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Teachers through the Prism of Educational Activity at School
tives, which were up to the twentieth century clearly defined with a single
system of values, with the hierarchically structured society and obedience as
the primary virtue. Today these educational goals are more complex and re-
fer to the acceptance and tolerance to the different, since there is no longer
one lifestyle, religion and scientific truth, but there is a set of these, among
which the important Seconds choose (Kroflič 1997a). Successful education
forms an independent adult. Its main objective is to completely abandon ed-
ucating. The educational relationship must endeavour to establish equality –
a state in which the child can be more and more independent (Medveš 2007;
Kroflič 1997b).
Education is based on the intertwinement of two educational means: love
and sense for the limits of the permissible. Concern for the development
of children’s positive abilities, while taking into account their social needs,
health, well-being, their independence, control and punishment determine
education. Its task is to develop socially relevant, pleasant characteristics and
capabilities in a child (Bergant 1994).
References
Baker, Monya. 2015. ‘Over Half of Psychology Studies Fail Reproducibility Test.’
Nature 521:274–276.
Bečaj, Janez. 1997. Temelji socialnega vplivanja. Ljubljana: Filozofska fakulteta.
Berčnik, Sanja. 2007. ‘Kaj je skupnega vlogi učitelja v vzgojnem konceptu javnih
in alternativnih šol.’ In Pravila in vzgojno delovanje šole, edited by Tatjana
Devjak, 151–164. Ljubljana: Pedagoška fakulteta.
Bergant, Milica. 1994. ‘Človekove pravice otroka in vprašanja represivne in per-
misivne vzgoje šolarjev.’ Pedagoška obzorja 9 (4–5): 3–11.
Butolo, Andreja. 2016. »Zavedanje učiteljev o pomeni vzgoje v šoli.« Magistrsko
delo, Univerza na Primorskem.
Colette, Jacob. 2002. Mar otroke sploh še lahko vzgajamo? Ljubljana: Oka.
Čačinovič Vogrinčič, Gabi. 1993. ‘Družina: pravica do lastne stvarnosti.’ Socialno
delo 32 (1 2): 54–60.
Doblehar, Urška. 2009. ‘Vloga staršev pri osamosvajanju mladostnika.’ Socialna
pedagogika 13 (1): 37–67.
Esteban-Guitart, Moises, and Javier González-Patiño. 2014. ‘Some of the Chal-
lenges and Experiences of Formal Education in a Mobile-Centric Society.’
Digital Education Review 25:64–86.
Fenwick, Elisabeth, and Tony Smith. 1997. Adolescenca: priročnik preživetja za
starše in mladostnike. Ljubljana: Kres.
Juriševič, Mojca. 1999. ‘Razvijanje učenčeve samopodobe v začetku šolanja.’
Psihološka obzorja edited by Peter Praper, 17–25. Ljubljana: Društvo psihol-
ogov Slovenije.
317
tives, which were up to the twentieth century clearly defined with a single
system of values, with the hierarchically structured society and obedience as
the primary virtue. Today these educational goals are more complex and re-
fer to the acceptance and tolerance to the different, since there is no longer
one lifestyle, religion and scientific truth, but there is a set of these, among
which the important Seconds choose (Kroflič 1997a). Successful education
forms an independent adult. Its main objective is to completely abandon ed-
ucating. The educational relationship must endeavour to establish equality –
a state in which the child can be more and more independent (Medveš 2007;
Kroflič 1997b).
Education is based on the intertwinement of two educational means: love
and sense for the limits of the permissible. Concern for the development
of children’s positive abilities, while taking into account their social needs,
health, well-being, their independence, control and punishment determine
education. Its task is to develop socially relevant, pleasant characteristics and
capabilities in a child (Bergant 1994).
References
Baker, Monya. 2015. ‘Over Half of Psychology Studies Fail Reproducibility Test.’
Nature 521:274–276.
Bečaj, Janez. 1997. Temelji socialnega vplivanja. Ljubljana: Filozofska fakulteta.
Berčnik, Sanja. 2007. ‘Kaj je skupnega vlogi učitelja v vzgojnem konceptu javnih
in alternativnih šol.’ In Pravila in vzgojno delovanje šole, edited by Tatjana
Devjak, 151–164. Ljubljana: Pedagoška fakulteta.
Bergant, Milica. 1994. ‘Človekove pravice otroka in vprašanja represivne in per-
misivne vzgoje šolarjev.’ Pedagoška obzorja 9 (4–5): 3–11.
Butolo, Andreja. 2016. »Zavedanje učiteljev o pomeni vzgoje v šoli.« Magistrsko
delo, Univerza na Primorskem.
Colette, Jacob. 2002. Mar otroke sploh še lahko vzgajamo? Ljubljana: Oka.
Čačinovič Vogrinčič, Gabi. 1993. ‘Družina: pravica do lastne stvarnosti.’ Socialno
delo 32 (1 2): 54–60.
Doblehar, Urška. 2009. ‘Vloga staršev pri osamosvajanju mladostnika.’ Socialna
pedagogika 13 (1): 37–67.
Esteban-Guitart, Moises, and Javier González-Patiño. 2014. ‘Some of the Chal-
lenges and Experiences of Formal Education in a Mobile-Centric Society.’
Digital Education Review 25:64–86.
Fenwick, Elisabeth, and Tony Smith. 1997. Adolescenca: priročnik preživetja za
starše in mladostnike. Ljubljana: Kres.
Juriševič, Mojca. 1999. ‘Razvijanje učenčeve samopodobe v začetku šolanja.’
Psihološka obzorja edited by Peter Praper, 17–25. Ljubljana: Društvo psihol-
ogov Slovenije.
317
