164 KB30 KB200520252013Ramovš, Jožeštevilka:1/2letnik:61str. 132-138ISSN:0353-7455COBISSID:4367281URN:URN:NBN:SI:doc-WI2Q3PKOslFakulteta za športŠport (Ljubljana)anthropohygieneanthropologisation of pedagogyanthropologyantropohigienaantropologijaantropologizacija pedagogikepedagogikapedagogyPediček, Franc, 1922-2008physical culturereductionismredukcionizemscientific methodscientific researchsportšporttelesna kulturaznanstveno raziskovanjeFranc Pediček in njegov prispevek k razvoju pedagogike|In the first part of the contribution the topicality of the seemingly tautological term "anthropological pedagogy" is substantiated, along with Pediček's life efforts to promote it. Over the last decades of the 20th century, pedagogical theory and practice had lost their balance in terms of a comprehensive conception of man. In the forefront were different psychological, sociological, biological and politological findings and theories. Man's comprehensive experience of himself, other people and nature as well as educational learning of skills for coexistence and personal growth were suppressed by the tendency to acquire only rational education. In the face of such a reduction, pedagogy had lost its educational power and reputation in society. In this sense, the sport teacher is also losing their identity of an educator of the human personality and assumes the role of a coach of a specific sport skill. The solution to the problem is to have a comprehensive perception of man in their physical, mental, spiritual, co-existential, developmental and existential dimensions, as well as to consider all needs, abilities and defence mechanisms in each of these dimensions. The analysis of Pediček's scientific, publicistic and practical pedagogical work, as well as his personal life, shows that his fundamental aspiration was a comprehensive anthropological pedagogy. He developed this field at scientific and practical levels in his expert work over half a century, up until his last breath. He demonstrated a comprehensive anthropological direction in the field of sports pedagogyV prvem delu prispevka je utemeljena aktualnost navidezno tavtološkega pojma antropološka pedagogika in Pedičkovega življenjskega prizadevanja zanjo. Stanje pedagoške teorije in prakse je v zadnjih desetletjih 20. stoletja izgubljalo svoje uravnoteženo središče v celostnem pojmovanju človeka. V ospredju so se izmenjavala različna psihološka, sociološka, biološka in politološka spoznanja ter teorije. Nad oblikovanjem celostnega človekovega doživljanja sebe, drugih ljudi in narave ter nad vzgojno vadbo veščin za sožitje in osebnostno rast je prevladovala težnja po zgolj razumski izobrazbi.Pedagogika je ob teh redukcijah izgubljala svojo vzgojno moč in ugled v družbi. V tem smislu tudi športni učitelj izgublja identiteto vzgojitelja človeške osebnosti in dobiva vlogo trenerja določene športne veščine. Rešitev problema je celostno gledanje na človeka v njegovi telesni, duševni, duhovni, sožitni, razvojni in bivanjski razsežnosti ter upoštevanje vseh potreb, zmožnosti in obrambnih mehanizmov v vsaki od teh razsežnosti. Analiza Pedičkovega znanstvenega, publicističnega in praktičnega pedagoškega dela, prav tako pa njegovega osebnega življenja, kaže, da je bila njegova temeljna težnja celostna antropološka pedagogika. To smer je razvijal na znanstveni in praktični ravni nad pol stoletja svojega strokovnega dela vse do smrti. Prav posebej je celostno antropološko usmeritev pokazal na področju športne pedagogikeTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za šport