Progressive Education – Didactic Challenges/Progresivno obrazovanje – izazovi didaktici

AbstractEver since they were established, schools and the teaching they entail have always been burdened by their progressive role. Progressive reformers were preoccupied with a pedagogical interpretation of the Paedocentric concept of education and the teaching methodology and methodological operationalization of the so-called child-centred method. The premise of pedagogical Progressivism was that education is based on the fact that the best way for people, as social beings, to learn and acquire knowledge is by engaging in real life activities. Processes of acquiring new knowledge occur with increasing frequency outside the formerly known didactic organizational scheme. If schools do not adapt quickly, they are bound to lose this race. Does progress, in the sense of teaching improvement, presume innovations in the educational technology, the teaching organization, or would progress in pedagogy mean something completely different today? As soon as we pose the question of quality, we raise questions of not only organization of the educational process but also the meaning and manner of learning and teaching in the era in which everything is relative, when all values fluctuate and everything becomes mutable and impermanent because of the influence of technology, media and virtual reality.Key words: didactics; organisational models; progressive education; teaching.---Sažetak Od nastanka škole i postojanja nastave u njoj postoji svojevrsno opterećenje o njezinoj progresivnoj ulozi. Progresivistički su reformatori bili zaokupljeni pedagoškom interpretacijom pedocentrističke koncepcije obrazovanja i metodološke i metodičke operacionalizacije tzv. metode usmjerene na dijete. Pedagoški progresivizam polazio je od toga da se obrazovanje temelji na činjenici da ljudi kao društvena bića najbolje uče i usvajaju znanja stvarnim životnim aktivnostima. Procesi usvajanja novih znanja sve češće se događaju upravo izvan do sada poznate didaktičke organizacijske sheme i ako ne pristane na brzo prilagođavanje, škola će izgubiti tu utrku. Podrazumijeva li napreadk u smislu unapređenja nastave novine u nastavno-obrazovnoj tehnologiji ili u nastavnoj organizaciji, ili je progres u pedagogiji danas nešto potpuno drugo? U trenutku kada postavimo pitanje kvalitete, otvorili smo pitanja ne samo organizacije nastavnog procesa već i smisla i načina učenja i poučavanja u eri u kojoj sve vrijednosti variraju i zbog utjecaja tehnologije, medija i virtualnosti sve postaje promjenjivo i nestalno. Ključne riječi: didaktika; nastava; organizacijski modeli; progresivno obrazovanje.