Pedagoške paradigme v Tagorejevi šoli skozi objektiv kontinentalne pedagogike

  • Irena Lesar Faculty of Education, University of Ljubljana, and the Academy of Music, University of Ljubljana, Slovenia
DOI: https://doi.org/10.26529/cepsj.1615
Ključne besede: Tagore, šola Santiniketan, kontinentalna tradicija, pedagoške paradigme, učitelj, otrok, vsebina poučevanja, socialno okolje, ponotranjenje, komunikacija

Povzetek

V današnjem svetu je čedalje aktualnejše vprašanje vpliva šolanja na različne vidike osebnosti otrok in mladostnikov in ne le vprašanje čim učinkovitejšega poučevanja in učenja. Za Tagoreja je končni cilj vzgoje in izobraževanja vsestranski razvoj posameznika, da se harmonično prilagaja realnosti. Namen tega članka je podrobno predstaviti Tagorejev celovit koncept vzgoje in izobraževanja ter kako se ta kaže v delovanju njegove šole v Santiniketanu. S kvalitativno teoretsko analizo ugotavlja, kateri izmed štirih identificiranih dejavnikov vzgoje v kontinentalni tradiciji (učitelj, vsebina poučevanja, otrok in socialno okolje) je ključni medij vzgoje in izobraževanja v njegovi šoli. Sistematična analiza značilnosti Tagorejevega vzgojno-izobraževalnega procesa ter njegovih zahtev in ciljev kaže, da mu je uspelo integrirati vse štiri vzgojne dejavnike, ki jih pozna evropska kontinentalna tradicija, česar pa ne moremo reči za nobeno izmed predstavljenih evropskih pedagoških teorij (herbartizem, duhoslovna oz. kulturna pedagogika, reformska pedagogika in družbe-nokritična pedagogika). Poleg tega je Tagore uspel številne teoretične koncepte, ki so še danes relevantni (npr. izkustveno učenje, participacija učencev, utelešeno znanje, koncept stoterih jezikov), na zelo inovativen način vnesti v delovanje šole Santiniketan

Prenosi

Podatki o prenosih še niso na voljo.

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Objavljeno
2025-06-27
Kako citirati
Lesar, I. (2025). Pedagoške paradigme v Tagorejevi šoli skozi objektiv kontinentalne pedagogike. Revija Centra Za študij Edukacijskih Strategij , 15(2), 281–299. https://doi.org/10.26529/cepsj.1615
Številka
Letn. 15 Št. 2 (2025): Toward Fulfilling the Gap Between Arts Policy and Practice
Rubrike
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