives, respecting the freedom of natural development and children's interests. Students in schools have the opportunity to experience flow and they are motivated by having exceptional experiences. The pedagogical principles of the NTC system are compared with the pedagogical principals of well-known representatives of reform pedagogies Maria Montessori, John Dewey, Celestin Freinet, Rudolf Steiner and Peter Petersen using comparative analysis. The specifics of the NTC system and reform pedagogies are being analyzed, and this includes detailed analysis based on four important elements: main features, the role of parents and teachers, importance of play and movement, and child development. Even though it seems that those are completely different pedagogical models, through thorough analysis we can conclude that the NTC system, although it is founded on neuroscience, is based on the pedagogical principles of reform pedagogies