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Title:Pojav in razvoj empiričnega pedagoško-sociološkega raziskovanja na Slovenskem : magistrsko delo
Authors:ID Kiselak, Urška (Author)
ID Protner, Edvard (Mentor) More about this mentor... New window
Files:.pdf MAG_Kiselak_Urska_2025.pdf (2,05 MB)
MD5: 1CA760ACB355564924EA8F73407D6FDF
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract: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.
Keywords:medvojno obdobje, socialnokritična pedagogika, empirično raziskovanje, pedagogika, sociologija
Geographic coverage:Slovenija; 1919-1941;
Place of publishing:Maribor
Place of performance:Maribor
Publisher:U. Kiselak
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (IX, 132 str.))
PID:20.500.12556/DKUM-95018 New window
UDC:37.013(497.4)"1919/1941"(043.2)(0.034.2)
COBISS.SI-ID:250829315 New window
Publication date in DKUM:29.09.2025
Views:153
Downloads:82
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:02.09.2025

Secondary language

Language:English
Title:The emergence and development of empirical pedagogical-sociological research in Slovenia
Abstract: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.
Keywords:interwar period, social-critical pedagogy, empirical research, pedagogy, sociology


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