20.500.12556/RUL-168796 Problemi filozofije v šolah in šol v filozofiji Some problems of philosophy in schools and of schools in philosophy V magistrskem delu se ukvarjam z obravnavo dvostranskega odnosa med šolami in filozofijo. Sprva se lotevam kritik pedagoških aksiomov, pretresa samoohranjajočih teorij in praks, ki zaradi narave kontinuuma izobraževalnih institucij v njih vztrajajo. Obravnavam delo Kierana Egana, njegovo kritiko progresivizma in pedagoške zmote ter nakazano rešitev v razvoju kognitivnih orodij, petih načinov razumevanja ter pomembnosti kulturnega aspekta kognitivnega razvoja; na podlagi njegove teorije skušam orisati tudi nekaj predlogov pri izboljšavi pouka. Kritike izobraževalnega sistema se dotaknem tudi s pomočjo Umberta Galimbertija, ki ga preko pojava »juvenoia« in originalne misli Friedricha Nietzscheja tudi kritiziram ter skušam najti način, kako vseeno reševati stisko mladih brez medgeneracijskega moraliziranja in se osredotočiti na legitimnost njihovih bivanjskih izkušenj. Podobno poudarim s pomočjo Paula Freireja in njegove pedagogike zatiranih, ki poudarja družbeni in razredni aspekt izobraževalnega sistema in njegovo vlogo pri ohranjanju zatiralskih struktur, ter se trudim izpostaviti tudi osvobajajoči aspekt izobraževanja. Z izpostavitvijo šole kot ideološkega aparata države, kot jo je opredelil Louis Atlhusser, se dotaknem povezave politične in izobraževalne dimenzije. Nato prevprašam še vlogo učitelja s pomočjo Jacquesa Rancièra ter obravnavam njegov koncept nevednega učitelja in pomembnost emancipatornega delovanja poučevanja. Naposled se naslonim na Gerta Biesto in koncept vzgoje kot čudovitega tveganja, ki obravnava predvsem pomembnost krhkosti procesov in odnosov pri poučevanju in nevarnosti zagotavljanja njihove gotovosti na način njihove tehnologizacije in kapitalizacije. In my master’s thesis I am exploring the two-sided relationship between schools and philosophy. At first I try to criticise certain pedagogical axioms and reflect on some self-sustaining theories and practices that persist in educational institutions because of the continuous nature of said institutions. I discuss the work of Kieran Egan and his critique of progressivism and pedagogical error, as well as his suggestions in the form of developing cognitive tools, the five different ways of understanding, and the importance of the cultural aspect of cognitive development. I try to use his theory to outline a few suggestions on how to improve the process of teaching. I then criticize the existing educational system with the help of Umberto Galimberti, whom I also criticise myself using the phenomenon of “juvenoia” and the original thought of Friedrich Nietzsche. I try to find a way of addressing the youth’s distress without intergenerational moralisation and instead focus on the legitimacy of their existential experiences. I highlight a similar issue with the help of Paulo Freire and his pedagogy of the oppressed, which stresses the societal and class-related aspects of the educational system and its role in maintaining repressive structures, as well as trying to call attention to the emancipatory potential of education. By exposing school as an ideological state apparatus, as it was defined by Louis Althusser, I touch upon the connection between the political and educational dimensions. I then question the role of the teacher with the help of Jacques Rancière and I consider his concept of ignorant schoolmaster and the importance of the emancipatory influence of education. Finally, I lean on Gert Biesta and his concept of the beautiful risk of education that deals with the fragility of the processes and relationships in teaching, as well as the dangers of trying to ensure their certainty by technologisation and capitalisation. pedagogika izobraževalne ustanove emancipacija vzgoja filozofija edukacije pedagogy educational institutions emancipation education philosophy of education true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-04-25 07:45:07 2025-04-25 07:45:19 2025-04-26 04:14:40 0000-00-00 00:00:00 2025 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 580880 31266.pdf 31266.pdf 1 2E741B7D4FE380D6C683A6E801D48FC3 a381ca6ffe59876421351809153b43323ae9a36c90f34faa97cc155c7cf960f5 54d943a4-2197-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=209746 Filozofska fakulteta 0 0 0