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. , , . -, : , ; , , , ...? ,. (1994), . ( ) : . . (: , ..) . :

- , , , . : ;

, , , , , .: - , , , ;

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49

. (, , , , ) . , , -. , .

, , . , , - , . : 1. Bastian,J./Gudjons, H (Hg.), (1990), Das Projektbuch II, Hamburg 2. Bauman, Z. (1997). Potmodenity and it Dicontent. New Yok:

New Yok Univeity Pe. 3. Beck, Ch. (1993) Athetiieung de Denken. Zu Potmodene-

Rezeption tie Plidagogik. Amen"kaniche, deutche, fanzoiche Apekte (Bad Heilbonn, Klinkhadt).

4. Bege, P., Bege, B. & Keilne, H. (1987) Da Unbehagen in de Modenitiit (Fankfut, Campu).

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Velag, Mnchen,. 7. Dick, L., v.: Freie Arbeit, (1991), Offner Unterricht,

Projektunterricht, Handelnder Unterricht, Praktisches Lernen, In: DADAGOGIK H . 6- 1991

8. Dunerovi, R., i dr.,(2011), Upravljanje kvalitetom nastave, Fil. fak. Univerziteta u Istonom Sarajevu,

9. uii-Bojanovi,M.,(2008), Multikultualnot i multipepktiv-not u obazovanju; u J.efe,S.Jokimovi i S. Maki(pi.): Uvaavanje azliitoti i obazovanje, Beogad; Intitut za pedagoka itaivanja

10. Ebehadt,U.,( Hg.),(2010), Neue Impule in de Hochchul-didaktik, VS Velag

11. Gojkov, G., (2006), .Metateoijke koncepcije pedagoke meto-dologije, VV, Vac,

50

12. Gojkov, G.,( 2005), Uvod u pedagoku metodologiju, VV, Vac,. 13. Gojkov,G., (2006b), Didaktika i postmoderna, VV, Vrac 14. Guons,H.(1998), Pedagogija, Eduka, Zagreb 15. Habermas J. (1988), Filizofski diskurs moderne, Globus, Zagreb, 16. Habermas, J.(1991) ErHiuterungen zur Diskursethik, in: J.

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51

Jahtauend. MultidizipZinl.ie Apekte, Analyen, PoitWnen, Pepektiven, pp. 862-885 (MOOchen, PimS).

Grozdanka Gojkov, Preschool Teacher Training College Mihailo Palov Vrsac Teacher Training Faculty, Belgrade University

METATHEORETICAL CONCEPTS OF EDUCATION FUNCTION AND HIGHER EDUCATION TEACHING INNOVATIVENESS

SAE, Belgrade, September 2012-07-18

The text discusses the issues of the function of education in Serbia

which, through the introduction of economic models of efficacy according to standardization and evaluation of the quality of educational system, has brought to a serious turn-round in understanding of the function and role of knowledge, to paradigmatic shift reflected in the twist (from neo-humanistic) to utilitarian from the basic human right into market goods; humanism has been replaced my moral indifference; individualism rules the scene; moral aspects of education have been neglected, as well as ethical responsibility of globalization... Metatheoretical concepts of changes are to be found in postmodern theories of knowledge, discussed from metatheoretical angle, in philosophical approaches to the notions of self-determination and emancipation (neo-Kantians Natorp and others), in the sense of warning about dangerous equivocation self-determination used to mean self-responsibility for the quality of moral action; Kants imperative respect of law emphasizes ability of differentiation between inclinations and responsibilities as the highest qualification of a person...

The text further analyses the question of transfer of the way of thinking and strategies of action from the field of economy to the field of education according to economic management models and quality control, the evaluation of institutions, functional understanding of the notion of education and deprivation of reform processes from pedagogy, transforming it into technological discipline, losing its scientific status and demands for empirical research on educational system. All these, as well as other issues permeate the analysis of the research findings of the authoress, aiming at considering the reaches and limitations of innovative potentials of the method of discourse and project method, expected more sophisticated approach to learning, going further than understanding and memorization of the contents and emphasizing problem solving, raising of new questions, creative approaches to the analysis of contents, discussions on open matters, etc, fitting into the idea of quality learning and refining knowledge, i.e. emancipatory function of university studies. Theoretical framework of the paper refers to the Emancipatory Didactics and Critical Pedagogy, and the

52

argumentation in favour of the standpoints expressed in the text relies on the findings of the research dealing with the innovative potentials of project method and a method of discourse in higher education teaching.

