Omogućava li koncept ishoda učenja obrazovanje?

Zvonimir Komar - Izvorni znanstveni članak

Does the Concept of Educational Outcomes Enable Education?

Sažetak
Da bi se odgovorilo na pitanje iz naslova, nužno je jasno odrediti pojam obrazovanja. Taj se pojam danas često uzima neodređeno i bez poznavanja misaone tradicije koja ga je oblikovala. Razlog pozivanja na obrazovanje je taj što je ono u bitnom odnosu s pojmom čovjeka do kojega je došla povijest zapadnog mišljenja. Svrha pedagoškog procesa može se tražiti isključivo u pojmu čovjeka. Pojam obrazovanja, kao pedagoški dobro oblikovan pojam i pojam čovjeka iz kojeg on proizlazi, primjeren su temelj za pedagogijsko mišljenje i praksu. Razlog bavljenja ishodima učenja je taj što je riječ o danas dominantnom obrazovno-političkom pristupu u organizaciji pedagoških procesa. Temeljno pitanje jest – omogućuje li implicitna logika ishoda učenja obrazovanje? Ovo istraživanje ima smisao teorijskog distingviranja koncepata, na kojem tragu bi rad trebao omogućavati kako kritiku, tako i naznake smjera za transformaciju pedagoške prakse.

Abstract
To answer the question in paper's title, it is necessary to determine the idea of education (Bildung). Today, this idea is treated as undetermined and often without knowledge of tradition that produced it. The reason for calling for Bildung is that it is in essential unity with the idea of human being which has been produced by western thought. The goal of pedagogical process can be sought exclusively within the idea of human being and not heteronomous and arbitrary educational plans. The idea of Bildung, as a pedagogically well-thought-out idea and the idea of human being from which it stems are an adequate foundation for pedagogical thinking and practice. The reason for dealing with educational outcomes is that they are a dominant approach of educational policies today. The paper's central question is – does the implicit logic of educational outcomes make Bildung possible? This research tries to distinguish theoretical concepts and enable critique, as well as possible transformations of pedagogical practice.