TM
G. XX Br. 3-4 Str. 303 - 312 Niš jul - decembar 1997.
UDK
378:168.52
Prethodno
saopštenje
Miomir Ivković
Filozofski fakultet, Niš
NEKI METODIČKI PROBLEMI NASTAVE PREDMETA
HUMANISTIČKOG OBRAZOVANJA NA UNIVERZITETU
Rezime
Najpre je urađen kratak pregled razvoja ideje humanističkog obrazovanja,
posebno na univerzitetu, počev od kalokagatije, preko ideala mudraca, koncepta
sedam slobodnih veština i totalnog čoveka do koncepcije studium generale.
Nadalje se navodi da se humanističko obrazovanje na univerzitetu kod nas
do unazad jedne decenije ostvarivalo preko koncepcije takozvanog marksističkog
obrazovanja i da je ono nestalo sa novonastalim društvenim promenama. Ono
što se danas ostvaruje na univerzitetu daleko je od pravog humanističkog
obrazovanja. Ono je redukovano do neprepoznatljivog. U drugom delu rada
identifikovani su didaktički problemi nastave predmeta koji nose oznaku
humanističkog obrazovanja na univerzitetu, a koje bi trebalo obuhvatiti
istraživanjem. To su: nastavni planovi, nastavni programi, organizacija
nastave, izbor sadržaja za nastavu, nastavne metode i sredstva i ocenjivanje.
Ključne reči: univerzitet, humanističko obrazovanje, nastavni
plan i program, identifikacija problema istraživanja, istraživanje.
SOME METHODICAL
PROBLEMS INVOLVED IN THE TEACHING OF HUMANISTIC COURSES AT THE UNIVERSITY
Summary
The paper first reviews
the development of the idea of humanistic education, particularly at universities,
starting from kalokagatia and the wise men ideal, the con-cept of seven
free skills and the total man, up to the concept of studium generale. Follows
a statement that humanistic education at the university, as it used to
be implemented in our country until a decade ago, followed the course of
the so-called Marxist education which ceased to exist with the emergence
of the newly arisen social changes. What is currently taught at universities
is still far from deserving to be called true humanistic education. It
is reduced to the level of unrecognizability. The following part of the
paper focuses on identifying the didactic problems occurring in the teaching
of the courses bearing the label of humanistic university education which
ought to be included in a research. These are: curricula, syllabi, organization
of instruction, selection of the contents to be instructed, teaching methods
and devices, as well as grading.
Key words: university,
humanistic education, curriculum and syllabus, identification of research
problems, research
