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O istraživačkom radu u pedagogiji
On research work in pedagogy
Univerzitet u Prištini sa privremenim sedištem u Kosovskoj Mitrovici, Učiteljski fakultet, Prizren-Leposavić
e-adresa: mrpetarrajcevic@gmail.com
Sažetak
Istraživanjima u pedagogiji nije oduvek posvećivana pažnja u takvom ekstenzitetu i intenzitetu kao danas. U najvećem delu XIX i prvim decenijama XX veka u Srbiji je dominirao Herbartov pedagoški uticaj. Zastupali su ga njegovi ortodoksni sledbenici i učenici njihovih učenika (Bakić, Protić, Okanović, Rajičić i drugi). Tek u novije vreme istraživanja više privlače pažnju društva i postaju predmet kritičkog (pre)ispitivanja sve većeg broja pedagoških istraživačkih institucija, timova uključenih u projekte i pojedinaca u njima i izvan njih. Cilj je da se čitaocima, pre svega studentima učiteljskog fakulteta, budućim učiteljima i vaspitačima, koji se ranije nisu susretali sa ovom problematikom, u obliku jednog članka pruži pregled, odnosno opiše razvojni put ove oblasti, pre svega u Srbiji a donekle i Jugoslaviji. Osim kraćeg istorijskog osvrta na stasavanje naučno proverljivih postupaka, posebno naglašavanih od Dekartova vremena naovamo, eksperimentalno zasnovanih i merljivih podataka, koji su se teško probijali u javnosti i nisu dugo vremena nailazili na razumevanje kod postojećih 'autoriteta', (čak ni dr Paja Radosavljević, istaknuti predstavnik eksperimentalne pedagogije, nije bio prihvaćen u ovoj sredini), u radu se raspravlja o neophodnosti još većih istraživačkih poduhvata u brojnim pedagoškim disciplinama savremenog doba. Misli se na vreme i nužnost globalnog sagledavanja svih pa i raznovrsnih vaspitno-obrazovnih pitanja, reformskih, kod nas takozvanih tranzicijskih lomova, zaokreta i konkurentskih pozicioniranja u kontekstu aktuelnih, evropskih, demokratskih i 'demokratskih', pluralističkih, integracionih procesa. Ukazuje se na neke nepotpunosti metodoloških osnova u proteklom periodu kod nas. Govori se o naučnim radovima i specifičnostima studiranja po bolonjskom procesu. Teži se doprinosu dubljeg sagledavanja pedagoških problema radi unapređivanja ne samo vaspitne i obrazovne teorije nego i sveukupne prakse shvaćene i zasnovane na holističkim osnovama.
Abstract
Research in the field of pedagogy has not always been given importance to such extent and intense as it has nowadays. In the largest part of XIX century and the first decades of XX century Herbart's pedagogical influence was dominant in Serbia. It was advocated by his orthodox followers and disciples of their disciples (Bakić, Protić, Okanović, Raičić etc.) Only recently it has gained society's attention and become an issue of critical (re) questioning in growing number of pedagogical research institutions, teams partcipating in the projects, and individuals within the projects and otherwise interested ones in the issue. The aim of the research was to offer the readers, primarily the students of Teacher Training faculties, future teachers and educators, who have not been acquinted with the issues before, a review of development of this field, in Serbia in particular including former Yugoslavia, to some extent. Beside, a short historical review of development of scientifically checked procedures, especially emphasized since the times of Descartes until now, the data based on experiments and measurements, which were not accepted with understanding by public and actual 'experts' (even Paja Radosavljevic, a prominent representative of experimental pedagogy was not accepted in this milieu); the paper discusses necessity of larger research project in a number of pedagogical disciplines of contemporary times. It is referring to the time and necessity of global comprehending of all educational issues including various issues of educational nature, reforms and so called transitional breakages, turns and competitive positioning in the context of present, European, democratic and 'democratic', pluralistic, integration processes. It is pointed to some incompleteness of methodological bases in the past period, too. Some scientific papers and specific ways of studying according to the Bologna process is also dealt with. The tendency of a deeper understanding of pedagogical issues for the sake of the development of not only educational theory but the whole practice based and comprehended on the holistic bases is emphasized.
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