Projects / Programmes
January 1, 2015
- December 31, 2019
| Code |
Science |
Field |
Subfield |
| 5.01.00 |
Social sciences |
Educational studies |
|
| 6.10.00 |
Humanities |
Philosophy |
|
| Code |
Science |
Field |
| S270 |
Social sciences |
Pedagogy and didactics |
| Code |
Science |
Field |
| 5.03 |
Social Sciences |
Educational sciences |
pedagogy, learning, cognition, schooling, evaluation, didactics, society, structure, national identity, philosophy of education, epistemology, ethics, ideology, gender equality, language and communication, argumentation, international studies in education
Researchers (14)
Organisations (1)
| no. |
Code |
Research organisation |
City |
Registration number |
No. of publicationsNo. of publications |
| 1. |
0553 |
Educational Research Institute |
Ljubljana |
5051614000 |
7,056 |
Abstract
The programme conducted by the group of ten researchers of the Educational Research Institute (ERI) covers complex topics. The fundamental section (the researchers are in part autonomous in their research) consists of developing disciplines like pedagogy, philosophy, sociology, psychology, linguistics, anthropology (with sub-disciplines and interdisciplinary cross-sections with the central field, i.e. educational theory). The educational process is based on representations of knowledge, the ways of gaining and transmitting it. Different perceptions of this process consist of two large groups: one concentrates on the "inner" resources of knowledge, the other looks for "outer" resources. Despite the sharp controversies between the two, both are productive. Philosophy of education focuses on the analysis of notions and concepts, theories and discourses of the educational sciences. Within this field we can find a range of conceptual propositions from aesthetics to logic and social philosophy. A critical analysis of the effects of globalization in education is another part of this line of research. As the educational (as any other social) activity is based on language, new findings in the field of language and speech research are included. In the psychological perspective the causal and the supportive role of emotions in pedagogical process are pointed out. In the sociological view the structural determinants of education in Slovenia are ascertained. They set "propulsion and implosion" of education in the information (learning) society. In this segment we also consider links between educational research and problems of gender equality. Another aspect is a question of the values the school should transmit. How to educate and develop the capacity for critical consideration, which is one of the goals of education. These are the questions in which theory confronts the challenges of the educational practice. Special aspects of such research are: the position of a child and their rights in educational system, regulation of rights and duties, problems of representing a child who finds herself in a conflict with a school or parents, participation of a child in decision making processes. The Bologna Declaration opened the academic space, but it also represents a danger of a quick, instrumental and a consumerist adaptation of higher schooling to the labour market. Attention is paid to the innovations and dangers pointed out by the sociology of education, theories of globalization, discussions about the European dimension of education and on the "post-modern state of affairs", etc. However, all these points must be understood in connection with realities of the Slovene educational system. The research programme is a core of all research work of ERI. It is linked with a range of applied and empirical studies, evaluations, etc., that the institute conducts in Slovenia and through the international projects, particularly in the research of IEA and OECD associations.
Significance for science
In an epistemologically supported synthesis, a pluralism of partial theories, none of which pretend to encompass the whole, let alone determine it by any monistic principle, has become established as the dominant “model” of the development of social sciences, and thereby also educational sciences. This theoretical background together with the increasingly complex problems of society (which is moving from an industrial to a post-industrial, to an information society, which in turn is moving into a phase of ubiquitous computing) and the explosive development of education, particularly in the 60s, created fertile ground for the rapid development of educational research. Research of the processes of learning, comprehending and social distribution of knowledge still comprises growing areas of social-science research. It is divided into multiple disciplines (cognitive sciences, linguistics, anthropology, educational sciences, epistemology and sociology). More importantly, with the rapid progress in disciplines focusing on the information technology and knowledge, such research deepens knowledge of the role of the human intellect, institutions, cultures and societies in the creation of knowledge. Particularly interdisciplinary research into the human intellect and social mediation of knowledge will become important in the future development of science, as the need for critical reflection on information systems will expand. Therefore, we see a contribution in the profile of interdisciplinarity, crosscutting across multiple theoretical fields and drawing on those currents and approaches that provide alternative perspectives on and delineation of problems relevant to education, and the associated development of methodologies suitable to the task. We are not ignoring an area that is closer to the “inexact” paradigms of knowledge, but represents its historical and current source in terms of the definition of the concept of science itself. We therefore also see an important contribution in the development of the philosophy of education as a scientific discipline and a university subject. With an autonomous development of specific disciplines the research programme will influence the development of relevant areas of science and professions, since the innovative combination of theoretical and empirical approaches will help to design the conceptual apparatus to meet new educational requirements, i.e. it will suitably reflect them and help transfer findings into practice. With the theme of gender equality the programme is directly linked to the priorities of the European Commission within the programme Horizon 2020. Further, our results will produce new scientific findings on education, and permit a renewed approach to understanding and explaining models of education. This especially holds for deficitary and scientifically marginalized areas of educational research, such as early insurance of quality in educational programmes for children from vulnerable groups.
Significance for the country
The development of Slovenia in the future will largely depend on the effectiveness of its education system. In a global environment it will have to develop its own, partly local knowledge. Within the social-science education this calls for developing a special type of local knowledge, a reflection of itself and its role in Europe and the world. Thus, the importance of our programme is most focused on the education system, which is included in theoretical and empirical reflection in line with the importance of this system in the context of other social subsystems. The education system represents the innovative part of social, economic and cultural development that enables a survival of traditions and the cultural value forms, or for society to properly integrate itself to achieve its objectives. Therefore, the programme has been closely connected with ensuring of theoretically and empirically founded positions for professional and political decisions related to education. In the program these positions are realized through politically independent and thematically diverse: a) synthetic/analytical interpretations of the rich data from international studies and evaluation studies; b) theoretically and empirically grounded analyses of consequences of globalization and unreflected acceptance of neoliberal points of view on education (e. g. by pointing out the disregarded formative value of knowledge and the importance of justice in education). Thus we enter into a wide discussion with stakeholders on the future development of national education system and preserving the national sovereignty and identity. Particularly results and findings that are combined in the platform of non-discriminatory parameters in education enable exercising of human rights and surpassing cultural stereotypes and discriminatory practices. The need for citizens to continually adapt to changing conditions of the economic cycle set course for the programme to the awareness raising on the meaning of school as a constantly co-learning society. Innovative knowledge, teacher training and the development of pupils' competences contribute to improving the quality in schools and the employability of young and old alike. By designing quality programmes and establishing conditions for equal inclusion of marginalized populations (e.g. Romani children and underprivileged children) in education, we can solve the long-term problem of non-education and the associated unemployment of such populations. Links with international organizations in realizing the programme and presentation of research results at international scientific conferences enable networking of researchers and their latest findings as well as promotion of the country. The programme has had visible direct and indirect effects on the activities of the Ministry of Education, Science and Sport, but it has also partly affected other ministries (Labour, Foreign Affairs, Culture, etc.) and also local communities concerned by the findings of social reproduction research.
Most important scientific results
Annual report
2015,
interim report,
final report
Most important socioeconomically and culturally relevant results
Annual report
2015,
interim report,
final report
