20.500.12556/DKUM-95018 Pojav in razvoj empiričnega pedagoško-sociološkega raziskovanja na Slovenskem magistrsko delo The emergence and development of empirical pedagogical-sociological research in Slovenia Obdobje med obema svetovnima vojnama (1919–1941) je prineslo spremembe, ki so se odražale tudi na področju pedagogike. Na Slovenskem lahko v tem času sledimo pluralizmu pedagoških paradigem. To so duhoslovna, reformska in socialnokritična pedagoška paradigma, pojavljata pa se tudi herbartizem in katoliška pedagogika. Vsako od njih so z lastnimi pristopi zastopali posamezni slovenski pedagogi. Med njimi so se zaradi različnih pogledov in teoretičnih izhodišč pogosto odvijale odmevne polemike. Pričujoče zaključno delo v sredino postavlja socialnokritično pedagoško paradigmo in novosti, ki jih je prinesla. Socialnokritični pedagogi so z različnimi lokalno obarvanimi raziskavami potrjevali odločilno vlogo socialnega okolja na telesni in psihični razvoj otroka. Ugotovitve so izhajale iz okolja, v katerem so delovali posamezni učitelji, z njihovo pomočjo pa se je učiteljsko delo učinkovito prilagodilo potrebam okolja in otrok nekega kraja. Posebnost socialnokritične pedagoške paradigme je v tem, da so izrazito napredni in levičarsko usmerjeni pedagogi s pomočjo različnih pristopov vzpostavili učinkovit način empiričnega pedagoško-sociološkega raziskovanja, ki je v tistem času na Slovenskem predstavljal veliko novost. Pomemben začetnik in predstavnik socialnokritične pedagogike na Slovenskem je dr. Franjo Žgeč (1896–1961). V zaključnem delu bodo opisani tudi drugi predstavniki socialnokritične pedagogike, njihovi prispevki in doprinos k slovenski pedagogiki. The period between the two world wars (1919–1941) brought changes that were reflected in the field of pedagogy. At this time, we can follow the pluralism of pedagogical paradigms in Slovenia. These are spiritual, reform and social-critical paradigms, and there is also the emergence of herbartianism and Catholic pedagogy. Each of them was represented by individual Slovenian pedagogues with their own approaches. Due to their differing views and theoretical backgrounds, they often engaged in notable debates. This final thesis places the social-critical pedagogical paradigm and the innovations it has brought in the centre. Social-critical pedagogues have, through various locally coloured research studies, affirmed the decisive role of the social environment on the physical and psychological development of the child. The findings were based on the environment in which individual teachers worked, and with their help, teaching was effectively adapted to the needs of the environment and children of a particular place. The distinctive feature of the social-critical pedagogical paradigm is that progressive and left-oriented pedagogues established an effective method of empirical pedagogical-sociological research using various approaches, which was a significant innovation in Slovenia at the time. An important pioneer and representative of social-critical pedagogy in Slovenia was Dr. Franjo Žgeč (1896–1961). This final thesis will also describe other representatives of social-critical pedagogy, their contributions and input to Slovenian pedagogy. medvojno obdobje socialnokritična pedagogika empirično raziskovanje pedagogika sociologija interwar period social-critical pedagogy empirical research pedagogy sociology true true false U. Kiselak Slovenski jezik Angleški jezik Slovenija; 1919-1941; Magistrsko delo/naloga 2025-09-02 08:45:07 2025-09-29 10:55:23 2025-09-30 03:34:51 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 132 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.013(497.4)"1919/1941"(043.2)(0.034.2) 250829315 MAG_Kiselak_Urska_2025.pdf MAG_Kiselak_Urska_2025.pdf 1 1CA760ACB355564924EA8F73407D6FDF aed580c05d60c2cdf576d46a1ea8f4061d371063ae5d00f8dcd50e32ef991334 ca19da6c-87c8-11f0-96a7-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=197284 Filozofska fakulteta 0 0 0