Skip to main content
SpringerLink
Log in

Slovenian Pedagogy between Social Sciences and Humanities

Historical, Theoretical, Methodological, and Comparative Implications

  • Chapter
Reimagining Utopias

Part of the book series: Bold Visions in Educational Research ((BVER))

Abstract

Researching education is a widespread practice; however, different scientific communities frame it in various traditions of disciplined enquiry (Bridges, 2006). In Europe, there are at least three traditions of disciplinarization of educational research or pedagogy: the German, the French, and the Anglo-Saxon (Keiner & Schriever, 2000).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alexander, R. (2001). Border crossings: Towards a comparative pedagogy. Comparative Education, 37(4), 507–523.

    Article  Google Scholar 

  • Alexander, R. (2009). Towards a comparative pedagogy. In R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative education (Vol. 22, pp. 923–942). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji [White paper on education in the Republic of Slovenia]. (1995). Ljubljana: Ministrstvo za šolstvo in šport RS.

    Google Scholar 

  • Best, F. (1988). The metamorphoses of the term “pedagogy.” Prospects: Quarterly Review of Education, 18(2), 157–166.

    Article  Google Scholar 

  • Biesta, G. (2009). Witnessing deconstruction in education: Why quasi-transcendentalism matters. Journal of Philosophy of Education, 43(3), 391–404.

    Article  Google Scholar 

  • Biesta, G. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy & Education, 29, 491–503.

    Article  Google Scholar 

  • Biesta, G. (2011). Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and continental construction of the field. Pedagogy, Culture & Society, 19(2), 175–192.

    Article  Google Scholar 

  • Biesta, G. (2014). Is philosophy of education a historical mistake? Connecting philosophy and education differently. Theory and Research in Education, 12(1), 65–76.

    Article  Google Scholar 

  • Bridges, D. (2006). The disciplines and discipline of educational research. Journal of Philosophy of Education, 40(2), 259–272.

    Article  Google Scholar 

  • Convention on the rights of the child. (1989). General Assembly resolution 44/25.

    Google Scholar 

  • Devjak, T. (2002). Etična in državljanska vzgoja v osnovni šoli [Ethics and civic education in elementary school.] Ljubljana: Zavod RS za šolstvo.

    Google Scholar 

  • Ermenc, K. S. (2013). The history of comparative pedagogy at universities in Slovenia. In C. Wolhuter, N. Popov, B. Leutwyler, & K. S. Ermenc (Eds.), Comparative education at universities worldwide (3rd expanded ed., pp. 137–146). Sofia: Bulgarian Comparative Education Society.

    Google Scholar 

  • Ermenc, K. S., Spasenović, V., Vujisić–Živković, N., Vrcelj, S., & Popov, N. (2013). Comparative pedagogy in Slavonic South East European countries. In A. W. Wiseman & E. Anderson (Eds.), Annual review of comparative and international education. International perspectives on education and society (Vol. 20, pp. 191–218). Bingley: Emerald Group Publishing Limited.

    Google Scholar 

  • Ermenc, K. S., Vujisič–Živković, N., & Spasenović, V. (2015). Theory, practice and competences in the study of pedagogy – views of Ljubljana and Belgrade university teachers. CEPS Journal, 5(2), 35–55.

    Google Scholar 

  • Giesecke, H. (1991). Uvod u pedagogiju [Introduction to pedagogy]. Zagreb: Educa.

    Google Scholar 

  • Gogala, S. (1933). Temelji obče metodike. Uvod v praktično pedagogiko [The Foundation of general methodics. Introduction to practical pedagogy]. Ljubljana: Slovenska šolska matica.

    Google Scholar 

  • Gogala, S. (2005). Izbrani spisi [Selected texts]. Ljubljana: Društvo 2000.

    Google Scholar 

  • Gomboc, M. (2007). Izhodišča za oblikovanje vzgojnega koncepta osnovne šole in vzgojnih načrtov osnovnih šol [The Starting-points of the establishment of school concept of vzgoja and of school pedagogical plans]. Sodobna pedagogika, 58(special edition), 196–208.

