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24

(" , 27. 9. 2007..). , , . 62. - . () . ( ) () . . , , . . . . , . , . . , , . , , . , , , . , , , . , , . , , . , 25

. , , , , , , . , , " ", " " "" ( ) . . . , , , , , , , , . , , , , . . . .Nikola Potkonjak WHY A SCIENTIFIC MEETING ABOUT SCHOOL Abstract: In this paper we have tried to specify some of the most important lessons from the historical school development. It points out to some basic problems of modern school which will modern school probably face school of future. It particularly points out the significance of school and education in human resources development in small countries during their integration in bigger social communities, in time of worlds globalization. Having pointed out to possible paradigms of future school, it emphasized that there was a need of organizing scientific research and school analyzing as well as development of school pedagogy as a special school discipline and a part of the pedagogy. Key words: historical school development, modern school, school of future, the paradigm of future school, school research and analyzing, school pedagogy.

26

1. UDK 37.012

,

: 2 000 , : , , , 20. , , . , , , , , - : , 1. , , 15. , , 18. , , 20. , . : , , , , , .

, . . , , 5 000 , , , . - : ( ), , ( ), , , . . : . , ,

27

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. , , , , , , , , , , , , , , , , . , , , (Rousseau, Jean Jacques) , , , , . / , , , - -, , , , , , - - - . , . , , ( Quintilianus, Marcus Fabius) ( , Vittorino Rambaldoni da Feltre) () (Djuji, Dewey, John) ( , Montaigne, Michel de), (Komensk, Jan Amos) , (Pestalozzi, Johann Heinrich) , (Frbel, Friedrich Wilhelm) , (, ) , (Key, Ellen), (Montessori, Maria)... , . , 15-16. 18. , , , , , 1 300 . ? 29

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30

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32

, ( , Luther, ) . (dance macabre), memento mori, ( , , ...) , , . , , (homunculus). , ( , ). ( , , ...) , -. , , . , , , , . , , . , . . , , , . , (Erasmus, Desiderius Roterodamus) (Rabelais, Franois) . , , , , , . (Casa giocossa) , .

33

1378. , . . . , . , . , , (Gianfrancesco), , . . , . , , , , . , , - , (Guarino), (Bracciolini Poggio, Gian Francesco), (Francesco), , . , , . , , , , , , , , , , , . . , . . , . , , , . . . . . , . , , 34

. . , . , , , , . , , (6, 9). , . , Index librorum prohibitorum, . , , ( ). , , , , , . , , . : . ( , ), ( ) ( , ). , , . , , . , , : . , , , 19. 20. .

35

, , , , 2 000 , . , , . , . , , , , . . , , . , , , . ( ), ( , ). , (), , . , 20. : . . , , , , , , , . , . 36

( ). , , () . . , , . , , , , ( , ). , , , . ( ) . , . , , . 40- 20. . , . (My Pedagogic Creed, 1897) () , . (Schleiermacher, Friedrich Ernst Daniel), 19. . , , : . , - , : . , 5 000 , 10-15 000 , . , , , , , , . , 37

, , , , . . , . :, . (1989): , , . 2. , . (1986): ( XIV XVIII ), , , . 3. , .. (1985): , , . 4. , . (1982): , , . 5. , . (2006): , , . 6. , .. (1925): , , . 7. , . (1992): , , , .15, . 15, . 8. tverk, V. (1983): Strun djiny pedagogiky, Sttn pedagogick nakladatestv, Praha. 9. Woodward, W.H. (1996): Vittorino da Feltre and Other Humanists Educators, University of Toronto Press, Toronto. 10. www.bartleby.com/ 65vi/VittorinF.html 11. www.encyklopedia.com/doc/1E1-VittorinF.html Phd Zorislav Spevak Faculty of Philosophy, Novi Sad THE BRIEF REVIEW OF RESPECT ATTITUDE TOWARDS A CHILD FROM QUINTILIAN TO DUI Abstract: In his work the author considers relation towards a child and childhood within the time span of approximately 2000 years, relying on certain key points in the development of the European civilization; ancient times, Christianity, humanism and renaissance, together with the modern school movement as of the beginning of the 20th century, i.e. the most influential pedagogue of the century John Dui, the representative of the pragmatist pedagogy. Within the dominative instrumental relation of the social institutions of the adults' world towards a child and childhood which was followed by the renunciation of the individualism and burdensome Christian mark of the ''preparental sin'' the author notices abrupt, yet present red stream of the respect towards child and its personality as the authentic values ''of its own'', thus focusing onto the four historical and pedagogical persons: Marc Fabi Quintilian, a Roman pedagogue from the first century, Vitorino Rambaldony Da Feltre, humanistic teacher of the modern stream as of the 15th century, Jean-Jacques Rousseau, the controversial, yet subersive thinker from the beginning of the 18th century, together with the already mentioned John Dui, an American pedagogue from the beginning of the 20th century and the author of the ''Copernicus Transformation'' in the interpretation of the child within the educational process Key words: child, Quintilian, Christianity, da Feltre, Rousseau, Dui. 1.

