Page 194 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 194
šolsko polje, letnik xxviii, številka 1–2
The role of knowledge about aging in creating young people‘a
attitudes to the elderly
With the intensive growth in the number of older people and prolonged
life span in the contemporary postmodern society, it has become increa
singly important to build positive intergenerational cooperation and pro
mote education on aging and older people, especially between younger
and older generation. That is why the authors, on the basis of empirical re
search and scientific literature, examined knowledge about aging among
young people and a connection between knowledge about aging and the
formation of negative attitudes towards older people. The study invol
ved 609 secondary school students aged 15 to 19 years. The survey results
showed that only one-fifth of young has good knowledge about aging. Re
lationship between knowledge about aging and ageism is negative, what
means that young people with less knowledge about aging often have ne
gative attitude towards older people. Therefore, the authors underline the
importance of integrating gerontology content in all stages of education.
Key words: knowledge about aging, youth, attitude to the elderly, the el
derly, ageism
Ana Šmidhofer
Vpliv filozofske antropologije na slovensko pedagoško misel
v 30. letih 20. stoletja
V prispevku raziskujemo vpliv filozofske antropologije na razvoj slovenske
pedagogike v 30. letih 20. stoletja. Izpostavimo duhoslovno oz. kulturno
pedagogiko in skušamo pokazati, da so vodilni predstavniki te pedagoške
smeri (Karel Ozvald, Franjo Čibej in Stanko Gogala) v svoje pedagoške
koncepte vključevali tako izsledke filozofske antropologije kot tudi feno
menologije, ki je bila ključnega pomena za njen nastanek. Z obema filo
zofskima tokovoma so se obravnavani pedagogi seznanili predvsem pre
ko slovenskega filozofa Franceta Vebra. Vebra, Čibejevega in Gogalovega
profesorja ter Ozvaldovega sodelavca, razumemo kot vezni člen med fi
lozofsko antropologijo, fenomenologijo in slovensko duhoslovno oz. kul
turno pedagogiko. V prvem delu prispevka orišemo tiste vidike fenome
nologije in filozofske antropologije, ki so relevantni za kontekst razprave.
V nadaljevanju pokažemo, da se razumevanje in uporaba fenomenologije
v slovenski duhoslovni pedagoški paradigmi kaže predvsem v povezavi s
Husserlovim pojmovanjem bistvogledja (Wessenschau) kot intuicije. V po
vezavi s filozofsko antropologijo izpostavimo Schelerjevo pojmovanje člo
veka. Po Schelerju je bistvo človeka njegova duhovna usmerjenost. Soro
dno antropološko izhodišče lahko prepoznamo tudi pri Ozvaldu, Čibeju
192
The role of knowledge about aging in creating young people‘a
attitudes to the elderly
With the intensive growth in the number of older people and prolonged
life span in the contemporary postmodern society, it has become increa
singly important to build positive intergenerational cooperation and pro
mote education on aging and older people, especially between younger
and older generation. That is why the authors, on the basis of empirical re
search and scientific literature, examined knowledge about aging among
young people and a connection between knowledge about aging and the
formation of negative attitudes towards older people. The study invol
ved 609 secondary school students aged 15 to 19 years. The survey results
showed that only one-fifth of young has good knowledge about aging. Re
lationship between knowledge about aging and ageism is negative, what
means that young people with less knowledge about aging often have ne
gative attitude towards older people. Therefore, the authors underline the
importance of integrating gerontology content in all stages of education.
Key words: knowledge about aging, youth, attitude to the elderly, the el
derly, ageism
Ana Šmidhofer
Vpliv filozofske antropologije na slovensko pedagoško misel
v 30. letih 20. stoletja
V prispevku raziskujemo vpliv filozofske antropologije na razvoj slovenske
pedagogike v 30. letih 20. stoletja. Izpostavimo duhoslovno oz. kulturno
pedagogiko in skušamo pokazati, da so vodilni predstavniki te pedagoške
smeri (Karel Ozvald, Franjo Čibej in Stanko Gogala) v svoje pedagoške
koncepte vključevali tako izsledke filozofske antropologije kot tudi feno
menologije, ki je bila ključnega pomena za njen nastanek. Z obema filo
zofskima tokovoma so se obravnavani pedagogi seznanili predvsem pre
ko slovenskega filozofa Franceta Vebra. Vebra, Čibejevega in Gogalovega
profesorja ter Ozvaldovega sodelavca, razumemo kot vezni člen med fi
lozofsko antropologijo, fenomenologijo in slovensko duhoslovno oz. kul
turno pedagogiko. V prvem delu prispevka orišemo tiste vidike fenome
nologije in filozofske antropologije, ki so relevantni za kontekst razprave.
V nadaljevanju pokažemo, da se razumevanje in uporaba fenomenologije
v slovenski duhoslovni pedagoški paradigmi kaže predvsem v povezavi s
Husserlovim pojmovanjem bistvogledja (Wessenschau) kot intuicije. V po
vezavi s filozofsko antropologijo izpostavimo Schelerjevo pojmovanje člo
veka. Po Schelerju je bistvo človeka njegova duhovna usmerjenost. Soro
dno antropološko izhodišče lahko prepoznamo tudi pri Ozvaldu, Čibeju
192
