»Transcendentalno-kritička« pedagogika Erwina Hufnagela

• Main Author: OSLIĆ, Josip; Catholic Faculty of Theology, University of Zagreb, Zagreb, Croatia; [e-mail]
• Format: Text
• Language: Croatian
• Published: Catholic Faculty of Theology, University of Zagreb; [e-mail] 2005
• Subjects: pedagogika; etika; odgoj; neokantovstvo; hermeneutika; fenomenologija; individualnost; konkretna subjektivnost; moralnost; kultura; suvremena znanost; pedagogy; ethics; formation; neo-Kantian; hermeneutics; phenomenology; individuality; real subjectivity; morality; culture; modern science; Pala; sami
• Online Access: http://hrcak.srce.hr/24681; http://hrcak.srce.hr/file/38866

U ovom prilogu autor nastoji pokazati da je stara paideia-misao pala u zaborav i to ne samo u filozofiji, nego i u pedagogici. Treba podsjetiti da smo možda i mi sami pomalo zaboravili kako pedagogika zapravo nastaje iz one filozofske refleksije koja pokušava upravo ovu odgojnu znanost osloboditi od svake vrste »ideologiziranja« i »pragmatiziranja«. Upravo zbog inzistiranja na transcendentalnom karakteru pedagogike, Erwin Hufnagel nastoji našu pozornost ponovno skrenuti na činjenicu da »obrazovanje« i »odrastanje« u »obrazovanju« nije samo puko poznavanje edukativnih modela, nego je ono prije svega jedno odrastanje u »dobru«. U tom smislu Erwin Hufnagel odustaje od povijesno prevladanih modela obrazovanja i značajan naglasak stavlja na spontanost i slobodu samostvaralaštva, kao i na značajnost samosvjesnog života uopće. U stvaranju vlastite transcendentalno-kritičke pozicije, Hufnagel misli na tragu bogate duhovne povijesti Zapada, koja se, s jedne strane, gradi na plodovima neokantovske tradicije i, s druge strane, na hermeneutičkim i fenomenološkim postavkama W. Diltheya i M. Schelera. U tom smislu, zadaća se Hufnagelove transcendentalne pedagogike sastoji u tome da se ona mora prije svega potruditi oko vlastite samorefleksivnosti, na temelju koje je onda tek moguće otkriti i osvjetljavati putove slobodnog i odgovornog djelovanja. The author in this article endeavours to show that the classical paideia-thought has been forgotten in philosophy and in pedagogy. It should be noted that we too, perhaps, have forgotten that pedagogy originated from philosophical reflection; an attempt to free educational sciences from all forms of »ideology« and »pragmatism«. Due to an insistence on the transcendental character of pedagogy, Erwin Hufnagel turns our attention once again to the fact that »education« and »growth« in »education« do not simply mean understanding educational models. It is before primarily a growing in »good«. Therefore, Erwin Hufnagel abandons the historically obsolete educational models and instead places a significant emphasis on spontaneity, creative freedom, and the importance of a self-conscious life. In establishing his own transcendental-critical position, Hufnagel's considerations follow the rich spiritual history of the West built on the fruits of neo-Kantian tradition and the hermeneutical and phenomenological prepositions of W. Dilthey and M. Scheller. The function of Hufnagel's transcendental pedagogy is that it must above all else concentrate on its auto-reflectivity. Only then is it possible to reveal and enlighten the path of free and responsible action.