38

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: . , . : , , .

. (, 1997; , 2003; , 2004) XX . - (-, 2007; 6) , (Ruth Trouton) 1952. 1900-1950. . (Peasant Renaissance in Yugosalvia 1900-1950. A Study of the Development of Yugoslavia Peasant Society as Affected by Education). , 1998. , . ( , ),

39

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49

: . (, 1929/30; 276). . , , (, 1929/30; 283). * * * , , - , , (, 1928; 8). . , , , , . , , . , , , (, 1928; 38-39), . , , - , . XX . . : . 149055. (20062010 ).

50

:1. , . (1874): , , . VII (. 8,. 120123, . 9. . 185186, . 10. 154155, . 11. . 166168, br. 12, . 184185, . 13. . 197198, . 15, . 234235) 2. , . (1935): , . 3. , . (1923): , 1 2, . 15-16. 20-22, , . 4. -, . (2007): , , , , . 45-66. 5. -, . (2007): , (), . 2, . 290-312. 6. Depaepe, M. (2002): A Comparative History of Educacional Sciences: the comparalibity of the incomparabile?, European Educational Research Journal, Vol. 1, No. 1, pp. 1-5. 7. , . (1997): , I III, , . 8. , . (2004): 1905-1914, , . 9. , . (1999): , , . 10. , . (1933): (1838-1858), , . 11. , . (1986): , . 12. , . (1938): , . 13. , . . (1911): , (), . 31, . 477, 566. 14. , . (1926): , ( ), . 307, . 267-277. 15. , . (1926): , ( ), . 310, . 1-7. 16. , . (1929): , ( ), . 319, . 362-370. 17. , . (1929): , , 402-412. 18. , . (1929/30): , (), . 7-8, . 267-291. 19. , . (1930): , (), . 31, . 3, . 192-201.

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20. , . (1932): , . 21. , . (1937): , , , 2, . 203-212. 22. , . (1938): , , , 3-4. 23. , . (1952): , , , , , . 4, . 64-75. 24. , . (1952): , (), . 3-4, . 9-20. 25. , . (1911): , (), . 10, . 186, . 1-2. 26. , . (1975): - , (), . 4, . 281299, . 738; 27. , . (2003): 19. , , . 28. , . (2007): , , . 29. , . (1918): , , . 30. , . (1920): , -. 31. , . (1926): , . 32. , . (1928): , , . 50, . 33. , . (1929): ( ), , . 58, . 34. -, . (2007): (1929-1941), , . PhD Nataa Vujisi- ivkovi Faculty of Philosophy, Belgrade VOCATIONAL EDUCATION AND SCHOOL ORGANIZATION AS THE SUBJECT IN SERBIAN PEDAGOGY BETWEEN THE TWO WORLD WARS Abstract: This paper analyzes the impact that education modernization process had on Serbian pedagogic theory during the two world wars having taken into consideration the subject of differentiation of professional education and school types in Milan Pais and Prvo Slankamenacs work. The attitudes of Serbian pedagogues to the considered issues have an attribute of European pedagogic theory of their time, but also of the specific problems in development and modernization of our school. Key words: vocational education, school system, education modernization.

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UDK 37.012

XIX XX : , . . "Didaktika magna". , . , . . . , . . ? , , . . : "Didaktika magna", , , 1

. . : 00387-65-538-500 E-mail: nenad_szc@yahoo.com

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Didaktika magna 1657. " " Didaktia Magna , , , . . . , . . , . , . , :" , " (Komenski, 1954, . 13).

