Slovenian Pedagogy between Social Sciences and Humanities

Lesar, Irena; Ermenc, Klara Skubic

doi:10.1007/978-94-6351-011-0_15

Cited by 4 publications

(1 citation statement)

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“…The present article aims to compare his concept of education in Santiniketan with the European continental tradition (Biesta, 2011), where the question of shaping the whole personality is also relevant. Different scientific communities have researched education in different traditions of disciplined inquiry (Bridges, 2006;Lesar & Skubic Ermenc, 2017) and the differences are also reflected in the terminology. For example, the term pedagogy is used in some countries to designate specific scientific (as well as academic) disciplines (e.g., in Germany, Slovenia, Norway, Netherlands, Croatia, Serbia, Bulgaria), while in some Anglophone countries it has a much narrower meaning to refer more or less to the practice of teaching (Hamilton, 1999;Simon, 1999), for which we use the term didactic in the continental tradition.…”

Section: Introductionmentioning

confidence: 99%

The Educational Paradigms in Tagore’s School Through the Lens of Continental Pedagogy

Lesar

2023

CEPSj

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In today’s world, the question of the impact of schooling on various aspects of the personality of children and adolescents is relevant and not just a question of the most effective teaching and learning process. For Tagore, the ultimate goal of education is the all-round development of the individual to adapt harmoniously to reality. The purpose of this article is therefore to detail Tagore’s concept of comprehensive education and how it is reflected in the functioning of his school in Santiniketan. In addition, a qualitative theoretical analysis is undertaken to determine which of the four identified factors of education in the continental tradition (teacher, content of teaching, child and social environment) is the key medium of education in his school. The systematic analysis of the characteristics of Tagore’s educational process and its requirements and objectives shows that he succeeded in integrating all four pedagogical factors known in the European continental tradition, which cannot be said of any of the European pedagogical theories presented (Herbartianism, humanistic or cultural pedagogy, reform pedagogy and socially critical pedagogy). Moreover, Tagore succeeded in bringing many theoretical concepts that are still relevant today (e.g., experiential learning, student participation, embodied cognition, the concept of a hundred languages) into the operation of the Santiniketan School in a very innovative way.

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Section: Introductionmentioning

confidence: 99%

The Educational Paradigms in Tagore’s School Through the Lens of Continental Pedagogy

Lesar

2023

CEPSj

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Mapping inclusive education within the discipline of Pedagogy. Comparative analysis of new study programmes in Slovenia

Lesar

2017

International Journal of Inclusive Education

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Evaluating Future School Counselors’ Competences for Inclusive Education

2018

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The article discusses results of a study that evaluated university students' competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students' average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students' grades do not seem to be a decisive factor, but field experience does play a role in students' competencies related to inclusive education.

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Slovenian Pedagogy between Social Sciences and Humanities

Cited by 4 publications

References 15 publications

The Educational Paradigms in Tagore’s School Through the Lens of Continental Pedagogy

The Educational Paradigms in Tagore’s School Through the Lens of Continental Pedagogy

Mapping inclusive education within the discipline of Pedagogy. Comparative analysis of new study programmes in Slovenia

Evaluating Future School Counselors’ Competences for Inclusive Education

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