Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?

Abstract

Rad nastoji da tematizuje odnos emancipacije i obrazovanja u četiri koraka. U prvom delu izlaže se kratki istorijski presek upotrebe termina „emancipacija“ i signalizira njena struktura, elementi i/ili figura. Drugi deo rada zajmi dva modela emancipacije koja nudi tradicija političke misli koja obeležava doba emancipacije: reč je o predlozima za revolucionarnu i cionističku emancipaciju Jevreja u devetnaestom veku. Tim modelima u trećem delu jukstaponiraju se karakteristična zagovaranja obrazovne emancipacije dvadesetog veka: jedno prosvetiteljsko i jedno prevratničko nasleđe sa odgovarajućim političkim vizijama i strategijama. Zaključni deo rezimira sličnosti i razlike (mišljenja) emancipacije u politici i emancipacije u obrazovanju i sugeriše perspektivu iz koje bi se nagovestila mogućnost emancipovanja obrazovanja od politikama dirigovanih zahteva za emancipacijom.

The article seeks to thematize the relationship between emancipation and education in three and a half steps. The first part presents a brief historical overview of the use of the term “emancipation” and signals its structure, elements and/or figure. The sec ond part of the paper borrows two models of emancipation that offer a tradition of political thought which marked the era of emancipation: these are the proposals for the revolutionary and Zionist emancipation of Jews in the nineteenth century. These models are juxtaposed in the third part with the characteristic advocacies of the ed ucational emancipation of the twentieth century: an Enlightenment and a subversive legacy with appropriate political visions and strategies. The concluding part summa rizes the similarities and differences of (thinking about) emancipation in politics and emancipation in education, and suggests a perspective which is a harbinger of the possibility of emancipating education from politically directed demands for emancipation.