Slobodno vrijeme kao vrijeme istinskog obrazovanja: Idea of education as a central idea of pedagogy is not understood as knowledge of particular being or of some process or activity, but as self-knowledge of this being or activity within free subject. Only reflection of knowledge back into itself is that which truly educates, in difference from every merely functional, heteronomous “education” for purposes set from outside. Free subject is only that which is in its full sense autonomous and that can freely act as self-determining being. The paper will try to see through relation between idea of education and idea of “free time” seen as process of existence of to its own idea adequate subject. We will try to examine this relation both in its idea and on the level of phenomenon in area of educational system. The intended purpose of this paper therefore isn’t “education in free time” in context of assumed dichotomy free time-working time, just as it isn’t “education for free time”, but “e [Book Review]
Abstract
Izvorni pojam obrazovanja kao centralni pojam pedagogije ne razumijeva se kao znanje o nekom biću, ili pak o nekom procesu ili činjenju, već kao sebeznanje ovog bića ili činjenja u slobodnom subjektu. Tek refleksija znanja u sebe samo jest ono što može istinski obrazovati, za razliku od svakog funkcionalnog, heteronomnog »obrazovanja« za izvanjske svrhe. Slobodan subjekt jest tek onaj subjekt koji je u punom smislu autonoman, tj. u mogućnosti samoodređivanja iz slobode. Rad će pokušati razmotriti odnos pojma obrazovanja spram pojma »slobodnog vremena« kao vremenovanja istinskog subjekta te razvidjeti mogućnosti sprege i razilaženja ovih pojmova u njihovoj biti, te na fenomenalnoj razini u području sustava odgoja i obrazovanja. Namjeravano izlazište rada utoliko nije »obrazovanje u slobodnom vremenu« u kontekstu pretpostavljene dihotomije slobodno-radno vrijeme, kao niti »obrazovanje za slobodno vrijeme«, već »obrazovanje kao obrazovanje slobodnog subjekta u za taj proces primjerenim ustanovama«