Theoretical-Methodological Problems of Education

Pre-requisites: /

Course objectives: Familiarization with the basic theoretical-methodological problems of educational science and training for critical reflection of different standpoints about its subject and method, the way and the possibilities of learning and research in the field of education.

Course description: Conceptual-terminological dilemmas of modern pedagogy. Subject-methodological connection of pedagogy with other sciences. Approaches of European and American educational theoreticians to defining the subject of educational science. “Philosophical“ and “scientific“ pedagogy. The relation between scientific and value (qualitative) in pedagogy. Pedagogy as theoretically applied science. Pedagogy as an integral science of education, or as more sciences of education. The characteristics of scientific learning in pedagogy. Scientific explanation and understanding. Research orientations in pedagogy. Deductive-rational epistemological-methodological approach in pedagogy. Inductive-empirical-positivist epistemological-methodological approach. Complexity and dynamics of pedagogical phenomena and difficulties of research in pedagogy. Facts – hypotheses – scientific laws – scientific theories. The possibilities of establishing laws in the field of education. Interdisciplinary and multidisciplinary research. The relation between fundamental, operational and developmental research in pedagogy.

Learning Outcomes: Thorough knowledge of educational fundamental questions; the capability for critical analysis of epistemological orientations and research approaches in education and consideration of their range; and for individual research problems solving in this field.

Literature/Reading:

• Kocić, Lj. (1983): Eksperimentalna pedagogija. Beograd: Prosveta i Institut za pedagoška istraživanja;
• Kocić, Lj., (2004): Problem definisanja predmeta pedagogije i njenog razgraničenja od drugih nauka, Jugoslovenska pedagogija druge polovine 20. veka, Užice: Učiteljski fakultet, str.23-38;
• Mialare, G. (1969): Objektivna ispitivanja i filozofija vaspitanja, Pedagogija, br. 4;
• Mužić, V. (1973): Neki problemi pedagogijskih zakonitosti, Pedagogija, br. 2-3;
• Nejgel, E. (1985): Struktura nauke. Beograd: Nolit;
• Ničković, R. (1985): Različita shvatanja epistemologije pedagogije, Pedagogija, br. 3;
• Palekčić, M. (1990): Pedagoške paradigme i mogućnosti daljeg razvoja pedagoške nauke, Pedagogija, br. 1;
• Potkonjak, N. (1977): Teorijsko-metodološki problemi pedagogije. Beograd: Prosveta i Institut za pedagoška istraživanja;
• Ristić, Ž. (1995): O istraživanju, metodu i znanju. Beograd: Institut za pedagoška istraživanja;