Page 195 - Šolsko polje, XXVIII, 2017, no. 1-2: Etika in šola, ur. Marjan Šimenc in Mitja Sardoč
P. 195
povzetki
in Gogali. V zaključku se dotaknemo položaja duhoslovne oz. kulturne
pedagogike v slovenski povojni pedagogiki in nakažemo nekatere vidike
te pedagoške smeri, ki so zanimivi s stališča sodobne pedagoške znanosti.
Ključne besede: filozofska antropologija, duhoslovna oz. kulturna pedago
gika, fenomenologija, zgodovina pedagogike (1920–1930), Slovenija
The influence of Philosophical Anthropology on the Slovene
Pedagogical Thought in 30th of the 20th Century
This paper examines the influence of philosophical anthropology on the
development of Slovene pedagogy in 30th of the 20th century. It exposes
cultural pedagogy and tries to show that the main representatives of this
pedagogical orientation (Karel Ozvald, Franjo Čibej and Stanko Gogala)
included in their pedagogical concepts both the results of philosophical
anthropology and phenomenology, which was crucial to its development.
The mentioned pedagogues became familiar with both philosophical stre
ams primarily through the Slovene philosopher France Veber. Veber, who
was Čibej and Gogala’s professor and colleague of Ozvald, is understood
as a link between philosophical anthropology, phenomenology and Slo
vene cultural pedagogy. In the first part of the paper there is an outli
ne of those aspects of phenomenology and philosophical anthropology
that are relevant to the context of the discussion. Hereinafter, there is pre
sented that the understanding and use of phenomenology in the Slove
ne cultural pedagogical paradigm is primarily shown in connection with
the Husserl‘s term Wessenschau. In connection with the philosophical
anthropology there is exposed the Scheler’s comprehension of man. Ac
cording to Scheler, the essence of man is his spiritual orientation. A rela
ted anthropological outcome can also be recognised with Ozvald, Čibej
and Gogala. In conclusion, the paper refers to the position of cultural pe
dagogy in the Slovene post-war pedagogy and points at some aspects of
this pedagogical orientation, which are interesting from the standpoint of
modern pedagogical science.
Key words: philosophical anthropology, cultural pedagogy, phenomeno
logy, history of education (1920-1930), Slovenia
Igor Ž. Žagar
Napake v argumentaciji: Jih »uporabimo« ali »zagrešimo?
Primer diskurzivno-zgodovinskega pristopa
Po izidu odmevnega dela C. L. Hamblina Fallacies (1970), ki preinterpre
tira, kar je bilo vse od Aristotela znano kot »napake v sklepanju« ali »sla
bi argumenti«, je preučevanje napak v argumentaciji (kakor smo zasilno
193
in Gogali. V zaključku se dotaknemo položaja duhoslovne oz. kulturne
pedagogike v slovenski povojni pedagogiki in nakažemo nekatere vidike
te pedagoške smeri, ki so zanimivi s stališča sodobne pedagoške znanosti.
Ključne besede: filozofska antropologija, duhoslovna oz. kulturna pedago
gika, fenomenologija, zgodovina pedagogike (1920–1930), Slovenija
The influence of Philosophical Anthropology on the Slovene
Pedagogical Thought in 30th of the 20th Century
This paper examines the influence of philosophical anthropology on the
development of Slovene pedagogy in 30th of the 20th century. It exposes
cultural pedagogy and tries to show that the main representatives of this
pedagogical orientation (Karel Ozvald, Franjo Čibej and Stanko Gogala)
included in their pedagogical concepts both the results of philosophical
anthropology and phenomenology, which was crucial to its development.
The mentioned pedagogues became familiar with both philosophical stre
ams primarily through the Slovene philosopher France Veber. Veber, who
was Čibej and Gogala’s professor and colleague of Ozvald, is understood
as a link between philosophical anthropology, phenomenology and Slo
vene cultural pedagogy. In the first part of the paper there is an outli
ne of those aspects of phenomenology and philosophical anthropology
that are relevant to the context of the discussion. Hereinafter, there is pre
sented that the understanding and use of phenomenology in the Slove
ne cultural pedagogical paradigm is primarily shown in connection with
the Husserl‘s term Wessenschau. In connection with the philosophical
anthropology there is exposed the Scheler’s comprehension of man. Ac
cording to Scheler, the essence of man is his spiritual orientation. A rela
ted anthropological outcome can also be recognised with Ozvald, Čibej
and Gogala. In conclusion, the paper refers to the position of cultural pe
dagogy in the Slovene post-war pedagogy and points at some aspects of
this pedagogical orientation, which are interesting from the standpoint of
modern pedagogical science.
Key words: philosophical anthropology, cultural pedagogy, phenomeno
logy, history of education (1920-1930), Slovenia
Igor Ž. Žagar
Napake v argumentaciji: Jih »uporabimo« ali »zagrešimo?
Primer diskurzivno-zgodovinskega pristopa
Po izidu odmevnega dela C. L. Hamblina Fallacies (1970), ki preinterpre
tira, kar je bilo vse od Aristotela znano kot »napake v sklepanju« ali »sla
bi argumenti«, je preučevanje napak v argumentaciji (kakor smo zasilno
193
