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Ideja vseživljenjskosti učenja pri slovenskih protestantih
Vidmar, Tadej (Author)

URLURL - Presentation file, Visit http://www.centerslo.net/files/file/simpozij/simp27/22_Vidmar.pdf This link opens in a new window

Abstract
Zadnja desetletja se na področju vzgoje in izobraževanja oblikujejo nove smernice in zahteve, pri čemer se zmeraj več pozornosti namenja izobraževanju in učenju odraslih, vse pomembnejša pa postajajo tudi spoznanja o nujnosti učenja skozi vse življenje. Pri odraslih je očiten premik poudarka s formalnih oblik in metod izobraževanja ter učenja na neformalno in priložnostno učenje. Reformacija je s svojima zahtevama po individualiziranem vzpostavljanju stika z Bogom in po tem, da bi naj Sveto pismo prebirali verniki sami v svoji materinščini, postavila novo paradigmo razumevanja učenja skozi vse življenje, ki pravzaprav implicira nekatere komponente sodobnega koncepta vseživljenjskega učenja. Kar pa se tiče vprašanjizobraževanja in učenja odraslih, so se protestanti pri nas in v drugih deželah bolj ali manj uspešno soočali z njim. Predvsem zaradi pomanjkanja izobražencev, tj. učiteljev in duhovnikov, so nemški protestantski pedagogi največjo pozornost namenjali sekundarni stopnji izobraževanja (latinskim šolam, gimnazijam itn.), niso pa se toliko ukvarjali z opismenjevanjem ali drugimi oblikami izobraževanja in učenja odraslih. Slovenski protestanti se praviloma niso razlikovali od nemških, kar pomeni, da sta največji poudarek in pozornost bila namenjena sekundarnemu izobraževanju. Z izjemo Trubarja se naši protestantski pedagoški pisci in drugi teoretiki praviloma niso posebej in sistematično ukvarjali z vprašanji izobraževanja in učenja po zaključku formalnega šolanja. Pri Trubarju lahko identificiramo oboje, tako komponente izobraževanja, tj. opismenjevanja, odraslih kot tudi komponente sodobnega koncepta vseživljenjskega učenja. Svoja dela je, po lastnih besedah, zasnoval tako, da se lahko iz njih učijo vsi, ne glede na starost, tako mladi kot tudi stari.

Language:Slovenian
Keywords:pedagogika, zgodovina, vzgoja in izobraževanje, protestantizem, reformacija, Slovenija, vseživljenjsko učenje, izobraževanje odraslih, andragogika
Work type:Not categorized (r6)
Tipology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:FF - Faculty of Arts
Year:2010
Number of pages:Str. 265-274
UDC:374.7
COBISS.SI-ID:44216930 Link is opened in a new window
Views:605
Downloads:168
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Secondary language

Language:English
Abstract:
In recent decades new trends and demands are increasingly gaining importance in the field of education. More attention is focused on adult education and the awareness of the need for lifelong learning is increasing. We can also identify an apparent shift of emphasis from formal methods of adult education toward informal learning. The Reformation's demands for individualised contactwith God and for the faithful reading the Bible in their mother tongue introduced a new paradigm of learning through onećs entire life and in fact included some components of the modern concept of lifelong learning. Protestants in Slovenia and elsewhere, with differing degrees of success, addressed problems of education and adult learning. But because of a shortage of suitably educated teachers and priests, German Protestant pedagogues focused most of their attention on secondary education (Latin schools, gymnasiums etc.), and did not concern themselves so much with literacy or other forms of adult learning. In this regard, Slovene Protestants did not differ greatly from their German counterparts. With the exception of Trubar, Slovene Protestant pedagogues and other theorists usually did not deal systematically with questions of education and learning after formal schooling. Primož Trubar, however, did consider adult literacy, as well as some components of the modern concept of lifelong learning. He planned most of his publications in a way, saying that all, irrespective of their age, could learn from them.


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