engleski

The Living Heritage of Cultural Pedagogy in Croatia

Cultural pedagogy, developed in Croatia between the Two World Wars under the influence of the spiritual-scientific pedagogy (Geisteswissenschaftliche Pädagogik) of the German cultural circle, provided so far the best explanation for questions regarding pedagogical teleology. This new approach to pedagogy was introduced by three different representatives – Stjepan Matičević, Pavao Vuk-Pavlović and Stjepan Pataki – together with their different and specific theoretical approaches. All of this allowed the active introduction of cultural pedagogy to the mainstream of world pedagogy and the completion of the process of confirming pedagogy as a science in Croatia. In the attempt of finding a way out of the crisis caused by the old school pedagogy, cultural pedagogy offers valuable conceptual solutions similar to the new school pedagogy. It manages to question in a balanced way both the reformatory pedagogy and Herbart’s pedagogy and expose the positive and the negative sides of these two approaches. Owning to its high scientific standards, theoretical dynamism and controversy, cultural pedagogy developed into an original pedagogical approach based on the holistic educational method supporting the individualization within education. The harmonization of the subject that is being educated within a society and a more emphasized valorization of the character of the subject during his active introduction to the cultural values of urban society is also being emphasized together with the concept of autonomy and the explanation of the relation between pedagogy and education, the educator and the person being educated, the connection between pedagogy and philosophy, psychology and culture, the position of personality within the education process, etc. The recent suppression of critical thinking and the understanding of pedagogy and education on which the spiritual-scientific approach is based, is directly connected to the disregard for the basic questions regarding pedagogical teleology. Therefore the revalorization and the re-conceptualization of cultural pedagogy as a crucial and still not adequately researched part of the Croatian pedagogical heritage is even more emphasized.

normative pedagogy, spiritual-scientific pedagogy, cultural pedagogy, society of knowledge

nije evidentirano