. (Bacon, F., 15611626) , . - Didaktika magna. , , , . , . , . 54

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(, 2003, . 82). , , , (). , . . . , , . , . , , . , . , , "" "". . , , , . , . , , . , , . , , .

59

, (, 2003), , , . , . ? "" , . "Didaktika Magna", . . , . ? . 1) "Didaktika Magna" o . 2) . , . . 3) , , . , "-" . , , (Hirsch, 1996). 4) , . " 60

() , " (, 1995, . 13). , . , , . . , , , . , . , , . , . , ultimate-fight , . . science fiction. , , . . , . . . 61

, , , , . , . . , , " " ( , 2001). 350 . , . , 350 . (). , . , . , , , , . " " (Combs, 1959; : , 1979) . , . (Martin, Marsh, and Debus, 2001). (), , (). ,

62

. (Suzi, 2002) , (). , , . , , , . 1: XX XX , , , , , ,

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63

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, . (Descartes, R. 15961650) (The Passions of the Soul) . "" . , , . , , . . , . - . , . " " (Pedagoka enciklopedija 2, 1989, . 458). . , -

64

(, 1977). , . (Sponoza, B. 16321677). (Etics), , . . , . . . , : , , . , , . , , . (Leibniz, G. W. 16461716) . . . , , . . . (Second explanation of the system of the communication between substances) . , . (Hobbes, T. 15881679) (Leviathan) , . , .

65

. : ) ) . , . . , , . . . o , . , , . , . , , , , , . . , , . , . , , . . (Meumann, E.) (Lay, W. A.) (: Koci, 1983). . . . (Locke, J. 16321704) (An essay concerning human understanding) 1690. . . "-

66

" . . . , , . , , . , , , , . : , . . . . , , , , , . . , . . . (Kant, I. 17241804) . , , , . . , , . , , , , . . : , . : " " (1781), " (1790) " " (1788). , . , , , -

67

. , . . , . , , - . , . , . , . , , , , . " " (: Skatkin i Kostjaskin, 1982) - , . ." () " (, . 86).

- "" " " (Hirsch, 1996). , , . . " , " (, . 110). , , . , 68

, . , . , , . . , ( 2). 2: , : , , , , ,

" " . , , .

69

. , . , , , . , . . . . , , . . . , " ". , , (Greenspan Benderly, 1997). EQ, , IQ, (Goleman, 1998, . 31). " , " (, . 32). : " IQ " (, . 45). 70

, , . , " " (Wigfield , 2006, . 1075). (, 2004). , , . : . , , , . " " . , , . , , , . . "" . , . , , . ( : Suzi, 2005). , "" , , .

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2 3, . 19982000. , ( , 2001). . , . , , . , , , . .

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73

, , . , , : , , , . . "Didaktika magna" . : , . ? . . , . , , . ? , . , ! , . , . . , , , . .

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1. , . (1999). 2: . : . 2. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. 3. Greenspan, S. I., and Benderly, B. L. (1997). The growth of the mind and the endangered origins of intelligence. Reading, Massachusetts: Perseus Books. 4. Hirsch, Jr., E. D. (1996). The schools we need and why we don't have them. New York: Doubleday. 5. Koci, Lj. (1983). Eksperimentalna pedagogija pokuaj izgraivanja pedagogija na empirijskoj osnovi. Beograd: Prosveta. 6. Komenski, J. A. (1954). Velika didaktika. Beograd: Savez pedagokih drutava Jugoslavije. 7. Martin, A. J., Marsh, H. W., and Debus, R. L. (2001). Self-handicapping and defansive pessimism: Exploring a model of predictors and outcomes from a selfprotection perspective. Journal of Educational Psychology, 93, 87102. 8. Pedagoka enciklopedija 2 (1989). Beograd: Zavod za udbenike i nastavna sredstva. 9. (1996). : . 10. 2 (1967). : . 11. , . (1977). . : . 12. , . . (1979). . , . XX-2. (. 301 342). : . 13. , . . (2003). XX : " ", , XXI . : . 14. Skatkin, M. N. i Kostjaskin, E. G. (1982). Predviawa o evoluciji kole u SSSR. U knjizi: Perspektive obrazovanja, str. 8593. Beograd: Zavod za udbenike i nastavna sredstva. 15. , . (1995). . : " ". 16. , . (2001). III. : -. 17. Suzi, N. (2002). Efikasnost interaktivnog uenja u nastavi: eksperimentalna provjera. Obrazovna tehnologija 2/2002, str. 1345. 18. , . (2004). ? . 2, .. 4363. 19. Suzi, N. (2005). Pedagogija za XXI vijek. Banja Luka: TT-Centar. 20. Suzi, N. i saradnici (2001). Interaktivno uenje III. Banja Luka: TT-centar. 21. Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., and Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and Personality development (6th ed., pp. 9331002). New York: Wiley.

