Pregled bibliografske jedinice broj: 1123653
Pedagogical notion of (dis)continuity in learning and its critical- pedagogical potential
Pedagogical notion of (dis)continuity in learning and its critical- pedagogical potential // Pedagogical forum, 11 (2021), 1; 299-313 (međunarodna recenzija, članak, znanstveni)
CROSBI ID: 1123653 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Pedagogical notion of
(dis)continuity in learning and its critical-
pedagogical potential
Autori
Mišić, Magdalena ; Komar, Zvonimir
Izvornik
Pedagogical forum (2083-6325) 11
(2021), 1;
299-313
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
discontinuity ; negativity ; learning ; pedagogy ; critical subject ; critical theory
Sažetak
The goal of this paper is to research the pedagogical notion of discontinuity in learning, its pedagogical importance and discover the notion of pedagogical subject that is complementary to it. Discontinuity is closely related to the idea of negativity in its existential sense. Discontinuity and negativity in learning are investigated in their various forms and meanings, in order to understand the pedagogical approach to these phaenomena. Our approach is differentiated from approaches based on “school success”, since pedagogical authors such as J.F. Herbart, J. Dewey and A. English see negativity and its pedagogical potential in an existential sense. Based on these insights, we further ask which kind of pedagogical subject can embody discontinuity and negativity in learning. We find that specific ideas of (critical) theory, (dialectical) knowledge and (critical) subject are needed for that. These ideas open often unexplored possibilities for pedagogical theory and practice.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