    Google Scholar 

  • Gudjons, H. (1994). Pedagogija. Temeljna znanja [Pedagogics. The Foundations]. Zagreb: Educa.

    Google Scholar 

  • Hamilton, D. (1999). The pedagogic paradox (or why no Didactics in England?). Pedagogy, Culture & Society, 7(1), 135–152.

    Article  Google Scholar 

  • Hofstetter, R., & Schneuwly, B. (2001). The educational sciences in Switzerland – Evolution and outlooks. Bern: CSTS.

    Google Scholar 

  • Keiner, E. (2002). Education between academic discipline and profession in Germany after World War II. European Educational Research Journal, 1(1), 83–98.

    Article  Google Scholar 

  • Keiner, E., & Schriewer, J. (2000). Erneuerung aus dem Geist der eigenen Tradition? Über Kontinuität und Wandel nationaler Denkstile in der Erzienhungswissenschaft [Renewal out of the spirit of the own tradition? On continuity and change of nation-specific patterns of the cognitive and social organisation of educational studies]. Schwerische Zeitschrift für Bildungswissenshaften, 22, 27–51.

    Google Scholar 

  • Kodelja, Z. (1988). Ali je vzgoja predmet pedagoške znanosti? [Is vzgoja the subject of educational science?] Problemi – šolsko polje, 11, 56–63.

    Google Scholar 

  • Kosovel, I. (1990). Vzgoja proti izobraževanju. Razprave in eseji [Vzgoja against izobraževanje. Discussions and essays]. Ljubljana: Slovensko društvo raziskovalcev šolskega polja.

    Google Scholar 

  • Kroflič, R. (1997a). Med poslušnostjo in odgovornostjo [Between obedience and responsibility]. Ljubljana: Vija.

    Google Scholar 

  • Kroflič, R. (1997b). Vzgojne naloge javne šole [Pedagogical tasks of a public school]. In B. Mihevc et al. (Eds.), Kongres pedagoških delavcev Slovenije: programska prenova naše osnovne in srednje šole: zbornik prispevkov [The Congress of pedagogical workers of Slovenia: Curricular reform of our elementary and secondary education: Conference book] (pp. 269–280). Portorož: Zveza društev pedagoških delavcev Slovenije.

    Google Scholar 

  • Kroflič, R. (2002). Šola – izkustveni prostor socialnega učenja in/oziroma moralne vzgoje? [School – a place of experiencing social learning and/or moral vzgoja?] Sodobna pedagogika, 53(5), 42–51.

    Google Scholar 

  • Kroflič, R. (2004). Učiteljeva zaveza vzgojnim ciljem javne šole [The teacher’s duty to fulfil pedagogical aims of public school]. Sodobna pedagogika, 55(special edition), 76–88.

    Google Scholar 

  • Kroflič, R. (2007). Tudi šole vzgajajo, mar ne? [Schools also educate, don’t they?] In T. Devjak (Ed.), Pravila in vzgojno delovanje [Rules and pedagogical activity] (pp. 101–118). Ljubljana: Pedagoška fakulteta.

    Google Scholar 

  • Kroflič, R., Štirn Koren, D., Štirn Janota, P., & Jug, A. (Eds.). (2010). Kulturno žlahtenje najmlajših: razvoj identitete otrok v prostoru in času preko raznovrstnih umetniških dejavnosti [Cultural enrichment of children: Identity formation of children in space and time with diverse artistic activities]. Ljubljana: Vrtec Vodmat.

    Google Scholar 

  • Lesar, I. (2003). Med iskanjem in izbiro smisla: Vpliv Franklove teorije smisla na vzgojno teorijo in prakso [Between searching and selection of meaning: Impact of Frankl’s theory of meaning on pedagogical theory and practice]. Ljubljana: Inštitut za psihologijo osebnosti.

