Flitner Andreas: Konrade, tako je govorila gospođa mama: o odgoju i ne-odgoju

Name: Konrade, tako je govorila gospođa mama: o odgoju i ne-odgoju
Price: 11.00 EUR
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Author: Flitner Andreas

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Author: Flitner Andreas
Publisher: Educa
Availability: Available
Condition: Nova knjiga
Code: 29135

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Description

Konrade, tako je govorila gospođa mama: o odgoju i ne-odgoju

Flitner Andreas

Summary

Andreas Flitner: Konrad, that's what Mrs. Mama used to say: about education and non-education

The book examines some of the fundamental problems of contemporary family, school and social everyday life. It is about education and non-education. The author tries to answer the question What does it really mean to "raise"? - especially in changed social conditions. The book is a kind of discussion about the so-called "black pedagogy" and a response to advocates of the anti-pedagogical movement. The book is intended for all those who are interested in the education and non-education of children and young people in modern society. It is a challenging read that does not leave the reader indifferent. Every pedagogue (in the broadest sense of the word) will find the manual for education in the family, kindergarten, school and community useful. First, I will engage in a discussion with inherited traditions, in which a collection of dark texts from the history of pedagogy will serve as a challenge. That collection entitled Black Pedagogy was edited by Katharina Rutschky (Chapter 2). Then I will check the most important theses of contemporary "anti-pedagogy", her with "anti-psychiatry" and with the "movement for the rights of the child" and her own pedagogical ideas (chapter 3). Starting from the psychoanalytical experiences of Alice Miller in her books, which have become famous around the world, she accuses education of all the horrors of our age; her criticism of education will be discussed in chapter 4. All this has the task of bringing us to the key part of the book. In chapter 5, I will try not to criticize everything that has been presented, but to think with the reader about what education in our time should be and what it should not be; where concepts and traditions can be rejected, but also where we certainly cannot renounce them. And finally, the 6th chapter presents these ideas in the framework of changes in society and the values that rule in it, therefore, everything that surrounds us and that has changed or abolished the assumptions of inherited upbringing. In that chapter is also a part of the discussion that has been associated with this book since its first appearance. Afterthought (chapter 7) tries to round out the flow of these thoughts.

#Flitner Andreas