463 KB0 KB200520252020Bijuklič, Igorštevilka:3letnik:71 = 137str. 10-25, 226-241ISSN:0038-0474COBISSID:36383491URN:URN:NBN:SI:doc-ZI0PORLUenslZveza društev pedagoških delavcev SlovenijeSodobna pedagogikainstrumentalizacijaučenjeučna motivacijaučne metodeProblemi učne motivacije v luči krize smotrov izobraževanja| Problems of learning motivation in the light of crisis of educational purposes|The article examines how the lost consensus on the purposes of education is reflected in the problems that learning motivation tries to address and what are the shortcomings of learning motivation itself in this respect. We approach the issue along two ways. First, by highlighting some fundamental aspects in the conceptualizations of motivation and their reductionism such as the behavioral definiton of man and the understanding of various human activities through the concept of needs satisfaction. We will review their implications in the field of education with a focus on how they address the issue of good, community and, last but not least, how they address the goals and purposes of the activities they try to support. In the second step, we will inquire alongside the ideas of the humanistic tradition the consequences of instrumental insights that define education with external goals, how they change the understanding of this field and finally, where and how they potentially undermine the educational activities and its justification. The proposed article argues that the growing problems and needs for learning motivation proportionally reflect the crisis of institutional educatio purposes, which destabilizes the conditions for successful coping with such a long and demanding activity as learningV prispevku preiskujemo, kako se izgubljeno soglasje o namenih vzgoje in izobraževanja odraža v problemih, ki jih skuša reševati učna motivacija, in kakšne so v tem pogledu pomanjkljivosti same učne motivacije. K vprašanju pristopamo po dveh poteh. Najprej z izpostavitvijo nekaterih temeljnih vidikov v konceptualizacijah motivacije in njihovega redukcionizma, kot sta behavioristična obravnava človeka in razumevanje različnih človekovih dejavnosti skozi zadovoljevanje potreb. Pregledali bomo njihove implikacije na področju vzgoje in izobraževanja s poudarkom na tem, kako obravnavajo vprašanje dobrega, skupnosti ter, ne nazadnje, kako obravnavajo cilje in smotre dejavnosti, ki jo podpirajo. V drugem koraku bomo s pomočjo idej humanistične tradicije preučili, kakšne posledice prinašajo instrumentalni pogledi, ki vzgojo in izobraževanje opredeljujejo z zunanjimi cilji, kako spreminjajo razumevanje tega področja ter, ne nazadnje, kje in kako spodnašajo dejavnosti in utemeljevanje institucionalne vzgoje in izobraževanja. V prispevku zagovarjamo tezo, da naraščajoče težave in potrebe po učni motivaciji sorazmerno odsevajo krizo smotrov na področju institucionalne vzgoje in izobraževanja, ki destabilizira prav pogoje za uspešno spoprijemanje s tako dolgotrajno in zahtevno dejavnostjo, kot je učenjeTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije