| Title: | The discontinuity of the left-oriented pedagogical paradigm after the second World War in Slovenia on the example of Jože Jurančič |
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| Authors: | ID Protner, Edvard (Author) |
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| Files: |  RAZ_Protner_Edvard_2025.pdf (319,44 KB)
MD5: 6CAE8CFA06D10D023B491FCD9248BC3C
 https://www.historiascholastica.com/sites/historiascholastica.com/files/HS/hs2/hs02.pdf
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| Language: | English |
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| Work type: | Scientific work |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | FF - Faculty of Arts
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| Abstract: | In the time between the two wars, left-leaning teachers in Slovenia created a specific pedagogical paradigm based on empirical research into the effects of the social environment on the child and supported alternative didactic forms of teaching. A typical representative of this paradigm was Jože Jurančič, a pre-war communist teacher who was interned in an Italian concentration camp on the island of Rab during the war. There, upon the capitulation of Italy, he heroically organized the liberation and creation of the Rab Brigade. Immediately after the war, he assumed high political positions in the new regime. Newer research reveals the cynicism of the authorities that sentenced Jurančič during the time of the Informbiro to prison, which he spent from 1949 to 1954, among other places, in Goli otok, a famous communist prison. As a hero of the Rab camp, he was forced here in 1953 as a political prisoner to carve a stone for a monument on the 20th anniversary of the liberation of the camp. In a metaphorical sense, he was carving a memorial to himself. After his release from prison, Jurančič withdrew from public life. Still, in 1957, he published a controversial article criticizing the leading Slovenian theoretician of post-war socialist pedagogical doctrine for his negative attitude towards the pre-war progressive efforts of left-oriented teachers and his excessive reliance on Soviet pedagogical doctrine. This controversy reveals interesting differences between Marxist-oriented pedagogues, offers an essential insight into the discontinuity of pre-war and post-war Marxist pedagogy, and, at the same time, opens up the possibility of interpretation that recognizes the pluralism of concepts in post-war pedagogical thought. |
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| Keywords: | pedagogy, totalitarian state, Slovenia, history of education |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Publication date: | 01.01.2025 |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 29-50 |
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| Numbering: | Letn. 11, št. 1 |
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| PID: | 20.500.12556/DKUM-94513  |
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| UDC: | 37(497.4)"1945/..." |
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| ISSN on article: | 1804-4913 |
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| COBISS.SI-ID: | 245889027 |
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| DOI: | 10.82130/hs2025-01-002 |
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| Publication date in DKUM: | 29.08.2025 |
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| Views: | 153 |
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| Downloads: | 14 |
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| Metadata: |    |
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| Categories: | Misc.
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