Naslov
New educational scenaries - The School in The Postmodernist Age

Autori
Nejašmić, Sonja ; Barbir, Joško

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Comparative Pedagogy

Urednik/ci
Černetič, Metod ; Mušanović, Marko ; Dečman Dobrnjič, Olga

Izdavač
Pedagoška fakulteta Univerze v Mariboru ; Fakulteta za organizacijske vede Univerze v Mariboru ; Hrvatsko futurološko društvo

Grad
Maribor

Godina
2006

Raspon stranica
19-31

ISBN
961-232-183-3

Ključne riječi
postmodernist paradigm, individuality, communication networks, curriculum.

Sažetak
The Twentieth Century was marked by a series of remarkable changes and by a rapid progress in the technological, economic, political and cultural segments of the social life. In the framework of these changes it is necessary to define the school we really want, i.e. what type of school would satisfy citizens' needs within all these dynamic and ever-changing processes. What role does the school play in today's society? Can the school develop aside from the other social institutions or it necessarily follows the gradual institutional development? What stance should the school take in relation to the student, should it be an exclusively educational service of knowledge transfer or should it prepare the student for the ever-changing way of the postmodernist life? Should the school today preserve its traditional framework and continue to foster its primarily educational role or should it work towards developing the student's feelings for values and putting the focus on upbringing? In the present era of global communication networks, which are decentralized as well, and whose influences contribute to constructing multiple realities, a question is raised as to whether it is even possible within only one social system to mark out any working boundaries, any conventions and strictly defined patterns and objectives, or whether one should simply give in to diversity, tolerance, differences, the pluralistic collage. It is the pluralistic collage - a consequence of the information technology development and of the rapid progress in communications - that destroys the vision of a single, defined lifestyle, of a single, defined aim of the educational process. The traditional society is gradually disappearing, and there are more and more strong influences from the outside, which are unavoidably reflected on the creation of something new, from the inside continuously enriching the cyclic process of the rising spiral with a pile of departing-recurrent links. Consequently the institution of school has started to lose its importance ; it is not any more an integral point 12 of the transfer and adoption of knowledge ; people are increasingly turning to other points through multifarious information flows, which will inevitably result in the transformation of the institution of school. Everlasting values are being questioned in all social structures and at all levels. If one is to keep pace with the technological progress and the speed of the exchange of information and its influences, one simply cannot persevere in keeping the burden of traditional criteria. That is exactly what teachers are doing today in practice - encumbering students with these burdens. The traditional school, as it still exist, with its stringent and sluggish aims, does not allow its students to take part in the currents of the postmodernist society. Such school is in fact trying to stop the dynamics and that is where the problem emerges: the discontinuity between the aim and the person to whom the aim is directed, i.e. the student. T h e a i m s o f e d u c a t i o n must go through a reconstruction, because within the postmodernist paradigm there exists no autonomous individuality as perceived by the modernist paradigm. The individuality represents a series of perceptions, orientations and interests which an individual possesses for a period of time, after which they can be abandoned.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

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