Promjena filozofije pedagogije u odnosu na dominantnu religijsku politiku

Kahrimanović, Jasmin. (2017). Promjena filozofije pedagogije u odnosu na dominantnu religijsku politiku. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Pedagogy. [mentor Posavec, Koraljka].

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Abstract

Education and upbringing are a part of each individuals' life. It is precisely that which makes it susceptible to other social domains' influences, which makes pedagogy itself more or less ideologically colored. Reason for that lies in the fact that eduacation is a powerful tool with a potential of changing or sustaining ruling regimes. The sad truth is that the latter case was more common. Motives of the ones who have power over education determine if it will be used for the better of the whole society or for the better of those who are in charge, i.e. for their interests. In this paper we will look into the influence of religious domain, i.e. religious politics, on the development of philosophy of pedagogy of a certain period. Actions of all people are guided by certain religious, or better say, ideological beliefs, and those of the ones in the power are not excluded. We will begin the overview of these religious beliefs with the Middle Age and its omnipresent scolastics, whose dogmaticism and indoctrination provoked secular ideas of education and upbringing. Those ideas were greatly expanding during 14th, 15th and 16th century, the age of the renaissance, humanism and reformation. During 17th and 18th century, appearence of new philosophical ideas such as empirism and rationalism, founding ground of the Age of Enlightment, greatly influenced the philosophy of pedagogy. In 19th century appears a dichotomy materialism-idealism, within which we will mention german idealism and conditions in Russia at the time. In the end, we will address the modern times, i.e. 20th and 21st century in the european tradition and tradition of the USA, in order to show the impact of modern religious politics on the further developpment of philosophy of pedagogy.

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