    Google Scholar 

  • Lesar, I., & Peček, M. (2009). Education (edukacija) versus “upbringing and teaching/learning” (vzgoja in izobraževanje) – terminological problems and their implications in practice. In E. Protner, V. Wakounig, & R. Kroflič (Eds.), Pädagogische Konzeptionen zwischen Vergangenheit und Zukunft [Pedagogical concepts between the past and the future] (pp. 63–74). Frankfurt am Main: Peter Lang GmbH Internationaler Verlag der Wissenschaft.

    Google Scholar 

  • Malić, J., & Mužić, V. (1986). Pedagogija [Pedagogics] (5th ed.). Zagreb: Školska knjiga.

    Google Scholar 

  • Medveš, Z. (1991). Pedagoška etika in koncept vzgoje [Pedagogical ethics and the concept of vzgoja]. Sodobna pedagogika, 42(5/6), 213–226.

    Google Scholar 

  • Medveš, Z. (2010a). O kontinuiteti in diskontinuiteti v razvoju pedagogike na Slovenskem [On continuity and discontinuity in the development of pedagogy in Slovenia.] In N. Ličen (Ed.), Kulture v dialogu [Cultures in dialogue] (pp. 91–104). Ljubljana: Filozofska fakulteta.

    Google Scholar 

  • Medveš, Z. (2010b). Pedagogika med humanistiko, družboslovjem in tehniko [Pedagogy among humanities, social sciences and technical science]. In D. Nečak (Ed.), Pogledi [Prospects] (pp. 84–113). Ljubljana: Znanstvena založba Filozofske fakultete.

    Google Scholar 

  • Medveš, Z. (2011). Kakršna je družba, taka šola! [Like society, like school!] Sodobna pedagogika, 62(5), 148–170.

    Google Scholar 

  • Medveš, Z. (2015). Conflicting paradigms in the development of Slovene pedagogy. Sodobna pedagogika, 66(3), 10–42.

    Google Scholar 

  • Mollenhauer, K. (2013). Forgotten connections: On culture and upbringing. London & New York, NY: Routledge.

    Google Scholar 

  • Mužić, V. (1994). Atributi kvalitativne in kvantitativne paradigme pedagoškega raziskovanja [The Atributes of qualitative and quantitative pedagogical research paradigms]. Sodobna pedagogika, 45(1–2), 39–51.

    Google Scholar 

  • Novak, B. (2009). Prenova slovenske šole [The reform of the Slovenian school]. Ljubljana: Pedagoški inštitut.

    Google Scholar 

  • Olivera, E. C. (1988). Comparative education: towards a basic theory. Prospects: Quarterly Review of Education, 18(2), 167–188.

    Article  Google Scholar 

  • Pastuović, N. (1995). Predmet pedagogike v luči interdisciplinarne analize edukacije [The Subject of pedagogy in the light of the interdisciplinary analysis of edukacija]. In F. Pediček (Ed.), Današnja identiteta pedagoških znanosti [Contemporary identity of pedagogical sciences] (pp. 63–78). Ljubljana: Pedagoški inštitut pri Univerzi v Ljubljani.

    Google Scholar 

  • Peček Čuk, M., & Lesar, I. (2009). Moč vzgoje: sodobna vprašanja teorije vzgoje [The power of vzgoja: Contemporary questions of the theory of vzgoja]. Ljubljana: Tehniška založba Slovenije.

    Google Scholar 

  • Peček, M., & Lesar, I. (2006). Pravičnost slovenske šole: mit ali realnost [Equity of Slovenian school: Myth or realty]. Ljubljana: Sophia.

    Google Scholar 

  • Pediček, F. (1994). Edukacija danes. Poglavja za pedagoško antropologijo [Edukacija today. Chapters in pedagogical anthropology]. Maribor: Založba Obzorja.

