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Title:The question of pedagogical purpose and aims in contemporary consumer society
Authors:ID Fridl Kakuk, Sara (Author)
ID Spasenovski, Nemanja (Author)
Files:.pdf PDF - Presentation file, download (189,23 KB)
MD5: 78565D757A9A16ED40047AB03D208B99
 
URL URL - Source URL, visit https://www.sodobna-pedagogika.net/en/articles/01-2026_the-question-of-pedagogical-purpose-and-aims-in-contemporary-consumer-society/
 
Language:English
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:This theoretical paper discusses the purpose and aims of education in the era of consumerism. We argue that pedagogy, understood as an autonomous descriptive-normative science, is the only discipline entitled to define the purpose and aims of education. This argument is developed in three steps. First, we ground the question of educational purpose in the ontological status of the human being. Education is understood as a formative process (Bildung) through which human beings understand, realise and transcend themselves; therefore, its aim should not be set externally by economic or political demands but should arise from the idea of the human as a free, moral and self-transcending subject. Second, we reaffirm the epistemological autonomy of pedagogy. Pedagogy is not a value-neutral practical field but a science that unites descriptive analyses of educational reality with normative guidance about what education should achieve. On this basis, it possesses both the right and the responsibility to articulate educational purpose and aims. Third, we offer a theoretical analysis of consumerism as a pedagogical problem. We argue that consumerism displaces pedagogical teleology by redefining education as a market service focused on performance, employability and competitiveness. This educational reality replaces value-led reason with instrumental rationality and reduces education to adaptation and production. We claim that this represents not only a crisis in education but also a crisis of education itself. This theoretical paper thus provides a pedagogical-theoretical view of consumerism as a force that undermines the very conditions of education as human formation.
Keywords:critical pedagogy, educational normativity, humanistic education, pedagogical theory
Publication status:Published
Publication version:Version of Record
Publication date:30.03.2026
Year of publishing:2026
Number of pages:str. 134-148
Numbering:Letn. 77 = 143, št. 1
PID:20.500.12556/DiRROS-29450 New window
UDC:37.01
ISSN on article:0038-0474
DOI:10.63384/spB61z884a New window
COBISS.SI-ID:276876803 New window
Publication date in DiRROS:20.05.2026
Views:74
Downloads:48
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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:Slovenian
Title:Vprašanje pedagoškega namena in cilja v sodobni potrošniški družbi
Abstract:Ta teoretični članek obravnava vprašanje namena in cilja vzgoje in izobraževanja v dobi potrošništva. Pedagogika, razumljena kot avtonomna deskriptivno-normativna veda, je edina disciplina, ki lahko opredeljuje namene in cilje vzgoje in izobraževanja. Razprava je razdeljena na tri dele. Najprej vprašanje namena vzgoje in izobraževanja utemeljimo v ontološkem statusu človeka. Vzgojo in izobraževanje razumemo kot oblikovanje (Bildung), s pomočjo katerega človek razume, uresničuje in presega samega sebe; zato cilj vzgoje in izobraževanja ne sme biti določen na podlagi zunanjih, gospodarskih ali političnih interesov, ampak mora izhajati iz ideje o človeku kot svobodnem, moralnem in samopresegajočem subjektu. Nato poudarimo epistemološko avtonomnost pedagogike. Pedagogika ni vrednotno nevtralno, praktično področje, temveč veda, ki združuje opisno analizo vzgojno-izobraževalne resničnosti z normativnimi smernicami o tem, kaj naj bi vzgoja in izobraževanje dosegla. Na tej podlagi ima pravico in odgovornost, da opredeli izobraževalne cilje in namene. Tretjič, predstavljamo teoretično analizo potrošništva kot pedagoškega problema. Trdimo, da potrošništvo izpodriva pedagoško teleologijo, saj vzgojo in izobraževanje na novo opredeljuje kot tržno storitev, usmerjeno v doseganje rezultatov, zaposljivost in konkurenčnost. Ta izobraževalna resničnost nadomešča vrednotno usmerjen razum z instrumentalno usmerjeno racionalnostjo in izobraževanje skrči na prilagajanje in produkcijo. Trdimo, da to ne predstavlja le določene krize v vzgoji in izobraževanju, ampak kar krizo izobraževanja samega. Ta razprava tako ponuja pedagoško-teoretični pogled na potrošništvo kot na silo, ki spodkopava pogoje vzgoje in izobraževanja v funkciji oblikovanja človeka.
Keywords:kritična pedagogika, vzgojno-izobraževalna normativnost, humanistično izobraževanje, pedagoška teorija


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