Attitude toward the progressive pedagogical thinking in Slovenia depending of the socio-political circumstances

Osrednji cilj in tudi namen diplomskega dela z naslovom Odnos do progresivne pedagoške misli na Slovenskem v odvisnosti od družbeno-političnih okoliščin je bil nazorno in celostno predstaviti fenomen reformsko-pedagoškega gibanja in koncepta reformske pedagogike v okviru pedagoškega in tudi širšega družbenega diskurza. Najprej smo želeli dokazati, da so spremembe, pobude oz. reforme na področju vzgoje in izobraževanja vedno pogojene z družbenimi spremembami oz. s specifičnim družbeno-političnim ozadjem. Ravno zaradi tega smo naprej proučili specifično družbeno-politično ozadje, ki je spodbudilo k nastanku reformsko-pedagoškega gibanja, ki se je navezovalo predvsem na: birokratizacijo življenjskih razmer in s tem tudi šolstva, vpliv gospodarske politike liberalnega kapitalizma na povečanje razslojenosti in revščine prebivalstva, kasneje pa tudi posledice prve svetovne vojne in oblikovanje novih nacionalnih držav in gibanj ter gospodarska kriza v 30. letih prejšnjega stoletja. Podrobneje smo opisali skupno vizijo reformsko-pedagoškega gibanja, ki je, kljub številnim različnim smerem in konceptualnim modelom, vključevala: željo po »novi« vzgoji in »novi« humanejši družbi, šolo po meri otroka, zavzemanje za humanizacijo vzgojno-izobraževalnega procesa in odnosa med učitelji in učenci, prepričanje v otrokovo dobro naravo, spodbujanje otrokove aktivnosti, samoiniciativnosti in svobode, upoštevanje faz otrokovega razvoja, zavračanje rigidnih učnih metod in načrtov itd. Opozorili smo tudi na nekatere druge pomembne, a pogostokrat zamolčane značilnosti reformsko-pedagoških konceptov, in sicer na: njihovo heteronomnost pojavnih oblik, njihovo paradoksalnost v zvezi s formulacijo »moderno – konservativno«, njihovo specifično navezanost na določen družbeno-zgodovinski in tudi politični kontekst oz. razmere, na njihova razhajanja v teoriji in praksi, na njihove probleme s prožnostjo in neenotnostjo vsebine. Osrednjo pozornost smo namenili proučevanju pojava reformsko-pedagoškega gibanja med obema vojnama na Slovenskem in v zvezi s tem želeli opozorili na ključen doprinos le-tega v okviru izoblikovanja slovenske znanstvene pedagogike. Nazadnje pa smo se posvetili tudi problemom, ki ga je znotraj pedagoške vzgojne paradigme povzročila kritika avtoritete in uveljavljanje koncepta permisivne vzgoje v 50. in 60. letih prejšnjega stoletja v ZDA, konec 80. in v 90. letih pa tudi v Sloveniji. Posledice, ki so nastale v zvezi z razumevanjem vzgojne paradigme neodvisno od avtoritete in pod okriljem permisivne vzgoje, pa so v neposredni pedagoški praksi povzročile: pomankanje učiteljske avtoritete, porast medvrstniškega nasilja in težave učencev pri spoštovanju šolskih pravil. Podali smo tudi nekatere rešitve v zvezi z razumevanjem vzgojne paradigme v okviru spreminjanja forme avtoritete v prihodnosti.The main objective and purpose of the thesis entitled »Attitude toward the progressive pedagogical thinking in Slovenia depending of the socio-political circumstances« was to present – clearly and comprehensively - the phenomenon of a reformist-pedagogical movement and the concept of reformist pedagogy in the context of teaching and broader social discourse. First, we wanted to demonstrate that changes, suggestions ie. reforms in the field of education are always conditioned by social changes or by a specific socio-political background. Precisely, we have investigated the specific socio-political context, which acted as an incentive to the formation of a reformist pedagogical movement that related mostly to: the bureaucratization of living conditions, and on the education, to the impact of the economic policy of liberal capitalism to increase stratification and impoverishment of the population and later, to the consequences of the first world war and the formation of new nation member states and movements, and to the economic crisis in the 1930s of the last century. Furthermore, we have gone into deep with a description of a common vision of the a reform-pedagogical movement that, despite the many courses and a conceptual model, included: both, a desire for a »new« type of education and for a »new« more human society, a child-custom school, the commitment to the humanization of the educational process and the relationship between teachers and students, the belief in the child\u27s good nature, promotion of children\u27s activity, initiative and freedom, consideration of the phases of child development and the rejection of rigid teaching methods and plans, etc. Some other important but often withheld features of reformist pedagogical concepts have been recalled, namely: their heteronormativity of forms, their paradoxicality in relation to the formulation of »modern – conservative«, their specific attachment to a particular socio-historical and political context and/or conditions, their differences in theory and practice, their problems with flexibility and lack of uniformity of content. The main focus has been placed to the study of the occurrence of a reformist pedagogical movement between the two world wars on the Slovenian territory. Within such context we wanted to draw attention to the important contribution that the movement had in the formation of the Slovenian scientific pedagogy. Finally, we also focused on the problem that has led, within the pedagogical educational paradigm, to criticism of authority and enforcement of the concept of permissive education in the 50s and in the 60s of the last century in the United States, as well as in Slovenia at the end of the 80s and in the 90s. Consequences that have arisen in connection with understanding of educational paradigm and independently of the authority and under the auspices of a permissive upbringing have caused within teaching practice the following shortfalls: lack of teacher’s authority, increase in bullying and pupils problems in terms of the respect of school rules. Some solutions with regard to the understanding of education paradigm have been given, especially in the context of how to change authority patterns in the future