{"id":3342,"date":"2016-11-29T16:18:27","date_gmt":"2016-11-29T14:18:27","guid":{"rendered":"https:\/\/sbunker.org\/?p=3342"},"modified":"2024-12-16T16:23:40","modified_gmt":"2024-12-16T14:23:40","slug":"per-nje-edukator-si-john-dewey","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/per-nje-edukator-si-john-dewey\/","title":{"rendered":"P\u00ebr nj\u00eb edukator si John Dewey"},"content":{"rendered":"

Filozofi dhe psikologu amerikan John Dewey, foto nga Gettyimages.<\/span><\/p>\n

Ekskurs rreth teoris\u00eb p\u00ebr raportin shkoll\u00eb & shoq\u00ebri dhe anasjelltas, nga John Dewey<\/p>\n

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Charles Sanders Piers njihet si themelues i pragmatizmit, i cili n\u00eb fillim u njoh si nj\u00eb teori e kuptimit. Termi Pragmatiz\u00ebm buron nga fjala greke pragama q\u00eb do t\u00eb thot\u00eb: pun\u00eb, aktivitet, veprim. N\u00eb filozofin\u00eb bashk\u00ebkohore, pragmatizmi konsiderohet rryma e cila duke nj\u00ebsuar objektin e njohjes me procesin e njohjes, i shikon nocionet, idet\u00eb, teorit\u00eb etj., s\u00eb pari nga pik\u00ebpamja e r\u00ebnd\u00ebsis\u00eb s\u00eb tyre praktike. Nd\u00ebrsa sipas pragmatistit radikal William James:\u00a0\u201cPragmatizmi e braktis abstraksionin dhe pamjaftueshm\u00ebrin\u00eb, zgjidhjet verbale, arsyet e k\u00ebqija a priori, parimet fikse, sistemet e mbyllura dhe absolutet, e origjinat e rreme<\/em>\u00a0(William James,\u00a0Pragmatizmi<\/em>, f. 216). Po ashtu edhe John Dewey e nd\u00ebrton teorin\u00eb e tij mbi premisa t\u00ebr\u00ebsisht pragmatike, n\u00eb lidhje me edukimin.<\/p>\n

Pragmatizmi dhe Shkolla<\/em>\u00a0– Koha t\u00eb cil\u00ebn John Dewey po e jetonte dhe po e ndjente zhvillimin e shoq\u00ebris\u00eb amerikane, ishte nj\u00eb koh\u00eb mjaft dinamike. Industrializmi ishte n\u00eb fillet e tij. Nj\u00eb dinamiz\u00ebm i till\u00eb ofronte indikacione p\u00ebr t\u00eb menduar se e ardhmja do t\u00eb sillte mjaft v\u00ebshtir\u00ebsi dhe se po aq i v\u00ebshtir\u00eb do t\u00eb ishte parashikimi i saj. Madje k\u00ebt\u00eb e potencon edhe vet\u00eb Dewey, kur thot\u00eb se ne nuk mund t\u00eb parashikojm\u00eb me ndonj\u00eb sakt\u00ebsi, as p\u00ebr 20 vitet e ardhshme, sepse kjo pamund\u00ebsi ishte pik\u00ebrisht p\u00ebr shkak t\u00eb k\u00ebsaj dinamike t\u00eb zhvillimit t\u00eb shoq\u00ebris\u00eb. K\u00ebt\u00eb zhvillim rapid, Dewey fillon ta \u00a0perceptoj\u00eb n\u00ebn prizmin e pragmatizmit.