Protiv obrazovne hijerarhije: putuj, pouči, pokori
Against the Educational Hierarchy: Travel, Teach, Subdue
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Oslonjeni pre svega na analize i sugestije Ransijera i Levi-Strosa, autori rada nastoje da izlože kritiku hijerarhijski vrednovanih orijentira putovanja i obrazovanja. Prvi deo rada posvećen je zapadnim putnicima i njihovom „civilizatorskom“ odnosu prema drugim, dotad nepoznatim, predelima i narodima. Drugim delom rada ustanovljava se analogni obrazac i kada je reč o odnosu koji se uspostavlja u obrazovnom procesu, u kojem takođe novo i nepoznato valja savladati, osvojiti i pokoriti neupitnim znanjem. U zaključku se sugeriše mogućnost dekonstrukcije predefinisanog poretka civilizacije i/ili znanja, ne bi li se najavila mogućnost afirmisanja razlike, bez dominacije i učenja, bez jednoznačnog objašnjenja; mogućnost koja bi možda mogla da se ostvari s odstupanjem od iluzije o univerzalnoj merodavnosti Znanja i njegovog posednika.
Relying primarily on the analyses and suggestions by Rancière and Lévi-Strauss, the authors of this paper endeavour to present a critique of the hierarchically valued landmarks of travelling and education. The first part of the paper is dedicated to Western travellers and their ‘civilising’ treatment of other landscapes and peoples, previously unknown. The second part of the paper identifies an analogous pattern when it comes to relationship established in the educational process, where the new and the unknown also have to be mastered, conquered, and subdued by unquestionable knowledge. The conclusion suggests the possibility of deconstructing the predefined system of civilisation and/or knowledge, with a view to creating the possibility for the affirmation of differences without domination, as well as learning without an unambiguous explanation, a possibility that may perhaps materialise with the abandoning of the illusion about the universal authority of Knowledge and its possessor.
Кључне речи:
obrazovanje / putovanje / hijerarhija / znanje / objašnjenje / education / travelling / hierarchy / knowledge / explanationИзвор:
Nastava i vaspitanje / Studies In Teaching and Education, 2023, 72, 3, 325; 415-336; 428Издавач:
- Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
Финансирање / пројекти:
- "info:eu-repo/grantAgreement/MESTD/inst-2020/200025/RS//" (RS-MESTD-inst-2020-200025)
Колекције
Институција/група
IFDTTY - JOUR AU - Ostojić, Aleksandar AU - Krstić, Predrag AU - Iguman, Sanja PY - 2023 UR - http://rifdt.instifdt.bg.ac.rs/123456789/3774 AB - Oslonjeni pre svega na analize i sugestije Ransijera i Levi-Strosa, autori rada nastoje da izlože kritiku hijerarhijski vrednovanih orijentira putovanja i obrazovanja. Prvi deo rada posvećen je zapadnim putnicima i njihovom „civilizatorskom“ odnosu prema drugim, dotad nepoznatim, predelima i narodima. Drugim delom rada ustanovljava se analogni obrazac i kada je reč o odnosu koji se uspostavlja u obrazovnom procesu, u kojem takođe novo i nepoznato valja savladati, osvojiti i pokoriti neupitnim znanjem. U zaključku se sugeriše mogućnost dekonstrukcije predefinisanog poretka civilizacije i/ili znanja, ne bi li se najavila mogućnost afirmisanja razlike, bez dominacije i učenja, bez jednoznačnog objašnjenja; mogućnost koja bi možda mogla da se ostvari s odstupanjem od iluzije o univerzalnoj merodavnosti Znanja i njegovog posednika. AB - Relying primarily on the analyses and suggestions by Rancière and Lévi-Strauss, the authors of this paper endeavour to present a critique of the hierarchically valued landmarks of travelling and education. The first part of the paper is dedicated to Western travellers and their ‘civilising’ treatment of other landscapes and peoples, previously unknown. The second part of the paper identifies an analogous pattern when it comes to relationship established