PRIMERJAVA VREDNOT V SLOVENSKI OSNOVNI ŠOLI Z VREDNOTAMI V DELIH DR. ANTONA TRSTENJAKA

• Main Author: Trstenjak, Slavica
• Other Authors: Pšunder, Majda
• Format: Master Thesis
• Language: Slovenian
• Published: [S. Trstenjak] 2016
• Subjects: vrednote; vzgoja za vrednote; moralne vrednote; vzgojni načrt; učitelj; Anton Trstenjak; etika; values; education for values; moral values; education plan; teacher; ethics.; info:eu-repo/classification/udc/37.015.31:17.022.1:17Trstenjak A.(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=64512; https://dk.um.si/Dokument.php?id=107608&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22684936&fmt=11

V magistrski nalogi smo raziskali, katere vrednote so slovenske osnovne šole vpisale v vzgojne načrte in o katerih vrednotah je Anton Trstenjak pisal ter jih tudi sam živel, da je kot človek, filozof, teolog, antropolog in psiholog izpolnjeval smisel svojega življenja – biti graditelj mostov med ljudmi. V teoretičnem delu smo vrednotno osmislili vzgojno-izobraževalne cilje, ki so zapisani v treh temeljnih strateških dokumentih za osnovno šolo razmislili o vrednotnih usmeritvah v Delorsovih štirih stebrih vzgoje in izobraževanja ter opozorili na praktične pristope vrednotne vzgoje v osnovnih šolah, ki bi naj bili sestavni del pouka. Vrednost vzgojnih načrtov se kaže v njihovem udejanjanju. Glavni nosilci uresničevanja vzgojnih načrtov in vrednotne vzgoje so učitelji, ki morajo tudi sami vrednotno živeti, da so lahko zgledno prepričljivi. V empiričnem delu smo raziskovali vrednote, ki smo jih navezali na vzgojne načrte, saj se etična in vrednotna vzgoja uresničuje tudi preko njih. Zato je pomembno, da se glede na situacije in potrebe dejanskega vzgojnega stanja v šolah, vzgojni načrti spreminjajo. Ravnatelje smo vprašali, kateri vsebini v vzgojnem načrtu so posvetili največ časa, kakšno in kolikšno pozornost namenijo učitelji vzgojnim ciljem, kako jih pri izboru vrednot za vzgojno delovanje usmerjajo učni načrti ter kako zaznavajo in presojajo učinke vzgojnega delovanja po uvedbi vzgojnih načrtov. Ugotovili smo, da vzgojni načrti po šolah »živijo«. Kljub temu ostaja še vedno kakšna dilema, o kateri bi se bilo treba na nacionalni ravni pogovoriti. Verjetno bi bilo treba razmisliti o sistemski uvedbi etičnih vsebin že v predšolsko obdobje. In this master thesis we made a research of values that Slovene primary schools have registered in education plans and which values has Anton Trstenjak written about and lived by, thus as a person, philosopher, theologian, anthropologist and psychologist was able to fulfill the meaning of his life – to be a bridge-builder among people. In the theoretical part we valued educational objectives which are written in the three fundamental strategic documents for primary school, thought over the value orientation in Delors’s four pillars of education and referred to practical approaches of value education in primary school that needs to be a key ingredient of school lessons. The value of education plans reflects itself through their actualization. The main bearers of education plan actualization are teachers who have to live a life of values, thus they are able to be exemplary convincing. In the empirical part we made a research of values which we connected to education plans, as the ethical and value education is carried out with their help. Therefore it is important, that regarding the situations and the needs of actual educational state in schools, education plans transform. Headmasters were asked what were the contents of education plans that were given the most emphasis, to what extent do teachers give their attention to educational goals, in what way curriculums orient their choice of values for educational activity and how they perceive and estimate the effects of educational activity after the introduction of education plans. We established that education plans in schools are “alive”. Although there are still some dilemmas that need to be discussed on a national level. Probably it should be considered to systematically introduce ethical contents into preschool education.