\u00a0\u201cI inspiruar nga idet\u00eb inovative dhe i impresionuar nga aktivitet praktike t\u00eb komunitetit, n\u00eb vitin 1902 Dewey prezentoi nj\u00eb ide briliante, profetike, q\u00eb ishte e adresuar n\u00eb konferenc\u00ebn e Asociacionit Edukativ Komb\u00ebtar, q\u00eb ishte shum\u00eb influencuese, – Shkolla si qend\u00ebr sociale\u201d<\/em>\u00a0(Lee Bensoon, John L. Puckeett, Ira Harvary,\u00a0Dewey\u2019s Dream<\/em>, f. 34). Dewey k\u00ebmb\u00ebngulte q\u00eb shkolla t\u00eb ishte nj\u00eb qend\u00ebr q\u00eb do t\u00eb aft\u00ebsonte f\u00ebmij\u00ebt n\u00eb m\u00ebnyr\u00eb konkrete, praktike, dhe jo q\u00eb t\u00eb merret me teoretizime boshe. Zhvillimi i hovsh\u00ebm shkencor k\u00ebrkon nj\u00eb edukim aplikativ, e q\u00eb Dewey ishte t\u00ebr\u00ebsisht i vet\u00ebdijsh\u00ebm p\u00ebr k\u00ebt\u00eb. Ai edukimin e mendonte si nj\u00eb lidhje mes individit dhe shoq\u00ebris\u00eb dhe se k\u00ebto dy komponente e plot\u00ebsonin nj\u00ebra-tjetr\u00ebn n\u00eb mas\u00ebn p\u00ebrkat\u00ebse. Ai pohon:\u00a0\u201cUn\u00eb besoj se edukimi \u00ebsht\u00eb nj\u00eb norm\u00eb e procesit q\u00eb arrin t\u00eb marr\u00eb pjes\u00eb n\u00eb vet\u00ebdijen shoq\u00ebrore; dhe se rregullimi i aktivitetit t\u00eb individit n\u00eb baz\u00eb t\u00eb k\u00ebsaj vet\u00ebdijeje shoq\u00ebrore \u00ebsht\u00eb e vetmja metod\u00eb e sigurt e rind\u00ebrtimit shoq\u00ebror\u201d<\/em>\u00a0(John Dewey,\u00a0Shkolla dhe Shoq\u00ebria<\/em>, f. 27).<\/p>\n

Duke e kund\u00ebrshtuar filozofin\u00eb, e cila merret me teoretizime abstrakte, si nj\u00eb disiplin\u00eb shterp\u00eb, e cila vet\u00ebm sa i komplikon pun\u00ebt duke u marr\u00eb me gj\u00ebra t\u00eb kota, Dewey rekomandon q\u00eb t\u00eb dalim nga ky qorrsokak dhe t\u00eb merremi me fenomenet konkrete. Edukimi nuk ka nevoj\u00eb as p\u00ebr m\u00ebsuesin tradicional, i cili e ngulfat mund\u00ebsin\u00eb q\u00eb f\u00ebmija t\u00eb marr\u00eb njohuri, sepse sipas Dewey, edukatori tradicional \u00ebsht\u00eb autoritar dhe jasht\u00eb trendeve t\u00eb edukimit. Dewey pohonte se edukatori tradicional nuk \u00ebsht\u00eb i vet\u00ebdijsh\u00ebm p\u00ebr r\u00ebnd\u00ebsin\u00eb e potencialit t\u00eb individit brenda shoq\u00ebris\u00eb: \u201cP\u00ebr t\u00eb ditur \u00e7\u2019\u00ebsht\u00eb realisht nj\u00eb potencial ne duhet t\u00eb dim\u00eb se cili \u00ebsht\u00eb q\u00ebllimi i tij, dobia, ose funksioni; dhe k\u00ebt\u00eb mund ta dim\u00eb vet\u00ebm n\u00ebse e konceptojm\u00eb individin si aktiv n\u00eb marr\u00ebdh\u00ebniet shoq\u00ebrore\u201d<\/em>\u00a0(Ibid<\/em>., f. 13). Pa kuptimin e k\u00ebtyre rrethanave, q\u00eb p\u00ebr Dewey jan\u00eb vendimtare nuk mund t\u00eb kemi rezultate t\u00eb d\u00ebshirueshme.<\/p>\n

