The article establish the thesis that in moral education, particularly in the first years of the child’s development, unreflexive acts or unreflexiveness in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of unreflexiveness we refer to resolvedness in the response of adults when it is necessary to establish a limit, or cut, in the child’s demand for pleasure, as well as to resolvedness as one of the structurally essential elements in behaviours with which the adult subordinates the child to the symbolic order or language. In philosophy, a symptomatic position in this context is represented by Kant’s theory of education. On the basis of the “traditional” concept of “negative education”, and through Freud’s and Lacan’s psychoanalytic concepts, we identify two principles that should, in contemporary times, be an essential part of the moral educational behaviours of adults: (1) the principle of a delimited response to the child’s demand for the satisfaction of pleasure, and (2) the principle of reasoned, reflected, but nevertheless certain, persevering, resolved unreflexiveness in the subordination of the child’s desire to the symbolic order (the discourse). On the basis of the preceding analysis, we highlight certain consequences of this structure of the subject for the contexts of particular theoretical discussions and for school practice.
COBISS.SI-ID: 10061385
The present article focused particularly on the role and significance of the arts in the process of primary schooling in Tagore’s school. He defined education as that which is one with life, and he believed that only education can give us real freedom. It is therefore essential that in the process of education we achieve the all-round development of the individual for harmonious adjustment to reality. The arts should be an essential part of life and of education, as it is only through the arts that it is possible to express one’s experience and recognition of the harmonious connection between the universe, the individual reality and immortality, in addition to their being a source of pleasure. Only the arts (and nature as a teacher) enable the development of the entire personality, as well as the perception of reality and truth. Tagore thus understands the role of the arts in the life of the individual as a key factor in the formation of his/her personality, contributing to humanity.
COBISS.SI-ID: 10763849
The article builds on the Quale's treatment of the epistemic position associated with religious belief and points out that conclusions could be extrapolated and widened, presenting a basis for a discussion about the split between the everyday and the constructivist epistemic positions. The distinction between cognitive and non-cognitive knowledge is questioned, especially from the point of view of the discussion of religious beliefs.
COBISS.SI-ID: 10815049
The relationship between admissions criteria, the preparation provided by teacher education programmes and student teachers’ beliefs about inclusive education are rarely made explicit. The paucity of data regarding this relationship leads us to question whether teacher candidates’ prior beliefs matter relative to admissions criteria or whether it can be assumed that all of the needed competencies and positive beliefs about teaching well will be acquired during the teacher education programme. To investigate these questions, this study focuses on student teachers enrolled in three teacher education institutions: two in Serbia and in one in Slovenia. The study indicates that student teachers’ beliefs about inclusive education relate more to differences in the educational systems and societies as a whole than to admissions criteria for teacher education institutions. Implications of the study for teacher education and admissions criteria are discussed.
COBISS.SI-ID: 10304073
The article addresses the so-called “policy travel”, which has become a frequent topic of contemporary higher education policy studies, but it tackles it from a new perspective. The starting point is the finding that the focal point of the research interest tends to be the “global centres”, while the “peripheries” remain poorly studied. Moreover, in trying to understand the impact of the waves of reforms on the global periphery it is not difficult to identify a lack of knowledge, misunderstandings and even prejudices. Analyses of higher education systems in the global peripheries are typically developed by simply applying the logic of the global centres to them, while the issue of the specific logic of processes in the global peripheries is often not even questioned. The article critically examines “policy travel " in the case of higher education systems in South East Europe and displays on a few case studies the destructiveness of the so-called “policy copy-pasting from the centers to peripheries”. In conclusion, it stresses theoretical and practical importance of policy scenarios that go beyond economistic one-dimensionality of contemporary higher education reforms while taking into account wider cultural context in which “peripheral” systems of higher education operate.
COBISS.SI-ID: 10774601