20.500.12556/DKUM-64399 Vpliv filozofske antropologije na slovensko pedagoško misel v 30. letih 20. stoletja The influence of philosophical anthropology on Slovene pedagogical thought in the third decade of the twentieth century Vpliv filozofske antropologije na razvoj slovenske pedagoške misli 30. let 20. stoletja je najbolj razviden na primeru duhoslovne oz. kulturne pedagogike. Njeni vodilni predstavniki (Karel Ozvald, Franjo Čibej in Stanko Gogala) so v svoje pedagoške koncepte vključevali tako izsledke filozofske antropologije kot tudi fenomenologije, ki je bila ključnega pomena za njen nastanek in s katero so se slovenski pedagogi seznanili predvsem v okvirih predmetne teorije slovenskega filozofa Franceta Vebra. Kljub temu da se je z obravnavanimi avtorji slovenska pedagogika uvrščala v takrat najsodobnejše humanistične tokove v Evropi, čas po drugi svetovni vojni v Sloveniji ni bil naklonjen nadaljnjemu razvoju in uveljavitvi fenomenologije, filozofske antropologije in duhoslovne oz. kulturne pedagogike. Zaradi spoznavnoteoretskih, ideoloških in političnih razlogov se je slovenska povojna pedagogika močno oddaljila od orientacije obravnavanih pedagogov, ki so pedagogiko povezovali predvsem z duhovnostjo in kulturnostjo. V tem obdobju se je v pedagoški znanosti pričela uveljavljati predvsem socialnokritična pedagoška paradigma, zato je bil nadaljnji razvoj filozofske antropologije in duhoslovne oz. kulturne pedagogike omejen. Prisotnost filozofsko antropološke misli v slovenski povojni pedagogiki se je s tem zmanjšala, ni pa povsem zamrla. Prepoznamo jo pri Gogali in njegovemu učencu Francu Pedičku. The influence of philosophical anthropology on the development of Slovene pedagogical thought in the third decade of the 20th century is most evident in the case of cultural pedagogy. Their main representatives (Karel Ozvald, Stanko Gogala, Franjo Čibej) have included in their own pedagogical concepts the ideas of philosophical anthropology and phenomenology, which was the most important for the development of philosophical anthropology and which was introduced to Slovene pedagogies mostly through Veber’s »object theory«. Although the studied authors have placed Slovene pedagogy among the most actual European humanistic thought in the third decade of the 20th century, the time and place in Slovenia after Second World War were not in favor of development and establishing of phenomenology, philosophical anthropology and cultural pedagogy. Because of theoretical, ideological and political reasons there was a major break with pre-war philosophical views, which continued only sporadicaly. Socialcritical pedagogical paradigm became dominant paradigm in that era, so further development of philosophical anthropology and cultural pedagogy was mostly suppressed. The presences of philosophical anthropological thought in Slovene after-war period declined greatly, but it did not disappeared. It is present in Gogala thought and in thought of his disciple Franc Pediček. filozofska antropologija duhoslovna oz. kulturna pedagogika fenomenologija predmetna teorija zgodovina pedagogike (1920-1930) Slovenija philosophical anthropology cultural pedagogy phenomenology »object theory« history of education (1920-1930) Slovenia true true false A. Šmidhofer] Slovenski jezik Angleški jezik Doktorska disertacija 2016-09-28 13:10:54 2016-10-05 08:41:15 2022-07-05 03:07:26 2019-07-11 14:00:54 2016 0 [Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.01(091)(497.4):[141.319.8+130.121](043.3) 22627592 URN:SI:UM:DK:PTXL8OLJ DOK_Smidhofer_Ana_2016.pdf DOK_Smidhofer_Ana_2016.pdf 1 A0CF1C7DD02EA41C5313071BE2259A48 dee3f940b49c2a3fbe853629f11bf0188d75485856959045deac16543ac7f152 b1b3adef-7c0d-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=106824 Filozofska fakulteta 0 0 0