Filozofia e edukimit dhe pragmatizmi\u00a0<\/em>– Filozofia e edukimit \u00ebsht\u00eb kritika e teoris\u00eb s\u00eb p\u00ebrgjithshme e edukimit. Ajo p\u00ebrb\u00ebhet prej vler\u00ebsimit kritik dhe reflektimit sistematik mbi teorit\u00eb e p\u00ebrgjithshme edukative. Dewey nuk e p\u00ebrkrahte iden\u00eb, q\u00eb e ndiqte \u2018filozofia kontinentale\u2019, sepse ai mendonte se ajo nuk ofron ndonj\u00eb rezultat konkret. Dewey ishte nj\u00eb luft\u00ebtar radikal kund\u00ebr \u00e7do tradicionalizmi, t\u00eb spekulimeve metafizike. Ai mendonte se detyr\u00eb primare e filozofis\u00eb \u00ebsht\u00eb q\u00eb t\u2019u sqaroj\u00eb njer\u00ebzve idet\u00eb lidhur me konfliktet shoq\u00ebrore dhe morale t\u00eb koh\u00ebs. Ai pohon:\u00a0\u201cSistemet filozofike t\u00eb cilat formulojn\u00eb problemet, regjistrojn\u00eb tiparet dhe v\u00ebshtir\u00ebsit\u00eb e praktik\u00ebs bashk\u00ebkohore sociale, ato sjellin vet\u00ebdije eksplicite, \u00e7ka njeriut i vjen t\u00eb mendoj\u00eb, n\u00eb virtytin e cil\u00ebsis\u00eb s\u00eb eksperienc\u00ebs s\u00eb tanishme, p\u00ebr natyr\u00ebn, vetveten, dhe realiteti q\u00eb e konceptojm\u00eb, i p\u00ebrmban ose i qeveris q\u00eb t\u00eb dy\u201d<\/em>\u00a0(John Dewey, Democracy and Education \u2013\u00a0An Introduction to the Philosophy of Education<\/em>, f. 349). Sipas k\u00ebsaj premise, filozofia nuk duhet t\u00eb p\u00ebrqendrohet vet\u00ebm n\u00eb gjetjen e fakteve, por edhe n\u00eb vete duhet t\u00eb p\u00ebrmbaj\u00eb sqarimin e vlerave t\u00eb p\u00ebrvoj\u00ebs s\u00eb dh\u00ebn\u00eb objektive dhe postulimin e zgjidhjeve t\u00eb situatave t\u00eb reja me karakter human dhe socio-kulturor. Filozofia n\u00eb esenc\u00eb ka p\u00ebr detyr\u00eb t\u00eb jet\u00eb sociale dhe pedagogjike.\u00a0\u201c\u00cbsht\u00eb imediate ta lidhim filozofin\u00eb me mendimin n\u00eb dallushm\u00ebrin\u00eb me dijen. Dija, e bazuar n\u00eb njohjen n\u00eb shkenc\u00eb, i p\u00ebrfaq\u00ebson objektet t\u00eb cilat jan\u00eb t\u00eb akomoduara, rradhitura, t\u00eb predestinuara t\u00eb racionalitetit\u201d\u00a0<\/em>(Ibid<\/em>., f. 350). Dewey mendonte se filozofia mundet dhe duhet t\u00eb p\u00ebrdoret p\u00ebr formimin e njeriut sa m\u00eb mir\u00eb dhe t\u00eb nj\u00eb rendi demokratik sa m\u00eb t\u00eb drejt\u00eb.<\/p>\n