Some of the important findings of one of the studies relevant for the title above refer to the following: - In the case of most students the recommendations of the project method

are based on the motives: helping the colleagues in the group, as well as interesting way of work; what is present to much lesser degree is: self-realization through the choice of the theme and the way of work, approaches, depth..., exploration, independence, possibility to refine knowledge, etc.

- The difficulties students faced working in the project method refer to: students poor understanding of various notions, students not being familiar with the methods of searching for the literature and other sources and using in, students not finding their way in research work, team work...

- Negative assessment of the project method by a number of students is based on: a small number of points to gain in this way, the necessity to put a great effort in it, time-consuming...

The conclusions could be briefly summarized in the impression that a

significant number of students learn through memorization, not understanding, that they are not willing to invest a lot of time, that they look for a shorter and more efficient way to memorize and gain points in order to pass their exam, they are not intrinsically motivated for making comparisons, developing critical attitude towards the information they are to acquire... Key words: emancipatory didactics, postmodern theory on knowledge, innovative methods, higher education teaching, higher education quality.

53

1

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1nenad_szc@yahoo.com

2012.

: 37.014.3 . 53-62

54

(Didactica Magna) 17. (: , 2003). ?. , - , - Didactica Magna: , , , , , - , . Didactica Magna. , -, .

, . , , - . ? , , () . . -. () ( , 1996, . 180). : . (Pedagoka enciklo-pedija 2, . 529). , - , . : , , - . , , , (, ) . , . , , -, , . , .

55

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56

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. , ? , , 1991. (70,34% , ; Statistiki bilten 2, 2000, . 29). ? , , ? .

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.

. , , , . , . 1. Goleman, D. (1998). Working with emotional intelligence. New

York: Bantam Book. 2. Statistiki bilten 2 (2000). Statistiki bilten 2. Sarajevo: Agencija

za statistiku Bosne i Hercegovine. 3. , . (2003).

. : -. Prof. dr Nenad Suzi Faculty of Philosophy Banja Luka CLASSROOM LEARNING IN NEW INFORMATION SOCIETY

Summary: The twentieth century has shown that not single educational innovation has yet been able to replace the radical didactic system set up by Jan Amos Komensky (Didactica Magna) in the 17th century. In addition, we are witnessing a misconception that today, in the XXI century an idea of a "knowledge society is promoted, and that slogan applies in the twentieth century as well. Informations in the information society of today, are coming faster than schools can incorporate them into their curriculum to be mediated to the students. Will in the future innovations and technologies, appear something that will be able to "pack" all that informations quickly and easily to children heads? Probably not. If we were to develop teaching models in which all new informations we can pass on the memory of the students, this would be a pedagogical lobotomy, not humane pedagogy as now stand in the

62

needs of young people of the twenty-first century. However, teaching innovations made during the twentieth century have considerably enriched and humanized didacticism that has kept itself in the school system since Komensky. Reproductional memory-teaching concept of contemporary pedagogy must be kept to a reasonable level and be upgradaded with training concept for easy and effective learning. The main task of the future schools will be to teach students how to quickly and easily find and use information, to memorize only what they need to learn, to comprehend how to learn with ease, to make used to love learning, and along the way technology will bring new educational innovations that will humanize teaching process. Keywords: pedagogy, knowledge society, innovation, educational lobotomy, learning to learn

63

. 1

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66

. - : H. Parkherst ( - ), Karlton Vobern ( ), O. Dekroli (- ), Klipatrik ( ), P. Petersen ( ), S. Frene ( Frenea), R. Dotran (- ) . - - . , , , . , . (Vienceny Oko) , , . , , , , , . , , , , , , . , , , , , , , . , , . : , , -, , . - - . ,

67

, . - (rvation), , . , " ". . (Everet Rogers, 1983) " , ". , , . , , , . . , , , . (Jan Prcha), - , - (, ) . , , - "" , , - . . (Vincnty Oko, 1978) " , ". (, , , .). . , . (D. Schon,

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1967) () . , , . "" "-". "" : . - . - , , . , , . , " - , . , . "" "". . . . , . . , , , . - , . . -

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, . , , , , , . . - , , , , - , , . - , . , , , . , , -, , . , , , . () . , , - " " " ", . , . ( OECD u Kembridu i Lajdenu, 1969. 1970. ) .

