Projects / Programmes
Holistic educational process and strengthening of mental health
| Code |
Science |
Field |
Subfield |
| 5.01.00 |
Social sciences |
Educational studies |
|
| Code |
Science |
Field |
| S000 |
Social sciences |
|
| Code |
Science |
Field |
| 5.03 |
Social Sciences |
Educational sciences |
Integrated educational system, education, logo pedagogy, logotherapy, meaning
Researchers (4)
Organisations (1)
Abstract
A permissive paradigm in the educational process is placed in the centre of the adult world by a child who cannot be confined to boundaries, he should not have anything forced upon him, everything is centred around satisfying his or her wishes and needs, etc. Due to the "tailor-made-services for a child" and the floods of extracurricular activities, today we are confronted with generations of bored, fed up and burnt out children and adolescents with mental health problems.
Logotherapy / existential analysis in its anthropological setting does not see a child as a primarily intellectual being but an integral entity - as a physical, mental and spiritual being (it is not meant in a religious sense, but in a scientifically anthropological one; it is an area of freedom, responsibility, self-transcendence, creativity, self-help, values, etc.). The entire educational system should work in the direction of covering all three dimensions. Although the White Paper on Education and Training in the Republic of Slovenia mentions a holistic approach in some places, it is only at declarative / theoretical level, but not at concrete implementation level.
Due to the excessive bureaucracy, where everything must be determined on the basis of laws and regulations, the school and kindergarten consequently lost professional functional autonomy and integrity. It means that the educational process in Slovenia is not aimed at developing the child's autonomy, independence and personal responsibility, which are the basic areas that characterize personal integrity and readiness for life. As the focus of work engagement is increasingly moving towards the fulfilment of different regulations, more and more children with mental health problems appear who are in a serious existential crisis, show aggressive behaviour and have chemical / non-chemical addiction, boredom, selflessness, apathy, melancholy, lack of self-initiative and enthusiasm, and the like. It seems that they are less and less willing to live, and that they are less and less reluctant to live with all the challenges that it brings with them.
The main purpose of the research project is to examine the extent to which the European guidelines are (mostly based on the guidelines of the UNESCO Commission) of a holistic education process implemented in the Slovene territory in correlation with mental health and the quality / sense of life. 1. Based on the results of in-depth scientific / professional analyzes, we will create a new paradigm of the integrated educational and educational process. 2. A comprehensive education program for children, adolescents, teachers, educators and parents, the Ministry of Education, Science and Sport and the Institute of the Republic of Slovenia for Education, will be prepared and implemented, based on the anthropological orientation of logotherapy / existential analysis (logo pedagogy). 3. Preparation of the study program – specialisation (submission of the study for accreditation at NAKVIS), from the field of the integrated educational process in correlation with mental health, which will be primarily intended for the employees in schools and kindergartens.
Significance for science
In Slovenia, this type of comprehensive analytical study has not yet been carried out. Originality will be shown in results in all three major milestones. The fundamental significance (and also originality) of the expected results is reflected in the precise insight into the distinction between the European Guidelines (in particular the UNESCO Commission) of the Integrated Educational Process and the Slovene implementation of these guidelines; the differentiation between the real implementation and the formal / declarative level and the precise data on the level of mental health and the most common deviant behaviour of children and adolescents.
The applicative importance of the results (M2 and M3; WP 7 – WP 12) is the most important one, as it intervenes directly in the profession (in terms of raising quality and filling the deficit areas) and influences the concrete work with children, the quality of the educational process, the upbringing, mental health and the quality of life of children and adolescents.
The significance of the results is in its relevance, mainly because of the growing problematic of the profession and the society in this field.
The achieved research and applicative goals represent, among other things, a relevant and competent foundation for further in-depth research in the field of pedagogy, psychology, mental health, education and a comprehensive paradigm of the educational process. The results will be the basis for sustainable guidelines and content for applicative (educational and preventive and curative) programs in these areas. Added applicative (concrete) value is that the results will be targeted at all of the listed stakeholders: parents, children, adolescents, teachers, educators, the Ministry of Education, Science and Sport and the Slovenian Education Institute.
The results of the research project represent the original scientific / professional contribution, because it is an extremely deficient, topical and problematic field. Theoretical findings and practical results give the possibilities of wider use. Only when we get to know the main sources and causes of this crisis, we can effectively find solutions and apply them directly to working, professional and educational processes. A special original scientific contribution to science / profession is also reflected in the accredited study program (specialisation), which is not yet available in Slovenia.
Significance for the country
The research will provide relevant direct useful results on causes and consequences, as well as important guidance on possible solutions and answers to the living (residential) issues of a modern person, especially a child and adolescent. It also provides answers to questions about how to resist existential frustration and lose life's meaning. The direct significance of the project for the economy and society is in concrete and immediate solutions in the field of education, educational process and mental health, the results of which are visible immediately with the implementation. We expect that the results will confirm the basic working hypothesis, which is that the integral paradigm of the educational process gives an answer to the mentioned problems.
Because it is a matter of mental health (internal sense of self-consciousness, satisfaction with oneself, with life and society, addiction, apathy, lack of self-initiative, aggression, depression, auto-destructive behaviour, creativity, etc.), education and educational process, the direct significance of the project for the economy and society is precisely in that - the society will be healthy (in the broadest sense) and that the economy will be sustainable in order to grow and develop, it is a basic prerequisite for the society and the economy to be responsible, autonomous, satisfied, mentally healthy, working, loyal and personally engaged individuals who experience their lives as sensible, experienced, and a constituent part of society and the economy.
Most important scientific results
Interim report
Most important socioeconomically and culturally relevant results
