| 中文简介: |
该方案 "教育研究方案" 由卢布尔雅那教育研究所的10名研究人员组成, 内容非常复杂。基本部分 (个别研究人员在他们的研究中部分自主) 包括发展教育学、哲学、社会学、心理学、语言学、人类学等科学 (包括分学科和学科)。与中央领域, 即教育理论) 的跨学科交叉部分。教育过程的基础是知识的表达以及获取和传播知识的方式。过去, 对这一进程的不同看法相互竞争。它们由两个大的群体组成: 第一组集中于知识的内部 "资源", 第二组集中寻找 "的外部" 资源。尽管两者之间存在激烈的争议, 但他们都是富有成效的。教育哲学的重点是分析教育科学的概念和概念、理论和具体论述。在这一领域, 我们可以找到哲学学科中的一系列概念命题: 从美学到逻辑和社会哲学。对全球化对教育的影响进行批判分析, 是这一研究领域的另一部分。由于教育 (和任何其他社会活动一样) 活动是以语言为基础的, 我们甚至无法想象一种教育实践不会将语言和语言领域的新认识论和方法论发现作为构成要素研究, 特别是在语言语用学和修辞论证。从社会学的角度来看, 斯洛文尼亚教育的结构决定因素是确定的。它们在信息 (学习) 社会的环境中 "教育," 的推进和内爆。在这一部分, 我们还注意到教育研究与妇女研究之间的一些联系, 这些研究带来了性别平等问题。另一个方面是关于教育的转型人类学概念的最佳实施程度的问题。对于学校应该传播的价值观, 以及如何和何时应该教授这些价值观, 没有广泛的共识。价值观的本质是什么, 公共价值观和私人价值观之间有什么样的关系。如何教育和 "发展批判性" 的能力, 这被纳入了法律规定的教育目标之一。我们如何在没有 "灌输" 的情况下, 教授价值观、传递陈述和行动能力。这些都是理论面对教育实践挑战的问题。这一研究领域的特殊方面是: 儿童及其在教育系统中的权利、权利和义务的规范、作为义务的权利的具体细节 (义务教育)、代表陷入冲突的儿童的问题与学校或家长一起, 让孩子参与学校的决策过程。博物馆教育学作为一门新兴的学科, 在这一研究方案中也占有一席之地。《博洛尼亚宣言》带来了一系列开辟学术空间的新特点, 但同时也代表了高等教育适应劳动力市场过于迅速、工具性和消费主义的危险。教育社会学、全球化理论、关于教育的欧洲层面和 "后现代事务状况的讨论" 等方面, 都对教育社会学、全球化理论所指出的积极创新和危险给予了一定的关注。所有提到和未提到的问题都必须结合斯洛文尼亚教育制度的现实来理解, 在斯洛文尼亚教育制度中, 改革的实施正在随着其他变化而进行。研究方案是 eri 所有研究工作的核心。它与一系列应用和实证研究、评价等相联系。
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| 课程简介: |
The programme "Educational Research," which is conducted by the group of ten researchers of the Educational Research Institute (ERI) in Ljubljana, comprises very complex topics. The fundamental section (the individual researchers are in part wholly autonomous in their research) consists of developing the sciences like pedagogy, philosophy, sociology, psychology, linguistics, anthropology (with sub-disciplines and interdisciplinary cross-sections with the central field, i.e. educational theory). The educational process is based on representations of knowledge and of the ways of gaining and transmitting it. Different perceptions of this process competed with one another in the past. They consist of two large groups: the first concentrates on the "inner" resources of knowledge, the second one looks for "outer" resources. In spite of the sharp controversies between the two, they are both productive. Philosophy of education focuses on the analysis of notions and concepts, theories and specific discourses of the educational sciences. Within this field we can find a range of conceptual propositions in the philosophical disciplines: from aesthetics to logic and social philosophy. A critical analysis of the effects of globalisation in education makes another part of this line of research. As the educational (as any other social) activity is based on language, we cannot even imagine an educational practice that wouldn't include as the constitutive components new epistemological and methodological findings in the field of language and speech research, especially in the linguistic pragmatics and argumentation in rhetoric. In the sociological view the structural determinants of education in Slovenia are ascertained. They set "propulsion and implosion" of education in the circumstances of the information (learning) society. In this segment we also pay attention to some links between educational research and women's studies that bring forth the problems of gender (in)equality. Another aspect is a question concerning the level of the best possible implementation of the transformational anthropological notion of schooling. There is no wide consensus on the values the school should transmit, and on how and when these values should be taught. What is the nature of values, what kind of a relationship is there between public and private values. How to educate and "develop the capacity for critical consideration", which is included in of one of the goals of education decreed by law. How can we teach values, transmit statements and abilities to act, without "indoctrination". These are the questions through which theory confronts the challenges of the educational practice. Special aspects of this line of research are: the position of a child and his or her rights in educational system, regulation of rights and duties, specifics of rights as duties (obligatory schooling), problems of representing a child who finds himself in a conflict with a school or parents, participation of a child in decision making processes in school. Museum pedagogy as a new and developing discipline finds its place in this research programme as well. The Bologna Declaration brings a range of new features that open the academic space, but at the same time represent the danger of a too quick, instrumental and a consumerist adaptation of higher schooling to the labour market. Some attention is paid to the positive innovations and dangers that are being pointed out by the sociology of education, theories of globalisation, in discussions about the European dimension of education and on the "post-modern state of affairs", etc. All mentioned and non-mentioned points must be understood in connection with realities of the Slovene educational system, in which the implementation of a reform is going on along other changes. The research programme is a core of all research work of the ERI. It is linked with a range of applied and empirical studies, evaluations, etc.
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