magistrsko delo
Amadeja Štukl (Author), Edvard Protner (Mentor)

Abstract

V magistrskem delu smo obravnavali gibanje za delovno šolo na slovenskem ozemlju med obema vojnama. Najprej smo predstavili splošno opredelitev gibanja za delovno šolo v 20. stoletju in opisali delovno šolo v Združenih državah Amerike ter primerjali tradicionalno učenje s progresivnim učenjem. Nadaljevali smo s splošno definicijo delovne šole in jo uvrstili v okvir reformske pedagogike, kjer smo primerjali njune skupne značilnosti. Podrobneje smo predstavili tuje predstavnike delovne šole, to so Georg Kerschensteiner, Otto Glöckel in Pavel Petrovič Blonski. Raziskovali smo odnos slovenskih učiteljskih društev do delovne šole in kako so le-te pripomogle k razvijanju gibanja za delovno šolo pri nas. Leto 1929 je prineslo spremembe v družbi in v šolstvu, nastala je Kraljevina Jugoslavija, na področju vzgoje in izobraževanja pa se je oblikoval nov šolski zakon, ki je prinesel obvezno osemletno šolanje. Najbolj značilni predstavniki gibanja za delovno šolo na Slovenskem so bili Matija Senkovič, Gustav Šilih, Franjo Žgeč in Anton Osterc. Pojavili so se tudi nasprotniki delovne šole, med katerimi je bil najbolj pomemben Karel Ozvald. Obravnavali smo tudi gibanje za delovno šolo na Hrvaškem.

Keywords

magistrska dela;delovna šola;delovni pouk;reformska pedagogika;progresivna pedagogika;Matija Senkovič;Gustav Šilih;šolska reforma;šolski zakon;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [A. Štukl]
UDC: 37.013(497.4)(043.2)
COBISS: 65109763 Link will open in a new window
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Downloads: 99
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Other data

Secondary language: English
Secondary title: Progressive education in Slovenia during the world wars
Secondary abstract: In our master's thesis, we have studied the progressive education movement in Slovenian territory during the World wars. First, we introduced a general characterization of the movement in the 20th century. In addition, we have described progressive education in the United States of America. Also, we have compared traditional and progressive learning. We have continued with the general definition of progressive education, placed it into the framework of reform pedagogy, and compared their mutual characteristics. Next, we have introduced foreign representatives of progressive education, such as Georg Kerschensteiner, Otto Glöckel, and Pavel Petrovič Blonski. We were interested in Slovenian teachers' attitudes towards progressive education. Moreover, we have researched how progressive schools helped with the progressive education movement in our territory. The year 1929 brought changes in society and education, such as the creation of Yugoslavia and the new school legislation that formed a mandatory eight-year primary school education. The most distinctive representatives of the progressive education movement in Slovenia were Matija Senkovič, Gustav Šilih, Franjo Žgeč, and Anton Osterc. We have discovered that there were many opponents to progressive education. One of the most important was Karl Ozvald. Lastly, we have presented the progressive education movement in Croatia.
Secondary keywords: master theses;progressive educatioon;reform pedagogy;progressive peagogy;Mtija Senekovič;Gustav Šilih;educational reform;school legislation;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: VII, 79 str.
ID: 12876924