| Popis: |
In its introduction, the article presents certain recent views on the reception of reform pedagogy, primarily in the German-language region. The focus is on the thesis that the interpretation model introduced in reform pedagogy by representatives of psychological pedagogy (primarily Hermann Nohl and his adherents) became established as the prevailing model of pedagogic history writing. This model favoured views that were in accordance with Nohl's conservative views of education, society and national culture. This is followed by a chapter highlighting that the power of reform pedagogy was largely based on the power oflanguage which, with its emphatic style, managed to conceal many disputed elements. A typical example is the pedagogical concept of Peter Petersen, in many ways related to the ideology of national socialism, but which nevertheless managed to preserve itself in the post-war period. The last part, presenting articles in the thematic section of this magazine, interprets the reception of reform pedagogy in post-war Slovenia. It highlights the finding that scientific treatises from the German-language region, which has been closely connected with the Slovenian pedagogical tradition throughout history, are not sufficiently taken account of in Slovenia. We also find that in Slovenia a distanced and critical attitude to reform pedagogy has prevailed throughout the post-war period. In the conclusion, we stress that the reservedness in relation to reform pedagogy is theoretically justified but that it should be paid more research attention as this would contribute to a deeper understanding of the functioning of hidden ideological mechanisms, with an informed mission of pedagogy which should act to the benefit of the child. Članek v uvodnem delu prikazuje nekatere novejše poglede na recepcijo reformske pedagogike predvsem na nemškem govornem območju. V ospredju je teza, da se je interpretacijski vzorec, ki so ga reformski pedagogiki vtisnili predstavniki duhoslovne pedagogike (predvsem Herman Nohl s svojimi privrženci), utrdil kot prevladujoči vzorec pedagoškega zgodovinopisja. Ta vzorec je dajal prednost tistim pogledom, ki so se ujemali z Nohlovimi konservativnimi pogledi na vzgojo družbo in nacionalno kulturo. Sledi poglavje, ki izpostavlja, da je moč reformske pedagogike v veliki meri temeljila na moči jezika, ki mu je z njegovim emfatičnim slogom uspelo prikriti številne sporne elemente. Značilen primer je pedagoški koncept Petra Petersena, ki je v številnih potezah soroden nacionalsocialistični ideologiji, pa vendar se mu je uspelo ohraniti tudi v povojnem obdobju. V zadnjem delu je ob prikazu člankov v tematskem delu te revije interpretirana recepcija reformske pedagogike v povojni Sloveniji. Izpostavljena je ugotovitev, da so v slovenskem prostoru premalo upoštevane znanstvene razpravez nemškega govornega območja, ki je bilo vso zgodovino tesno povezano s slovensko pedagoško tradicijo. Ugotavljamo pa tudi, da sta v Sloveniji vse povojno obdobje prevladovala distanca in kritičen odnos do reformske pedagogike. V sklepu izpostavljamo, da je zadržanost do reformske pedagogike sicer teoretsko upravičena, da pa ji je treba nameniti več raziskovalne pozornosti, saj bi to prispevalo h globljemu razumevanju delovanja prikritih ideoloških mehanizmov ob ozaveščenem poslanstvu pedagogike, ki naj dela v otrokovo dobro. |