    Google Scholar 

  • Potkonjak, N. (1975). Predmet pedagogike [The Subject of pedagogy]. In L. Krneta, N. Potkonjak, V. Schmidt, P. Šimleša, & F. Šafar (Eds.), Pedagogika [Pedagogy] (pp. 15–120). Ljubljana: Državna založba Slovenija.

    Google Scholar 

  • Primary School Act. (2007). Uradni list R Slovenije, no. 102/07.

    Google Scholar 

  • Primary School Act. (2013). Uradni list R Slovenije, no. 63/13.

    Google Scholar 

  • Protner, E. (1998). Herbartizem v izobraževanju učiteljev na Slovenskem (Doctoral dissertation) [Herbartism in education of teachers in Slovenia (Doctoral thesis)]. Ljubljana: Univerza v Ljubljani, Filozofska fakulteta, Oddelek za pedagogiko.

    Google Scholar 

  • Protner, E. (2000). Pedagogika in izobraževanje učiteljev (1919–1941) [Pedagogy and education of teachers (1919–1941)]. Nova Gorica: Educa.

    Google Scholar 

  • Rules on the rights and duties of elementary school students. (2004). Ljubljana: Ministry of education and sport.

    Google Scholar 

  • Rules on the rights and duties of secondary school students. (2007). Ljubljana: Ministry of education and sport.

    Google Scholar 

  • Saeverot, H. (2013). On the need to ask educational questions about education: an interview with Gert Biesta. Policy Futures in Education, 11(2), 175–184.

    Article  Google Scholar 

  • Schmidt, V. (1948). Pedagogika I (skripta) [Pedagogy I (lecture notes)]. Ljubljana: Višja pedagoška šola.

    Google Scholar 

  • Schmidt, V. (1982). Socialistična pedagogika med etatizmom in samoupravljanjem [Socialist pedagogy between statism and self-governance]. Ljubljana: Univerzum.

    Google Scholar 

  • Simon, B. (1999). Why no pedagogy in England? In J. Leach & B. Moon (Eds.). Learners & pedagogy (pp. 34–45). London: Sage.

    Google Scholar 

  • Štirn Janota, P. (2015). Induktivni pristop na poti od prosocialnega k etičnemu ravnanju – študija primera [Inductive approach from prosocial to ethnical behavior]. Sodobna pedagogika, 66(1), 64–86.

    Google Scholar 

  • Strmčnik, F. (2001). Didaktika. Osrednje teoretične teme [Didactics. Main theoretical considerations]. Ljubljana: Znanstveno in publicistično središče.

    Google Scholar 

  • Universal declaration of human rights. (1948). Paris: General Assembly resolution 217 A (III).

    Google Scholar 

  • Vidmar, T. (2016). Pedagogy at the university of Ljubljana from its founding to the beginning of the 1950s. Sodobna pedagogika, 67(3), [in print].

    Google Scholar 

  • Vujisić-Živković, N. (2008). Proces disciplinarizacije u polju pedagoškog istraživanja i obrazovanja – prvi deo: Istorijsko-komparativni kontekst razvoja pedagogije kao univerzitetske discipline [The process of disciplinarization in the field of pedagogical research – part one: Historical-comparative context of the development of pedagogy as university discipline]. Pedagogija, 63, 540–554.

    Google Scholar 

Download references

Authors
  1. Irena Lesar
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Klara Skubic Ermenc
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Arizona State University, USA

    Iveta Silova

  2. Loyola University Chicago, USA

    Noah W. Sobe

  3. School for International Training Graduate Institute, World Learning, USA

    Alla Korzh

  4. University of Toronto, Canada

    Serhiy Kovalchuk

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Lesar, I., Ermenc, K.S. (2017). Slovenian Pedagogy between Social Sciences and Humanities. In: Silova, I., Sobe, N.W., Korzh, A., Kovalchuk, S. (eds) Reimagining Utopias. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-011-0_15

Download citation

  • DOI: https://doi.org/10.1007/978-94-6351-011-0_15

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-011-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation