PEDAGOGICAL PLURALISM AS A BASIS OF EDUCATIONAL STRATEGY

The research subject is getting a real insight into the pluralistic scene of postmodern pedagogic alternative of Europe as a new philosophical environment which is essential for Serbia as a transition country with a vaguely defined strategy and philosophy of education, unresolved pluralistic pedagogic scene, as well as unexplained answers to the following questions: what does the abandonment of a single pedagogy and the standpoint that there is not one right pedagogy mean, what is the view on the standpoint that postmodernism indicates the establishment of pluralistic paradigm, abandoning Eurocentrism and ethnocentrism, fragmenting cultural unity, paying attention to personality and his/her inner world, etc. At the level of practice, the question of pedagogical pluralism is closely connected, at international level, with the current issue of policy of school choice touching the problem of the complexity of relation between quality and equality. The expected results of theoretical and empirical research are defined as observing, i.e. identifying agreement or discrepancy between theoretical, normative, practical and institutional domain of educational strategies in contemporary European and Serbian experience.