Page 311 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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Teachers through the Prism of Educational Activity at School
the realization of life projects, to build an adequate (functional) personality
(Esteban-Guitart in González-Patiño 2014).
Life in school is determined by the formal framework and consists of com-
mon values, general and operational goals of teaching (curricula), the prin-
ciples and objectives of education and schooling as well as other provisions
of the legislation, school policy rules. Pupils need to be familiarized with ex-
ternally defined rules as well as the rules and norms that apply within indi-
vidual schools. School thereby provides them the conditions for the individ-
ual development of autonomy, which requires a predictable school environ-
ment where pupils can gain independence with a certain influence on what
will happen to them at school. In the relationship to restrictions, the individ-
ual learns their limits and reflects the environment on the basis of acquired
knowledge, norms and values. The basic task of school is to provide pupils
with the conditions for personal development in accordance with their abili-
ties and laws of the development period (the cognitive, emotional and social
development need to be balanced at that). And also to provide the pupils
with the fundamental knowledge and skills that enable independent, effi-
cient and creative confrontation with the social and natural environment,
and to develop an awareness of belonging to a certain cultural tradition (Ko-
vač Šebart in Krek 2009).
Since children from different cultures or from specific regulatory networks
of primary socialization meet in the school premises, the task of education is
to prepare children to responsible solving of moral dilemmas in a dialogue
and to make decisions appropriate for most members of the community
(Kroflič 2002). At school, children must be familiarized with cultural differ-
ences and the diversity of values in the modern world. Education must be
focused primarily on obligations to the equal rights of others, set out by Hu-
man Rights, in order to form a citizen who is ready for acting within the frame-
work of modern democratic countries. The rights of everybody must in fact
be granted in the school environment. Everyone should have the possibility
to maintain their own beliefs and individual practices, insofar as these do not
interfere with the equal rights of others (Kovač Šebart in Krek 2009).
Today’s school must teach children how to deal with the present-day chal-
lenges, such as feelings of aimlessness, existential insecurity, aggressiveness,
drug abuse, delinquency. Pupils should be enabled to develop subjective di-
mensions of sense based on the knowledge of various scientific, religious and
secular constructions of meaning (White paper on education and schooling
2011; Kroflič 2002). Above all, it is a challenge for teachers to teach pupils their
own responsibility for learning or to prepare pupils for lifelong learning for
311
the realization of life projects, to build an adequate (functional) personality
(Esteban-Guitart in González-Patiño 2014).
Life in school is determined by the formal framework and consists of com-
mon values, general and operational goals of teaching (curricula), the prin-
ciples and objectives of education and schooling as well as other provisions
of the legislation, school policy rules. Pupils need to be familiarized with ex-
ternally defined rules as well as the rules and norms that apply within indi-
vidual schools. School thereby provides them the conditions for the individ-
ual development of autonomy, which requires a predictable school environ-
ment where pupils can gain independence with a certain influence on what
will happen to them at school. In the relationship to restrictions, the individ-
ual learns their limits and reflects the environment on the basis of acquired
knowledge, norms and values. The basic task of school is to provide pupils
with the conditions for personal development in accordance with their abili-
ties and laws of the development period (the cognitive, emotional and social
development need to be balanced at that). And also to provide the pupils
with the fundamental knowledge and skills that enable independent, effi-
cient and creative confrontation with the social and natural environment,
and to develop an awareness of belonging to a certain cultural tradition (Ko-
vač Šebart in Krek 2009).
Since children from different cultures or from specific regulatory networks
of primary socialization meet in the school premises, the task of education is
to prepare children to responsible solving of moral dilemmas in a dialogue
and to make decisions appropriate for most members of the community
(Kroflič 2002). At school, children must be familiarized with cultural differ-
ences and the diversity of values in the modern world. Education must be
focused primarily on obligations to the equal rights of others, set out by Hu-
man Rights, in order to form a citizen who is ready for acting within the frame-
work of modern democratic countries. The rights of everybody must in fact
be granted in the school environment. Everyone should have the possibility
to maintain their own beliefs and individual practices, insofar as these do not
interfere with the equal rights of others (Kovač Šebart in Krek 2009).
Today’s school must teach children how to deal with the present-day chal-
lenges, such as feelings of aimlessness, existential insecurity, aggressiveness,
drug abuse, delinquency. Pupils should be enabled to develop subjective di-
mensions of sense based on the knowledge of various scientific, religious and
secular constructions of meaning (White paper on education and schooling
2011; Kroflič 2002). Above all, it is a challenge for teachers to teach pupils their
own responsibility for learning or to prepare pupils for lifelong learning for
311