Shkolla, shoq\u00ebria dhe eksperienca – N\u00eb librin e tij, Experience and Education, Dewey paraqet problemet edukative q\u00eb jan\u00eb ende me r\u00ebnd\u00ebsi jetike p\u00ebr m\u00ebsimdh\u00ebn\u00ebsit q\u00eb kan\u00eb r\u00ebnd\u00ebsi edhe n\u00eb dit\u00ebt e sotshme. Teoria e Dewey n\u00eb lidhje me edukimin, shpesh cil\u00ebsohet si eksperimentaliz\u00ebm ose instrumentaliz\u00ebm (Dewey njihet edhe si themelues i instrumentalizmit). Ai rekomandoi q\u00eb edukator\u00ebt duhet t\u00eb p\u00ebrcaktojn\u00eb me sensitivitet objektivat edukativ\u00eb dhe rezultatet e pritura, duke p\u00ebrdorur p\u00ebrvoj\u00ebn si nj\u00eb instrument konstruktiv t\u00eb t\u00eb m\u00ebsuarit. Ideja se \u00e7do p\u00ebrvoj\u00eb \u00ebsht\u00eb par\u00eb si nj\u00eb forc\u00eb l\u00ebviz\u00ebse q\u00eb n\u00eb fund t\u00eb fundit do t\u00eb ndikoj\u00eb mbi p\u00ebrvojat e ardhshme, \u00ebsht\u00eb faktor baz\u00eb n\u00eb filozofin\u00eb e edukimit.\u00a0\u201cPyetja bazike \u00ebsht\u00eb se shqet\u00ebsimi i natyr\u00ebs s\u00eb edukimit, \u00ebsht\u00eb parashtes\u00eb kualifikuese e synimit. \u00c7ka na nevojitet dhe d\u00ebshirojm\u00eb \u00ebsht\u00eb edukim i past\u00ebr dhe i thjesht\u00eb, dhe ne do t\u00eb duhej q\u00eb sa m\u00eb shpejt dhe sigurt t\u00eb p\u00ebrparojm\u00eb, e kur ne i p\u00ebrkushtohemi vetes son\u00eb q\u00eb t\u00eb gjejm\u00eb, \u00e7ka \u00ebsht\u00eb edukimi dhe \u00e7far\u00eb kushtesh duhet t\u00eb jen\u00eb t\u00eb k\u00ebnaqshme n\u00eb at\u00eb m\u00ebnyr\u00eb q\u00eb edukimi mund t\u00eb jet\u00eb nj\u00eb realitet dhe jo nj\u00eb em\u00ebr apo slogan. P\u00ebr k\u00ebt\u00eb arsye t\u00eb vetme, un\u00eb kam theksuar nevoj\u00ebn p\u00ebr nj\u00eb z\u00eb p\u00ebr filozofin\u00eb e eksperienc\u00ebs\u201d\u00a0<\/em>(John Dewey,\u00a0Experience and Education<\/em>, f. 95). Ai beson se p\u00ebrvoja ngjall kuriozitete, forcon iniciativ\u00ebn si dhe orienton d\u00ebshirat dhe q\u00ebllimet q\u00eb forcojn\u00eb procesin arsimor. Po ashtu ai besonte se arsimi \u00ebsht\u00eb nj\u00eb proces i vazhduesh\u00ebm dhe k\u00ebshtu ai propozon q\u00eb arsimi duhet t\u2019i parap\u00ebrgatis\u00eb nx\u00ebn\u00ebsit p\u00ebr vazhdimin e m\u00ebsimit n\u00ebp\u00ebrmjet rekomandimeve, sugjerimeve dhe k\u00ebshtu t\u00eb konkludohet, se q\u00ebndrimi m\u00eb i r\u00ebnd\u00ebsish\u00ebm q\u00eb mund t\u00eb formohet nga kjo p\u00ebrvoj\u00eb \u00ebsht\u00eb d\u00ebshira p\u00ebr t\u00eb shkuar n\u00eb shkoll\u00eb. Ja sesi shprehet konkretisht p\u00ebr k\u00ebt\u00eb Dewey:\u00a0\u201cUn\u00eb besoj se shkolla \u00ebsht\u00eb kryesisht nj\u00eb institucion shoq\u00ebror. Edukimi, duke qen\u00eb nj\u00eb proces