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73

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, , (Commission of the European Communities, 2006; 2001; 2000). , UNESCO , - , . Nordstrom (2008), , , , , , , , , - . A Crowter (2004), , Lifelong (L)Earning, UNESCO , . - ? , , , , . , , , . , (, , ), ., 3-4%. 2005. 10.8% 1.1% 34.7%. 2010. , 12.5% . . , - , , (Medi et al., 2002). ...

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, : ? , , , , , , , , , , , ., , ... , , , - , - , - , , , ... : ? ? , , , ? - ? : ... , , ? , 2009. 16.1% , (The Statistical Office of the Republic of Serbia, 2009)? , , , ... , . , (European Commission, 2002). ? , ' 20- , 54 . 26 . 15 ,

102

13 , 7 (Hirtt, 2004). eEurope, .., , - , , , , , ... , . , - . , , , , , -. , . 1. Buchberger, F., Campos, B.P., Kallos, D., Stephenson, J. & Thematic

Network on Teacher Education in Europe (TNTEE). (2000). Green paper on teacher education in Europe. Faculty of Education, University of Umea, Sweden. Retrived on the World Wide Web: http://tntee.umu.se/publications/greenpaper/1.pdf

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Radoslav Bubanj, Ni

NEW MODELS OF CONTEMPORARY EDUCATIONAL PROCESSES

Summary: Contemporary philosophers from all the world, in different languages, try to answer the same and always popular issue which was the subject of concern of the Greek philosopher Plato, the French philosopher Jean Jacques Rousseau, the German pedagogue Friedrich Froebel, the American philosopher and psychologist John Dewey the issue of education. If we observe the world through symmetry and balance, light and darkness, night and day, the hot and the cold, the issue of education reads: what is its antipode? Like the Bing Bang there are many answers, or better to say questions without a clear answer: UNeducation? INcapability? UNinvention? INcompetability? MIScommunication? Among many new questions, there is a unique solution to the puzzle: The antipode to education is the negation, prefix, the common denominator to all the new answers to the posed question: shortly, the answer is NOT. But, is the key of education only in positivism Is it enough In the world of communication in which information is, simply speaking, the binary combination of zero and one How uncreative By looking at

104

communication with the universal science language, that is, mathematically, I have felt, like Garry Kasparov, after the game of chess, played in 1997, against the imaginary rival, the super computer Deep Blue Defeated. Has the pupil-computer surpassed the teacher-Kasparov? That makes me think Hasnt the contemporary education posed a great challenge in front of the academic community, the elite, the educational process? Is not contemporary education like the newest technology If you dont handle it patiently, till the end, it cannot achieve its full sense, sometimes it can get out of control And could model, or canon, in the form of a contemporary, educated, creative, competent and sensitive human-teacher, be opposed to the uneducated, uncreative and insensitive machine-super computer, which, paradoxically speaking, has been made up by an educated super active team of scientists from the different countries in the world, united by the globalization process? Is the contemporary educational process returning to the essential source of the meaning of pedagogue: a slave (in the contemporary context, serving science)? And what is the criterion of all these: is it science and technological advance or human-teacher and the educational process. It is obvious that the educational process has evolved since the age of Plato, but there is also a fact that the scientific and technological development has evolved in the last twenty years by exponential speed, posing in front of human-teacher unpredictable and uncertain futurity where he should realize his professional, civil and family duties successfully and be a reformer ready to accept new circumstances without abandoning old values. What are the consequences of accepting wrong values? If we, once again, observe the world through symmetry and balance, we will see the law by which nature gives somebody something on one side and it takes it away from him on the other side, in kind so that the system can remain balanced. By projecting the above mentioned law to the educational system, if the stimulus of education is only financial gain on one side, on the other side, the loss will give in the lack of moral and ethics. The key of success of the educational system should be the humanity of relations, the increase of tolerance, intercultural activities, innovation, self-understanding and self-criticism of human-teacher. The strength of the educational process is in its tradition but also in its flexibility. The world changes and the educational process needs change, and human-teacher should be the leader of changes. Key words: educational process, strength, changes

105

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1 bosko.vlahovic@eduka.rs; eduka@eduka.rs

2012.

