20.500.12556/RUL-188748 Pedagogika onkraj dualizma Pedagogy beyond dualism Magistrsko delo obravnava problem dualizma v pedagogiki, ki skozi razcep med subjektom in objektom ustvarja problem interakcije in s tem odpira navidezno nerešljive dileme, kot sta paradoks vzgoje ter vprašanje, ali naj vzgoja posameznika vodi ali mu pusti spontani razvoj. Ugotovili smo, da niti naturalizem niti senzualizem ne moreta razrešiti »misterija vzgoje«, torej vprašanja, kako je možno, da ima učiteljevo vzgojno delovanje sploh učinek na učenca, saj oba pristopa temeljita na predpostavki o izvorni nezdružljivosti notranjega in zunanjega. Ker teh napetosti ni mogoče razrešiti znotraj dualističnega okvirja, v katerem so nastale, smo razvili razumevanje vzgoje kot nepredvidljivega, odnosnega in komunikacijskega procesa med učiteljem in učencem. Delo s tem utemeljuje »tretjo pot«, ki vzgojo umešča v skupni »vmesni« prostor medsebojnega pripoznanja in človekove inherentne vpetosti v skupni svet. V tej zastavitvi se preoblikuje tudi tradicionalna vloga učitelja iz posredovalca znanja v ustvarjalca »iritacij« in pogojev za prvoosebne izkušnje, na katere se učenec kot avtopoetsko bitje odziva z lastno svobodno dejavnostjo. This master's thesis addresses the problem of dualism in pedagogy, which, through the division between subject and object, generates the problem of interaction and thereby gives rise to seemingly insoluble dilemmas, such as the paradox of education and the question of whether education should guide the individual or allow for spontaneous development. We have shown that neither naturalism nor sensualism can resolve the so-called »mystery of education«, namely the question of how it is possible that the teacher's educational activity can have an effect on the student, since both positions are based on the assumption of an original incompatibility between the internal and the external. Since these tensions cannot be resolved within the dualistic framework in which they arise, the thesis develops an understanding of education as a relational and communicative process between teacher and student that is inherently unpredictable. In doing so, it establishes a »third way« that situates education within a shared space of mutual recognition and our inherent embeddedness in a world shared with others. Within this framework, the traditional role of the teacher is also transformed from a transmitter of knowledge into a creator of »irritations« and of conditions for students' first-person experiences, to which the student, as an autopoietic being, responds through their own free activity. paradoks vzgoje dualizem svoboda vmesnost medsebojno pripoznanje paradox of education dualism freedom in-betweenness mutual recognition true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-27 07:16:14 2026-09-27 07:16:18 2026-09-28 10:34:59 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 634356 292625923 72993.pdf 72993.pdf 1 EBBE889AED880A1791A1CB2BF6CF0FE5 b0b285d6adf1df08482e6327575ecc63ef75c98a1f5d3c51ac4ca652d0a80132 7b259969-ba32-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249073 Filozofska fakulteta 0 0 0