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Nenad Suzi Faculty of Philosophy Banja Luka THE MODERN SCHOOL REGARDED FROM THE 19TH AND 20TH CENTURIES POINTS OF VIEW Resume: In the form of an analysis of the reflection of the significant pedagogical processes during the nineteenth and twentieth century onto the future of the education, the author presents his own futuristic observation. His beginning point is the thesis that the influences by Yan Amos Kmonesky from the seventeenth century and Herbart's pedagogy are being recognised as the most significant determinants of al the educational systems from the twentieth century. He emphasizes the fact that none of the numerous pedagogical innovations during the twentieth century did achieve to over throne the traditional system of school and education based on the conception of the "Didactica magna". At the end of the twentieth century it was very clear that children do not only benefit from education i.e. school do have certain negative influences such as the fear from learning and unsuccessfulness, defensive pessimism and the like. The school of the future will have to abandon the rigid didacticism and adjust themselves to the needs of a child. One of the great misconceptions nowadays is the emphasis of the knowledge as almost the ultimate and exclusive objective of the education. Within the civilization of learning which can be recognized nowadays, those people who are learning easily and with pleasure would be satisfied and they shall remain enthusiastic life-long learners. The school of the modern times nowadays can be identified according to this criterion. Can we yet today create such a school which is based on the human needs of a child? The author responds affirmatively, but still points out that in the state rigid system such process is difficult and slow, whereas it can not be understood by self-employed persons since they are unable to ascertain difference between the knowledge as the aim of the learning and school, whose main aim, on the other hand, is to teach children how to learn and in the same time become keen of learning. At the end, the author appeals for the need of the constitution of the pedagogical futurology as the new pedagogic discipline which is related to the education by its subject. Key words: system "Didactica magna", normative pedagogy, innovations, pedagogical futurology

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, . , UNESCO, OECD, , ( ) , , . , , . , . ( ) , , , . , . , . , , .

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, . : , , ; , , , , , ; ; ( , 1997). . . , , , ( ), , (. 10 , 12 ) () , ( ., 2007). , , . , , , . , . , , , , , , 1 , , 2 (y 2005). . , 80

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( , 2000). . , , , , . , . , : , ; - ( ) , . . , ( , 2002). (, , .). , . . ( ) . , , - , , , , . , (, ; , ; ; .). , , , , 82

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, 1i, 2001. . 2010. , 13 : ( ; ; - ; ; ); ( , . ; , ; , ); ( , ; : The concrete future objectives of education and training systems, Report from the Education Council to the European Council1

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2010. 1. , , . , , , - . . ( , ), . , , , . , , . . ( , ), , , . : , , , ( - ), , , . : 2010 W 2003; Efficiency and equity in european education and training systems; Improving competences for the 21st Century: An Agenda for European Cooperation on Schools.1

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; () , , , - . , . 1999. , , : () ; () ( ); () (), ; () ; () ; () . , , 49. , , , , 1. , . , . , 1

Detaljnije informacije se mogu nai na adresi: http://www.seeeducoop.net/education_in/misc/policy/english/bologna_process.htm