shoq\u00ebror, e b\u00ebn shkoll\u00ebn thjesht nj\u00eb form\u00eb jete, komuniteti n\u00eb t\u00eb cil\u00ebn t\u00eb gjitha deg\u00ebt e saj t\u00eb m\u00ebsimdh\u00ebnies jan\u00eb t\u00eb p\u00ebrqendruara t\u00eb jen\u00eb sa m\u00eb efektive n\u00eb nxitjen e f\u00ebmij\u00ebs, p\u00ebr t\u00eb ndar\u00eb k\u00ebshtu burimet e trash\u00ebguara t\u00eb njer\u00ebzimit dhe p\u00ebr t\u2019i p\u00ebrdorur forcat e tij p\u00ebr q\u00ebllime shoq\u00ebrore\u201d<\/em>\u00a0(Ibid<\/em>., f. 15). Ai insiston q\u00eb m\u00ebsimdh\u00ebnia t\u00eb jet\u00eb atraktive p\u00ebr nx\u00ebn\u00ebsin dhe njohurit\u00eb t\u00eb stimulohen q\u00eb t\u00eb ket\u00eb sa m\u00eb shum\u00eb kreativitet.<\/p>\n

Edukimi dhe P\u00ebrvoja<\/em>\u00a0– P\u00ebrvoja n\u00eb filozofin\u00eb e edukimit \u00ebsht\u00eb komponenti themeltar, ku n\u00ebp\u00ebrmes saj b\u00ebhet i mundur aspekti aplikativ n\u00eb form\u00ebn sa m\u00eb t\u00eb mir\u00eb t\u00eb mundshme.\u00a0\u201cEdukimi, si pasoj\u00eb, duhet t\u00eb filloj\u00eb me nj\u00eb v\u00ebzhgim psikologjik p\u00ebr kapacitetet, interesat dhe shprehit\u00eb e f\u00ebmij\u00ebs\u201d<\/em>\u00a0(Ibid., f. 14). K\u00ebto njohje n\u00eb lidhje me f\u00ebmij\u00ebn q\u00eb mund t\u2019i kemi, Dewey pohon se duhet aplikuar n\u00eb realitetin i cili buron nga p\u00ebrvoja materiale, ku at\u00ebher\u00eb do t\u00eb ket\u00eb vler\u00ebn e v\u00ebrtet\u00eb vet\u00ebm n\u00ebse kjo njohje p\u00ebrdoret si mjet, si instrument. Ai mendonte se t\u00eb menduarit \u00ebsht\u00eb vet\u00ebm nj\u00eb mjet i njeriut p\u00ebr t\u00eb arritur dhe q\u00eb ta realizoj\u00eb jet\u00ebn e tij n\u00eb m\u00ebnyr\u00eb sa m\u00eb t\u00eb mir\u00eb. Ai pohonte:\u00a0\u201cUn\u00eb besoj, s\u00eb fundmi, se m\u00ebsuesi duhet t\u00eb interesohet jo thjesht n\u00eb trajnimin e individ\u00ebve, por n\u00eb formimin e jet\u00ebs s\u00eb duhur shoq\u00ebrore\u201d<\/em>\u00a0(Ibid<\/em>., f. 29). Koncepsioni mbi edukimin, edukatori duhet ta jet\u00eb n\u00ebn prizmin e nj\u00eb eksperience, e cila do t\u00eb pasohet edhe nga nj\u00eb elokuenc\u00eb pedagogjike dhe me nj\u00eb ndjeshm\u00ebri shum\u00eb t\u00eb lart\u00eb n\u00eb raport me individin, ashtu edhe shoq\u00ebrin\u00eb.<\/p>\n

