Abstract

Pojam obrazovanja podrazumijeva neki standard ili normu koja će obrazovanju dati svrhu. Vrijednosni sudovi su u obrazovanju konstitutivni. Većina rasprava o ciljevima obrazovanja se odnosi na razliku među pojmovima “educere” , i “educare” . Izvoditi, potražuje odnos prema studentu kao osobi, pri čemu se smatra kako postati obrazovan znači naučiti biti osoba. Uvježbavanje ili izobrazba na studenta gleda kao na objekt koji se treba približiti stereotipu. Za razliku od obrazovanja, izobrazba nije logički povezana s moralnim vrijednostima. Referat preispituje raznovrsne procedure koje vode prema unutarnjoj vrijednosti samoga znanja. Ukoliko su u obrazovnoj proceduri autoriteti najvažniji, onda će studenti morati prihvaćati one zaključke koje će im autoritet nametnuti i onda kad po naravi stvari takvi zaključci nisu opravdani. Obrazovanje ne odražava samo one promjene koje su se u društvu već dogodile, ono treba zauzeti aktivnu ulogu u pronalaženju pravaca društevenih promjena. Zbog toga, indoktrinaciju i ostale racionalizacije treba smatrati nemoralnim načinom odnosa prema studentima.Education itself is a concept that has a standard or a norm that provides education with its purpose. In education judgments of value are necessarily implied. Most disputes about the aims of education refer to the distinction between two terms: educere , and educare . To lead out requires that a student be treated as a person and with respect, whereas to become educated is to learn to be a person. Training, on the other hand, views students as materials to be poured into an adult mould. The concept of training, unlike that of education, has no logical connection with values. The paper examines the various procedures, required to attain the virtue of knowledge. The use of authority, as a principle of the education procedure, implies inducing students to arrive at conclusions which teachers themselves intend students to make, but which are not necessarily demanded by the subject matter itself. Education does not only reflect the social changes that have already occurred, but must also play an active role in directing social changes. Hence, indoctrination and other rationalisations should be regarded as immoral ways of treating students