{"title":"The Anthropological Determination of Pedagogy","authors":"Sara Kakuk","volume":100,"journal":"International Journal of Humanities and Social Sciences","pagesStart":1109,"pagesEnd":1115,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10000914","abstract":"
Pedagogy has always been open to other disciplines
\r\nthat reflect about the educational process (philosophy, sociology,
\r\npsychology, anthropology, technology, etc.). Its interdisciplinary
\r\nopenness puts education, as the subject of pedagogy within a broader
\r\ncontext of the community, enabling the knowledge of other
\r\ndisciplines to contribute to a better understanding of the fundamental
\r\npedagogical notion of education. The purpose of pedagogy as a
\r\nscience serves humans, strives towards humans, must be for humans,
\r\nand this is its ultimate goal. Humans are essentially dependent on
\r\neducation, which is also considered as a category of humans’ being,
\r\nbecause through education an entire world develops in humans.
\r\nAnthropological assumptions of humans as "deficient beings" see the
\r\nsolution in education, but they also indicate a wealth of shortcomings,
\r\nbecause they provide an opportunity for enrichment and formation of
\r\nculture, living and the self. In that context, this paper illustrates the
\r\ndetermination of pedagogy through an anthropological conception of
\r\nhumans and the phenomenon of education. It presents a review of
\r\nanthropological ideas about education, by providing an analysis of
\r\nrelevant literature dealing with the anthropological notion of humans,
\r\nwhich provides fruitful conditions for a pedagogical reconsideration
\r\nof education.<\/p>\r\n","references":"[1] A. Vukasovi\u0107, Pedagogy. Zagreb: WE, 1990.\r\n[2] \u017d. Bezi\u0107, Be a human, but how?, \u0110akovo: UPT, 1996.\r\n[3] H. Roth, Pedagogische Antrephologie. Hannover: Hermann Schroedel\r\nVerlag KG, 1966.\r\n[4] S. Ba\u0161i\u0107, \"Education\", in A. Mijatovi\u0107, Basics of modern pedagogy,\r\nZagreb, Teaching-Literary Society, 1990, pp. 175-203.\r\n[5] W. Brezinka, \"Die P\u00e4dagogik der NeuenLinken. Analyse und Kritik\",\r\nStuttgart: Seewald, 1973, pp 95.\r\n[6] W. Dilthey, \"Paedagogik: Geschichte und Grundliniendes Systems\".\r\nStuttgart: B. G. Teubner Verlagsgesellschaft; Goettingen: Vandenhoeck\r\n& Ruprecht, 1961.\r\n[7] J. Lenzen, \"Guide to the study of educational science\". Zagreb: EDUCA,\r\n2002.\r\n[8] H. Giesecke, \"Introduction to Pedagogy\". Zagreb: Educa, 1993.\r\n[9] A. P. Ogurcov, \"Pedagogical anthropology - Search and Perspectives\".\r\nPedagogy, No 2, 2005, pp. 147-181.\r\n[10] M. Mu\u0161anovi\u0107, M. Luka\u0161, \"Basics of Pedagogy\". Zagreb: Croatian\r\nFuturological Association, 2011.\r\n[11] H. Gudjons, \"Pedagogy \u2013 basics knowledge\". Zagreb: Educa, 1994\r\n[12] A. Gehlen, \"Human - His nature and his position in the world\", Zagreb:\r\nCopies Birch, 2005, pp 33.\r\n[13] V. Vuj\u010di\u0107, \"General Pedagogy\". Zagreb: Croatian Pedagogic-Literary\r\nAssociation, 2013.\r\n[14] A. Gehlen, \"Human and Institutions\". Zagreb: Publisher Globus, 1994.\r\n[15] F. Krautzer, \u201cThe instinct\u201d. Life. Vol 8, No 15, 1934, pp. 363.\r\n[16] \u017d. Senkovi\u0107, \u201cAntropological determination of education\u201d. Life and\r\nschool, No 17, 2007, pp. 62-69.\r\n[17] G. Haeffner, \u201cPhylosophical Antropology\u201d. Publisher Birch, 2003.\r\n[18] I. Kant, \u201cThe legal and political writings\u201d. Zagreb: Political culture,\r\n2003.\r\n[19] J. J. Rousseau, \u201cEmil or about education\u201d, Beograd: Estetika, 1989 -\r\n1990.\r\n[20] E. Hufnagel, \u201cPhilosophy pedagogy\u201d. Zagreb: Demetra, 2002.\r\n[21] M. Scheller, \u201cMan's position in the cosmos\u201d. Sarajevo: Veselin Masle\u0161a,\r\n1960.\r\n[22] M. Scheller, \u201cThe idea of man and anthropology\u201d. Zagreb: Publisher\r\nGlobus, 1996, pp. 197.\r\n[23] W. Glasser, \u201cQuality School\u201d. Zagreb: EDUCA, 2005.\r\n[24] H. Plessner, \u201cCondiciohumana: Philosophical discussions about\r\nanthropology\u201d, Zagreb: Publisher Globus, 1994.\r\n[25] Z. Pregrad, \u201cAesthetic Culture and Aesthetic Education\u201d. Progress, Vol\r\n82, No (1-2), 1945, pp.11-23.\r\n[26] P. Vuk-Pavlovi\u0107, \u201cPhilosophy of Education\u201d. Zagreb: Croatian\r\nUniversity Publishers, pp 65.\r\n[27] M. Poli\u0107, \"Man and Culture\". Philosophical research, No 28, Vol 1,\r\n2008, pp.3-11.\r\n[28] M. Poli\u0107, \"Education and Creativity\", Metodical tour, Zagreb, No 9, Vol\r\n2 (16), 2002, pp.9-17\r\n[29] M. Palek\u010di\u0107, \"Pedagogical tact - the basic concept of pedagogy\". In: The\r\nteacher as a factor in the quality of teaching. (Proceedings - Science\r\ncolloquium with international peer review). Rijeka: Faculty of\r\nPhilosophy, 1999, pp. 116-125.\r\n[30] C.A. Ellwood, \"Lombroso's Theory of Crime\". Journal of Criminal Law\r\nand Criminology, No 5, Vol 2, 1912, pp. 716-723.\r\n[31] R.M. Lerner, \"Concepts and Theories of Human Development\". London:\r\nLawrence Erlbaum Associates Publishers, 2002.\r\n[32] E. Kretschmer, \"Physique and Character\". London: Kegan Paul, Trench,\r\nTrubingen & Co, LTD, 1925.\r\n[33] J. Kuni\u010di\u0107, \"Christian Pedagogy\". Zagreb: KS, 1970. pp. 28.\r\n[34] B. Bettelheim, \"Feral Children and Autistic Children\". U: The American\r\nJournal of Sociology, 64 (5), 91, 1959.\r\n[35] V. Filipovi\u0107 (ed.), \" Philosophical Dictionary, Zagreb: Matic Croatia,\r\n1965, pp. 284.\r\n[36] \u017d. Bezi\u0107, \"Is it worth to educate?\" Renewed Life, No 6, Vol 30, 1975,\r\npp. 557\r\n[37] H. Hobmair, et al., \"P\u00e4dagogik\", M\u00fcnchen: Stam, 1993.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 100, 2015"}