Intellectual education and individual pedagogy

Abstract

The author analyses and compares the conceptions on intellectual education by different authors regarded as representatives of the pedagogical tendency in individual pedagogy: Ellen Kay, Adolph Ferrier, Leo Tolstoy and Maria Montessori. The report includes more general problems, such as conception of school, its task curricula, contents and teaching methods, as well as problems referring to intellectual education in a narrower sense-the development of the thinking activity and knowledge acquisition, acquisition of concepts, relationship between the concrete and the abstract and developing creativity in pupils. Different attitudes on some issues are paid attention to, however, some common tendencies are made out, which may be considered characteristic of this tendency in pedagogy. Special attention is also paid to some even today modern ideas as well as to their differentiation form the already abandoned attitudes, and also to the needs and the possibilities for finding ways of applying modern conception in the pedagogical practice. Evident is the effort to start the research into and to carry out the intellectual program within the unique education process.

U ovom radu autor analizira i upoređuje shvatanja o intelekutalnom vaspitanju različitih autora koji se smatraju predstavnicima pedagoškog pravca individualne pedagogije: Elen Kej, Adolfa Ferijera, Lava Tolstoja i Marije Montesori. Obuhvaćeni su kako širi problemi, kao što su shvatanja o školi, zadatku škole, nastavnim programima, sadržajima i nastavnim metodama, tako i problemi koji se odnose na intelektualno vaspitanje shvaćeno u užem smislu - razvijanje mišljenja i usvajanje znanja, usvajanje pojmova, odnos konkretnog i apstraktnog gradiva i razvijanje stvaralaštva učenika. Naglašene su postojeće razlike u stavovima o pojedinim pitanjima između različitih autora, ali izvode se i neke zajedničke tendencije koje se mogu shvatiti kao karakteristične za ovaj pedagoški pravac. Posebna pažnja posvećena je onim idejama koje se i danas mogu smatrati aktuelnim i njihovom razgraničavanju od prevaziđenih stavova, kao i potrebama i mogućnostima za nalaženje puteva primene aktuelnih shvatanja u pedagoškoj praksi. Izraženo je zalaganje za proučavanje i sprovođenje intelektualnog vaspitanja unutar jedinstvenog vaspitno-obrazovnog procesa.