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, . 1. (2000). : . 2. Dobert, H. (2004): Trends in education and school development, European Education, Vol. 35, No. 4, 44-57. 3. Education at a glance: OECD Indicators (2007). Paris: OECD. 4. Efficiency and equity in european education and training systems, Communication from the commission to the council and to the European parliament, dostupno na adresi: http://ec.europa.eu/education/policies/2010/doc/comm481_en.pdf 5. (1997). : . 6. Horner, W. et al. (eds.) (2007): The Education Systems of Europe. Dordrecht: Springer. 7. Implementation of Education and Training 2010 Work programme Progress report 2003, dostupno na adresi: http://ec.europa.eu/education/policies/2010/doc/working-groupreport_en.pdf 8. Improving competences for the 21st Century: An Agenda for European Cooperation on Schools, dostupno na adresi: http://ec.europa.eu/education/school21/com425_en.pdf 9. Key data on education in Europe 2005, dostupno na adresi: http://www.okm.gov.hu/doc/upload/200601/key_data_2005.pdf 10. -,. . (.) (2002): . : . 11. (2001). , . 8, . 1-2. 12. , . (1989): . : . 13. , . (2002): . : . 14. The Bologna declaration of june 1999, Joint declaration of European Ministers of Education, dostupno na adresi: http://www.bolognabergen2005.no/Docs/00Main_doc/990719BOLOGNA_DECLARATION.PDF

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15. The concrete future objectives of education and training systems, Report from the Education council to the European council, dostupno na adresi: http://ec.europa.eu/education/policies/2010/doc/rep_fut_obj_en.pdf 16. The Copenhagen declaration, Declaration of European ministers for vocational education and training and the european commission on enhanced european co-operation in vocational education and training, dostupno na adresi: http://ec.europa.eu/comm/education/copenhagen/copenhagen_declaration_e n.pdf

PhD Vera Spasenovi Faculty of Philosophy Belgrade TENDENCIES AND TRENDS OF SCHOOL SYSTEMS DEVEOPMENT OF EUROPIEN COUNTRIES Abstract: The purpose of this paper is to present basic tendencies in reformation and improvement of European countries school systems for the last few years as well as to show expected trends of their development based on defined objectives and priorities of European education. We have paid the attention to analyzing mutual development features and tendencies in the following aspects of education: education objectives, the structure and school systems organization in the field of obligatory education, education programs, education quality evaluation, and right fulfillment in education and school management. The paper, also, points out the announced strategic educational objectives in European countries, particularly members of European Union, for the period till 2010. The policy of education, created at European Union level, has established the frames in which countries should develop their school system, respecting their own specifications and needs. The paper also presents some of the conclusions, recommendations and directions for education development, resulted from the series of documents and reports of European Union and other European organizations and processes. Key words: a school system, development tendencies and trends, European countries.

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107

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108

1. Aebly, Hans (1966), Psychologische Didaktik, Klett. 2. America 2000, An Education Strategy. Sourcebook. 3. , . .,(1984), o , . 4. , . . (1999), , . , . 2, . 5. Gudjons, Herbert (1994), Pedagogija, Educa, Zagreb. 6. , . . (1999), , "", . 7. , (1981), , , . 8. , (2000), 20. , , , . 9. , (2007), , , , . 10. , (2007), , , . 11. Education for All, Indicators, Expert Group Meeting, UNESCO, 2001. 12. European Report on the quality of School Education, Sixten quality indicators European Commission, Directorate Generale for Education and Culture, May 2000. 13. , . ., , . ., , . . (2007), " ", , UNESCO, . 14. Kowalski, Stanislav (1974), Socjologia a wychowania, Warszawa, PWN. 15. Kums, Filip (1971), Svetska kriza obrazovawa, "Glas", Beograd. 16. , . . (1999), , . , . 2, . 17. ijatovi, A. (urednik) i dr. (1999), Osnove suvremene pedagogije, HPZ, Zagreb. 18. , . (2002), , , . 19. Oko, Wincenty, Szkola wspolezesna, KiW, Warszawa. 20. , . . (2007), : , UNESCO, . 21. , . . (1999), , . , . 2, . 22. , . . (1993), , . , . 1, . 23. , . . (1993), , . , . 1, . 24. PISA (Programm for International Student Assossment, OECD. 25. Piaget, Jean (1971), Science of Education and the Psychology of the Child, London.

