Kriza paradigme pedagogijske znanosti ili nedostatak znanstvene perspektive?
Crisis of the pedagogical science paradigm or lack of scientific perspective?

Summary/Abstract: Does the current crisis of pedagogical science represent a crisis of paradigm in Kuhnian sense, or is it due to the lack of a recognizable pedagogical scientific perspective conditioned by the imperative of interdisciplinarity, which no longer allows us to see the essence of pedagogy as a science? Perhaps the crisis can be resolved not by finding a new paradigm, but by returning to what Edgar Morin calls the “lost paradigm – human nature”. Since education, as the subject of pedagogical science, represents the construction, shaping of a human being, the focus of educational action should be on the human being. Theoretical interpretation of education must be derived from human nature and from the essence of education itself, i.e., its essential anthropological dimension. The humanistic-developmental paradigm, based on the assumption of the transformative potential of the human being, or a holistic approach to personality development, thus represents a paradigm on which contemporary pedagogy can base its scientific perspective. The paper will focus specifically on the pedagogy of the human being, or the theory of anthropological educational fields and critical pedagogy theories as examples of theories based on the humanistic-developmental pedagogical paradigm.

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