TM
G. XXIV Br. 1-2 Str. 133 - 147 Niš januar - jun 2000.
UDK
37:008+316.344
Originalni
naučni rad
Miomir
Ivković
Filozofski fakultet,
Niš
KULTURA I OBRAZOVANJE:
ODNOS DVA DRUŠTVENA PODSISTEMA
Rezime
U radu sam u osnovnim
crtama označio odnos između vaspitanja i kulture. Vaspitanje sam, pri tom,
shvatio kao delovanje na ličnost, na njen razvoj i formiranje, kao trajno
poboljšavanje strukture psihičkih mogućnosti ličnosti. Na pojmovnom i pojavnom
planu ono obuhvata obrazovanje kao proces prenošenja i sticanja znanja
i proces razvijanja i formiranja raznovrsnih, čoveku neophodnih, veština
i navika. Određenje, pak, kulture prepustio sam sociolozima kulture po
kojima je ona složen je dinamički i društveno-istorijski uslovljen fenomen
koji predstavlja sveukupnost odnosa iskustva i svesti čoveka prema materiji,
duhu i svim istorijski nastalim proizvodima duha u društvenoj povesti i
praksi čovečanstva... Dovodeći ih u vezu, vaspitanje i kulturu vidim
kao dva društvena podsistema. NJihov odnos označio sam kao međuodnos
dva funkcionalna dela društva. On je isprepleten i veoma kompleksan. Bez
kulture nije moguće vaspitanje, kao što i kulture nema i ne bi bilo bez
vaspitanja. Vaspitanjem se razvija kultura u subjektivnom smislu. Ono podstiče
i omogućuje razvoj kulture. Vaspitanje je posrednik između kulture i pojedinca.
Ono je transmisiona sila između kulture i ličnosti. Bez obrazovanja kao
permanentnog organizovanog i neorganizovanog sticanja i usvajanja znanja,
znanja o kulturi i iz kulture ostala bi nedostupna čoveku.
Ključne reči: vaspitanje,
kultura, kulturni kapital, akulturacija, enkulturacija, vrednosti.
CULTURE AND
EDUCATION:
RELATIONS BETWEEN
THE TWO SOCIAL SUBSYSTEMS
Summary
The paper denotes, in
general outline, a relationship between education and culture. In this
context, education is perceived as a process of affecting a personality,
its development and formation, as a permanent improvement of the structure
of man's psychic abilities. From the conceptual and factual point of view,
it involves education as a process of transmission and acquisition of knowledge,
as well as a process of the development of various skills and habits essential
to any human being. As for the conceptual determination of culture, the
author leaves it over to the sociologists of culture who define it as a
complex, dynamical and socio-historically conditioned phenomenon which
embodies the totality of relations of man's experience and consciousness
toward the matter, the spirit and all historically developed products of
the spirit in the social subconsciousness and practice of the mankind…
Having correlated them, the author sees education and culture as two social
subsystems. He marks their relations as the interrelation between two functional
parts of the society. It is interlaced and very complex. Without culture,
education is not possible, as it is the case with culture which cannot
and would never exist without education. Education develops culture in
the subjective sense. Education is a mediator between culture and individuals.
It is a transmission force between culture and individuals. Without education
as permanent organized or unorganized acquisition and adoption of knowledge,
the knowledge about culture and resulting from it would be inaccessible
to the mankind.
Key words: education,
culture, cultural wealth, acculturation, enculturation, values.