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26. Savievi, Duan (1982), ovjek i doivotno obrazovawe, Titograd. 27. Solway, David (1941), Education Lost. Reflections on contenporary Pedagogical Practice, OISE Press. 28. Soyfer, Valery, Who Offers Better Education The USA or Russia? ISRE Newsletter, Vol. 7/1. 29. , . ., (2004), , "dema", . 30. TIMSS 2003/Trends in International Mathematics and Science Study/. 31. The Model for Japanese Educationin in the perspective of the 21.st Century, Central Counsil for Education, July 1996. 32. UNESCO World Education, Report "Education for All", UNESCO, 2000. 33. First Rezults from PISA 2003, Executive Summary, OECD. 34. Flether, P. R. (1985), Deschooling in the International Encyclopedia of Education, Pergamon Press, T. III. 35. een, C. J. (1933), , . PhD Bosiljka orevi, professor PhD Jovan orevi, professor Belgrade DISADVANTEGES AND WEAKNESSES OF TRADITIONAL AND MODERN SCHOOL Abstract: The paper discusses school and education weaknesses and critics from the second half of the 19th century until these days. The authors distinguish three tendencies: the first one is directed to weaknesses noticing, possibilities for their removing and critics through reforms and school critics; the second one was directed to strong attacks against school and its final goal was school abolition (school-deprived society); the third tendency pointed out to the growing impact of school which would provide it with one of the most important places in educational system. The authors point out the numerous social, economic, political and other changes and factors that have influenced criticsm of school organization and results. The paper points out to critics of numerous theorists and practitioners (pedagogues, psychologists, sociologists, politicians and others), it analyzes the international bodies and organizations (UNESCO, OECD etc.), school weaknesses, the factors that influences them and steps for school modernization. It states the role and importance of movements such as New school and New education, Anti-pedagogics and particulary theories and trends about schooldeprived society and it gives concepts of major representatives of the movements. It also points out to modern requirements, tendencies as well as to possibilities of school modernization and bigger overall achievements at the beggining of the 21st century. Key words: school, weaknesses, critics, changes, modernization.

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140

, , , -- , , , , , . , , -, , , , . 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Bildungssysteme in Europa, Bon, 1993. Clausse, Arnould (1955): Une doctrine socialiste de Leducation, Amicale Fdrale du Personnel Enseignant Socialiste de lArrondissement de Lige. , (2007): , , . , (1996): , , . 2, . , . (1994): , , . (1998): , , . , (1996): , , . , (1998): . : , , . , (1993): , , . 12, . (1995): , . (1995), , . , . . (1997): , , . , (1998): . : , , . , (2002): , , . 33, , . , (2007): . : , . 2, , . , -, (2007): (19912006). : ( ), , . , (1989): XXI , , .

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18. (1996): 1995, . 19. (1995), , . 20. , (1989): , , . 21. , . . (1994): , , . 22. , (1992): , , . 23. , . . (1993): , , . 24. , . . (1999): , , . 25. . . (1999): , , . 26. , . ., (1997): , , . PhD Novak Laketa, professor TODAYS SCHOOL AND TENDENCIES OF ITS DEVELPMENT Abstract: Todays school is reflecting the character of current society, it is developing and changing as much as its social character connected to mens development as an individual and as a social being is developing . To speak about the features of future school is possible as much as about the features of future society. Todays school and todays society has been overtaken by the repugnant process of globalization at the international level, on one hand, and democratization within national communities, on the other .Both the school and a society have found themselves at the crossroads of two different ways and nobody knows for certain which one is going to be taken. One of the ways is endlessly long, uncertain and difficult; it is a way to a real democratic society and to appropriate school. The second way is incomparably shorter, more certain and just at the first sight more attractive, it is a way to illusory democracy based on rule of a minority over a majority and where a majority submits willingly to the needs of a minority. Under the circumstances we can not speak about a democratic society and democratic school because it would create an illusion of a better and more human life and thus do harm to human identity, freedom and everything that makes us human beings. For real school democracy we have to ensure better conditions for economic, social and ethical intellectual values. In that sense we have achieved elementary results at a basic educational level. As for teaching process, it can already start the way of real democracy if it sticks to scientific attainments. Key words: school, school system, teaching process, society, democracy, pupil, teacher.

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Kanel,M.D., prema:htt:www.gseis.ucla.edu/courses/edu253a/Giroux/Giroux5.html Ibidem

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150

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1 , , , . , . , . , . , Ideje iznete u ovom delu izloene su pod naslovom Pedagoki izazovi postmoderne na :Naunom skupu Srpske akademije obrazovanja, ija je tema : Osnovna polazita promena u obrazovanju Srbije1

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- , - , , 1

Ibidem

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