in the educational process, where the new and the unknown also have to be mastered, conquered, and subdued by unquestionable knowledge. The conclusion suggests the possibility of deconstructing the predefined system of civilisation and/or knowledge, with a view to creating the possibility for the affirmation of differences without domination, as well as learning without an unambiguous explanation, a possibility that may perhaps materialise with the abandoning of the illusion about the universal authority of Knowledge and its possessor. PB - Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu T2 - Nastava i vaspitanje / Studies In Teaching and Education T1 - Protiv obrazovne hijerarhije: putuj, pouči, pokori T1 - Against the Educational Hierarchy: Travel, Teach, Subdue IS - 3 VL - 72 SP - 325; 415 EP - 336; 428 DO - 10.5937/nasvas2303415O ER -
@article{ author = "Ostojić, Aleksandar and Krstić, Predrag and Iguman, Sanja", year = "2023", abstract = "Oslonjeni pre svega na analize i sugestije Ransijera i Levi-Strosa, autori rada nastoje da izlože kritiku hijerarhijski vrednovanih orijentira putovanja i obrazovanja. Prvi deo rada posvećen je zapadnim putnicima i njihovom „civilizatorskom“ odnosu prema drugim, dotad nepoznatim, predelima i narodima. Drugim delom rada ustanovljava se analogni obrazac i kada je reč o odnosu koji se uspostavlja u obrazovnom procesu, u kojem takođe novo i nepoznato valja savladati, osvojiti i pokoriti neupitnim znanjem. U zaključku se sugeriše mogućnost dekonstrukcije predefinisanog poretka civilizacije i/ili znanja, ne bi li se najavila mogućnost afirmisanja razlike, bez dominacije i učenja, bez jednoznačnog objašnjenja; mogućnost koja bi možda mogla da se ostvari s odstupanjem od iluzije o univerzalnoj merodavnosti Znanja i njegovog posednika., Relying primarily on the analyses and suggestions by Rancière and Lévi-Strauss, the authors of this paper endeavour to present a critique of the hierarchically valued landmarks of travelling and education. The first part of the paper is dedicated to Western travellers and their ‘civilising’ treatment of other landscapes and peoples, previously unknown. The second part of the paper identifies an analogous pattern when it comes to relationship established in the educational process, where the new and the unknown also have to be mastered, conquered, and subdued by unquestionable knowledge. The conclusion suggests the possibility of deconstructing the predefined system of civilisation and/or knowledge, with a view to creating the possibility for the affirmation of differences without domination, as well as learning without an unambiguous explanation, a possibility that may perhaps materialise with the abandoning of the illusion about the universal authority of Knowledge and its possessor.", publisher = "Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu", journal = "Nastava i vaspitanje / Studies In Teaching and Education", title = "Protiv obrazovne hijerarhije: putuj, pouči, pokori, Against the Educational Hierarchy: Travel, Teach, Subdue", number = "3", volume = "72", pages = "325; 415-336; 428", doi = "10.5937/nasvas2303415O" }
Ostojić, A., Krstić, P.,& Iguman, S.. (2023). Protiv obrazovne hijerarhije: putuj, pouči, pokori. in Nastava i vaspitanje / Studies In Teaching and Education Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu., 72(3), 325; 415-336; 428. https://doi.org/10.5937/nasvas2303415O
Ostojić A, Krstić P, Iguman S. Protiv obrazovne hijerarhije: putuj, pouči, pokori. in Nastava i vaspitanje / Studies In Teaching and Education. 2023;72(3):325; 415-336; 428. doi:10.5937/nasvas2303415O .
Ostojić, Aleksandar, Krstić, Predrag, Iguman, Sanja, "Protiv obrazovne hijerarhije: putuj, pouči, pokori" in Nastava i vaspitanje / Studies In Teaching and Education, 72, no. 3 (2023):325; 415-336; 428, https://doi.org/10.5937/nasvas2303415O . .