: 37.014 . 105-128

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Academician Boko M. Vlahovi,

MANAGING INNOVATION IN EDUCATION Summary: Changes in education in our country is characterized, among

other things, by slowness and inadequacy. Efficiency in adopting and practical applicating of innovation in this area is primarily a problem of systemic, organizational nature. The problem is in the knowledge and skills of people and institutions in a position to make decisions and influence the organization of work in education. There is a high correlation between knowledge about the new, the attitude towards the new and the methods of institutions management and processes in education. The power of leadership and management factors in relation to the adoption and application of new ideas (innovation) is greater than the power of any other factors, especially when it comes to individuals and institutions that are in a position to make major decisions about the development of education, concerning the legislative planning activities of the organization.

The author highlights the importance of: institutionalizing the process of adoption and diffusion of innovation in education such the solutions that are worldwide recognized and accepted as good; preparing of different levels of human resources in case of the need for faster and deeper changes in education; pedagogical innovations to find a place in the appropriate plans, programs and strategies, education and society as a whole; working with more adequate instruments to evaluate and encourage imaginative and innovative workin education ecc.

Key words: management, system, innovation, management, efficiency, institutionalization.

129

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1 biba57@neobee.net

2012.

: 37.012 . 129-146

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restitutio in integrum .

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1. A Nation at Risk: The Imperative for Educational Reform. (1983). National

Commison of Excellence in Education. Congressional research service. Washington.

2. , . (2012). 2020. . .

3. . (1984). No. 1-2. 4. .

(2009). : . 5. I, II. (2009). :

. 6. . (1977). No. 4. 7. OECD. (1997). . :

.

146

8. . (1958). : .

9. , . (2012). . : . 10. , . (2010). . : . 11. , . (2001). . :

. 12. Schmidt, V. (1983). Socijalistika pedagogija izmeu etatizma i

samoupravljanja. Osijek: Pedagoki fakultet. 13. UNESCO. (1994). Institut international de planification de l' education. Vol. I,

II. Paris. 14. Faure, E. et al. (1975). Uiti za ivot. Svet obrazovanja danas i sutra. Beograd:

Struna tampa. 15. Hargreaves, D. H., Hopkins, D. (2003). kola moe vie menadment i praksa

razvojnog planiranja. Ljubljana: Zavod za kolstvo. cademician Milan Ratkovi

SCHOOL TRANSFORMATION crisis, errors, problems, strategies, opportunities -

Summary: The debate is about the crisis of school and searching for it's

transformation into innovative, effective and proactive educational institutions. For such a requirement is necessary to achieve three mutually-functional conditions: to conduct () inventory and analysis of the situation in the school and on the basis of the indicators; (b) to project objectives, content and pace of execution of school reform and to prepare accordingly; (c) strategy for achieving these objectives. The main methodological drawback is the fact that many reformers decided to change "the educational system" (a system that does not exist), instead of transforming the school system. However, the authors of the reform "the educational system" are generally confident in the successful outcome of their ideas and projections, although never and nowhere "the educational system" has not experienced the realization of any reform. Competitive ability of a country and everyone in it can not be realize at the factory or in the field or laboratory and the institute, least of all in politics, not in an imaginary system of education, but, above all, in a school classroom. The solution is in the restructuring of the current outdated school and its transformation into a new type of proactive school to respond to the rapidly changing of socio-sphere, the sphere of info-techno-sphere, and preparing students for life and work in a new type of society . Key words: school crisis, inventories, projections, strategies, transformation, restructuring, proactive school.

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