FROM THE AIM OF UPBRINGING AND EDUCATION TOWARDS THE PROCESSING THOUGHT AS AN OUTCOME
(An example of realisation of a fully developed personality as an aim of upbringing and education)
DOI:
https://doi.org/10.26340/muallim.v18i72.1616Keywords:
realisation of aims of upbringing and education, fully developed personality, human needs, learning in general, taxonomy of educational aimsAbstract
UDK 37.015.2
The issue of realisation of aims of education and upbringing has always been a problem drawing much dilemmas, disputes and disagreements. It has not been sufficiently observed as a process that could bear concrete pedagogical determinants as its consequence. This process was marked by ways and paths, but with rather not enough clear guidelines. In this article the author presents one guideline that starts from anthropological bases of a fully developed personality, as an aim of upbringing and education, through human needs, learning, in general, taxonomy of educational aims and finally, reaching to the outcome of learning. Guidelines are needed in order to avoid the possibility of reaching a dead end in the practice of upbringing and education.
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