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Title:Šola kot bogato vzgojno okolje : odkrivanje subjektifikacijskega potenciala vrstniške mediacije
Authors:ID Kukovec, Maja (Author)
Files:URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/01-2025_sola-kot-bogato-vzgojno-okolje-odkrivanje-subjektifikacijskega-potenciala-vrstniske-mediacije/
 
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MD5: 27A3720E7F4A3B251FF192E45D941983
 
Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:Ekscesni dogodki v šolskem prostoru so danes vse prej kot redkost in med drugim sporočajo, da pri oblikovanju prostorov, v katerih bi otroci in mladostniki svoje želje, potrebe in stiske lahko spoštljivo izrazili, jih skozi odnose z drugimi raziskovali in se učili etičnega (so)bivanja v svetu, nismo uspešni. Še več, sodobni izobraževalni trendi, ki se opirajo na (pri)merljivo, mehanično in nereflektirano delovanje, v imenu zagotavljanja varne in spodbudne šole iz slednje izrivajo tveganje in nepredvidljivost, ki sta nujna za vznik etičnih subjektov. Šola se je tako znašla v zagonetnem položaju, kjer je umestno vprašanje, kdaj želja po varni šoli postane nevarna, celo nevzgojna in kako v šoli omogočiti doseganje presežnih ciljev vzgoje, tj. vznik etičnih subjektov. V prispevku se zato obračamo k avtopoetski paradigmi vzgoje (Luhmann, Medveš) in konceptu subjektifikacijske vzgoje (Biesta) ter premišljujemo, kako v šoli krepiti subjektifikacijski potencial in shajati z zavedanjem, da vznika etičnega subjekta ne moremo zagotoviti. Kot primer vzgojnega pristopa, ki to omogoča, predstavljamo vrstniško mediacijo, kjer otroci vstopajo v spoštljive odnose z drugimi – drugačnimi in skozi simetrično komunikacijo (so)ustvarjajo šolo kot dialoški prostor. Izhajajoč iz tega, razmišljamo tudi o aktualnem nacionalnem programu vzgoje in izobraževanja ter spodbujamo k diskurzu o vzgojnem delovanju šole skozi prizmo avtopoetske paradigme vzgoje in subjektifikacije.
Keywords:kvalifikacija, socializacija, subjektifikacija, avtopoeza, vrstniška mediacija, dialoška šola
Publication status:Published
Publication version:Version of Record
Publication date:01.03.2025
Year of publishing:2025
Number of pages:str. 41-58
Numbering:Letn. 76 = 142, št. 1
PID:20.500.12556/DiRROS-23109 New window
UDC:37.034
ISSN on article:0038-0474
DOI:10.63384/spB51z758s New window
COBISS.SI-ID:234219779 New window
Publication date in DiRROS:30.07.2025
Views:347
Downloads:181
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:School as a Rich Educational Environment: Discovering the Subjectification Potential of Peer Mediation
Abstract:Excessive events in schools are nowadays anything but a rarity and amongst other things, they remind us that we are not successful in creating learning environments in which children and adolescents could respectfully express their desires, needs and distresses, actively explore them through relationships with others and learn how to ethicaly (co)exist in the world. Moreover, modern educational trends that rely on measurable, mechanical, and unreflective action, in the name of ensuring a safe and stimulating school, displace from the latter the risk and uncertainty that are necessary for the emergence of ethical subjects. The school has thus found itself in a puzzling position, where the question arises as to when the desire for a safe school becomes dangerous, even non-educational, and how to enable the achievement of the transcendent goals of education, i.e. the emergence of ethical subjects. In this article, we turn to the autopoetic paradigm of education (Luhmann, Medveš) and the concept of subjectification (Biesta) and explore how to strengthen the subjectification potential in school and cope with the awareness that we can never guarantee the the emergence of an ethical subject. As an example of an educational approach that allows us to do this, we turn to peer mediation, where children enter into respectful relationships with others – strangers and through symmetrical communication (co)create school as a dialogical space. Based on this, we also reflect on the current National Programme of Education and encourage discourse on the educational role of schools through the prism of autopoietic education and subjectification.
Keywords:qualifications, socialization, sucjectification, autopoiesis, dialogic school


Collection

This document is a part of these collections:
  1. Sodobna pedagogika

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