Pedagoške koncepcije moralnog vaspitanja u delu Ave Justina i naša savremenost
Doktorand
Stošić, RanđelMentor
Jevtić, BiseraČlanovi komisije
Mikanović, BraneBojović, Dragiša
Gorgiev, Branko
Metapodaci
Prikaz svih podataka o disertacijiSažetak
In contemporary living conditions characterised by frequent social
changes, erosion of morality, crisis of moral system and moral orientations, the
problematics of moral education is becoming increasingly important, if not the most
important issue of today's era. Morality (ήθος), as a disposition of the will, helps a man to
exit his narrow circle of egotism and care for himself only and to move into a broader
circle of universal sympathy towards other people, towards the society and the social
environment he lives in. Thus, morality is a sound disposition of the will manifested in
external actions.
The main content of moral education is comprised of the three following concepts:
good, duty and virtue. These terms comprise the main content of moral education because
they are the integral elements of an ideal form of life that morality aspires to realise. The
task of moral education is directed to make an individual capable of and to get accustomed
to working for general good; to get acc...ustomed to attaching importance to general social
tasks and being enthusiastic about them. With the development of human thought, various
approaches to education have been developed and conceptions of education have evolved.
Conception (concipere) is translated as understanding, comprehension; whereas, in
pedagogy, a conception represents a fundamental idea on education. When speaking about
the conceptions of education, the basic classifications of the concepts of education may be
classified according to their starting point base, i.e. what the criteria for determining the
aim are. For some, the starting point is child, for some other it is society, for the third ones
it is hereditary basis, for the fourth ones these are values beyond an individual, for the fifth
ones it is the ideal of God's sanctity, for the sixth ones it is the individual himself. Abba
Justin does not see the pedagogical conceptions of moral education separately from the
entire education and educational work, yet he sees them as an integral part of that work;
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whereby it contributes to a multi-faceted development of an individual's personality.
Among many issues of moral education, the one that has been chosen is to search for
pedagogical conceptions in the work of Abba Justin; thus, our endeavours shall be directed
towards recognising the themes and ideas of Abba Justin that have become the fulcrum of
the pedagogical conceptions of moral education.
In the research, we have started from the assumption that pedagogical conceptions
give meaning to moral education and acting, and organise them. Methodologically, this
thesis consists of two fundamental procedures: On one hand, it endeavours to show
pedagogical meaning and pedagogical implications of morality and moral education using
a comprehensive pedagogical interpretation. On the other hand, Abba Justin Popović has
quite concrete pedagogical texts that should be explained from the perspective of his
mindset of pedagogy.
The research's character is theoretical and a technical analysis attempt has been
made. The basic methodological approach is hermeneutic. The method of theoretical
analysis and synthesis has been used for studying the fundamental theoretical questions of
pedagogical conceptions in moral education; whereas the comparative method has been
used for a critical view on the substance and value of the old conceptions of moral
education, with an aim to bring contemporary education conceptions to an objective link
with the current pedagogical attainment and the spirit of the times. For the needs of this
research, original literature has been consulted, mainly in pedagogy and theology, i.e. in
various disciplines dealing with pedagogical conceptions of moral education.
The ideas of Abba Justin Popović that religion and morality seek one another and
need one another are highlighted in this paper. As a man cannot be truly religious unless
being moral. Morality floats in the air without God. A moral man, but ungodly is mindless;
an immoral man, but godly is a hypocrite. The more moral in thoughts and conduct a man
is, the more sublime and holier notion of God he has; and the more love and awe he has
towards God, the more moral he will be in his life and actions.
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The paper offers a new understanding on moral education as the basis for the
development of comprehensive strengths of a personality. Moral education aims at relying
on personal strengths of students, their self-development and subjectivity, on a spiritual
dimension and care for affirmative moral life. Students' freedom, dialogue and imagination
make the school a source of moral behaviour of students; as well as their long-term
growing into and formation of a self-education, mature and moral personality. Justin's
pedagogy widened much further the framework of the pedagogy of moral education as a
science itself. It represents an understanding of the world that encompasses life of an
individual at the top social circle with all the moral expressions and functions of the
relation: individual – moral – society. The driving force of the pedagogy of Abba Justin
Popović is not only a wish for learning, but the will for a sublime ethical form of life.
Thus, the entire system of the pedagogy of Abba Justin Popović with all its phenomena
and cognitive constructions represents a response to the old pedagogical thought.