M\u00ebsuesi Tradicional dhe Progresiv<\/em>\u00a0– Kritik i ashp\u00ebr i m\u00ebsuesit tradicional, por edhe i shkoll\u00ebs tradicionale, Dewey p\u00ebrkrah iden\u00eb e m\u00ebsuesit progresiv. Ai mendonte se aspekti tradicional i edukimit \u00ebsht\u00eb i pranish\u00ebm, sepse si\u00e7 e argumentonte:\u00a0\u201cN\u00eb mesjet\u00eb, ai ishte nj\u00eb grumbull shkollash profesionale, m\u00eb s\u00eb shumti t\u00eb fush\u00ebs s\u00eb drejt\u00ebsis\u00eb dhe teologjis\u00eb. Universitetin ton\u00eb t\u00eb sot\u00ebm e kemi trash\u00ebguar nga mesjeta. Me k\u00ebt\u00eb nuk dua t\u00eb them se ai sot \u00ebsht\u00eb nj\u00eb institucion mesjetar, por rr\u00ebnj\u00ebt i ka nga mesjeta, prandaj edhe nuk i ka kap\u00ebrcyer t\u00eb gjitha traditat mesjetare t\u00eb t\u00eb m\u00ebsuarit\u201d<\/em>\u00a0(Ibid<\/em>., f. 71). Dewey b\u00ebn krahasime t\u00eb ndryshme mes niveleve t\u00eb shkollimit, por edhe krahasime p\u00ebr tema dhe terma t\u00eb caktuar nd\u00ebrmjet vendeve t\u00eb ndryshme t\u00eb Amerik\u00ebs. Ai has n\u00eb shum\u00eb ndryshime dhe karakteristika t\u00eb ve\u00e7anta. P. sh., ai b\u00ebn dallimin e em\u00ebrtimit gjimnaz dhe tregon sesi ky term \u00ebsht\u00eb klasik dhe po ashtu edhe sesi n\u00eb periudh\u00ebn klasike kishte tjet\u00ebr dometh\u00ebnieje dhe tjet\u00ebr n\u00eb periudh\u00ebn liberale. Ai e dallonte si progres n\u00eb edukimin e njer\u00ebzve, p\u00ebrkund\u00ebr aspektit tradicional, se \u00ebsht\u00eb aft\u00ebsia e edukatorit q\u00eb ai t\u00eb jet\u00eb nj\u00eb ndihm\u00ebs n\u00eb procesin njohjes, por edhe n\u00eb p\u00ebrshtatshm\u00ebrin\u00eb sa m\u00eb t\u00eb madhe t\u00eb mundshme mes kurrikulave dhe f\u00ebmij\u00ebs. F\u00ebmija duhet t\u00eb ndihet plot\u00ebsisht i \u00e7liruar nga autoriteti i edukatorit edhe edukatori nj\u00ebkoh\u00ebsisht duhet t\u00eb jet\u00eb mendjehapur, me p\u00ebrvoj\u00eb, konkret dhe aplikativ, t\u00eb jet\u00eb koshient n\u00eb zbatimin e kurrikulave.<\/p>\n

Prandaj, Dewey mendon:\u00a0\u201cTani m\u00eb, oponenca, deri m\u00eb tani n\u00eb marr\u00ebdh\u00ebniet praktike n\u00eb lidhje me shkoll\u00ebn, tenton ta marr\u00eb form\u00ebn e kontrastit midis edukimit tradicional dhe progresiv. N\u00ebse idet\u00eb e n\u00ebnvizuara t\u00eb s\u00eb kaluar\u00ebs jan\u00eb t\u00eb formuluara p\u00ebrgjith\u00ebsisht, pa kualifime t\u00eb nevojshme p\u00ebr praktika konkrete, ato jan\u00eb t\u00eb gjetura si n\u00eb vijim: \u00c7\u00ebshtja q\u00ebndron se edukimi konsiston n\u00eb trupin e informimit dhe aft\u00ebsive q\u00eb jan\u00eb t\u00eb p\u00ebrpunuara nga e kaluara; prandaj, shefi i biznesit t\u00eb shkoll\u00ebs duhet t\u2019i p\u00ebr\u00e7oj\u00eb ato tek gjeneratat e reja\u201d (Experience and Education,<\/em>\u00a0f. 17). P\u00ebr Dewey ishte vendimtare q\u00eb gjeneratave t\u00eb reja t\u2019u jepej hap\u00ebsira e mjaftueshme q\u00eb ata t\u00eb absorbojn\u00eb njohurit\u00eb e nevojshme, \u201c(\u2026)\u00a0p\u00ebr m\u00eb tep\u00ebr, q\u00eb studenti t\u00eb jet\u00eb aktiv, antar\u00eb efektiv i shoq\u00ebris\u00eb demokratike dhe progresive, ai duhet t\u00eb jet\u00eb i edukuar p\u00ebr lidership dhe gjithashtu p\u00ebr lojalitet. Ai duhet t\u00eb ket\u00eb fuqi p\u00ebr vetudh\u00ebheqje dhe q\u00eb t\u2019i udh\u00ebheq\u00eb t\u00eb tjer\u00ebt, forc\u00ebn administrative dhe shkatht\u00ebsin\u00eb q\u00eb t\u00eb ket\u00eb pozit\u00eb t\u00eb p\u00ebrgjegjshme\u201d<\/em>\u00a0(Lee Bensoon, John L. Puckeett, Ira Harvary,\u00a0Dewey\u2019s Dream<\/em>, f. 23).<\/p>\n

Laboratori i Dewey<\/em>\u00a0– P\u00ebr ta revolucionarizuar sistemin e edukimit n\u00eb Amerik\u00eb, Dewey besonte se duhej gjetur nj\u00eb metod\u00eb e cila do ta mbante si koherent ashtu dhe efi\u00e7ient nivelin e edukimit. Ai besonte se ndryshimet ishin p\u00ebr shkak t\u00eb ndikimeve t\u00eb grumbulluara t\u00eb individ\u00ebve, t\u00eb nismave dhe vendimeve e tyre. Insistonte n\u00eb m\u00ebsimin laboratorik, n\u00eb formulimin e termave t\u00eb tilla si hetim, mendim reflektues, dhe metod\u00eb shkencore. Ai mendonte se e gjith\u00eb kjo ishte e lidhur ngusht\u00eb me demokratizimin e shoq\u00ebris\u00eb, sepse me k\u00ebt\u00eb mund t\u00eb arrihet q\u00ebllimi dhe aplikativiteti q\u00eb \u00ebsht\u00eb i lidhur ngusht\u00eb me p\u00ebrvoj\u00ebn. Dewey tenton t\u00eb shk\u00ebputet t\u00ebr\u00ebsisht nga dimensioni, jo vet\u00ebm tradicional, por edhe nga qasjet q\u00eb nuk kan\u00eb si q\u00ebllim dobishm\u00ebrin\u00eb e rezultateve. Ai shprehet:\u00a0\u201cPa marr\u00eb parasysh kontekstet dhe problemet e ndryshme, udh\u00ebheqja operon si radhitje, kontroll, klasifikim dhe ulitimativisht p\u00ebrbrend\u00ebson kuptimet dhe relacionet sesi problemet mund t\u00eb zgjidhen, si duhet t\u00eb pasurohet rritja e eksperienc\u00ebs q\u00eb kemi, si n\u00eb aspektin individual dhe n\u00eb at\u00eb social, dhe sesi duhet t\u00eb procedohet me at\u00eb\u201d<\/em>\u00a0(Ibid.<\/em>, f. 27). N\u00ebp\u00ebrmes k\u00ebtyre formave aplikative t\u00eb edukimit, Dewey mundohet q\u00eb n\u00eb nj\u00ebfar\u00eb m\u00ebnyre t\u00ebr\u00eb teorin\u00eb e edukimit ta vendos\u00eb n\u00eb nj\u00eb stad t\u00eb ri konceptual, q\u00eb p\u00ebr fundament ka aspektin shkencor. N\u00ebp\u00ebrmes m\u00ebsimit laboratorik tenton t\u00eb krijoj\u00eb kushte t\u00eb atilla q\u00eb elementet p\u00ebrvoj\u00ebsore t\u00eb mund t\u00eb b\u00ebhen aplikative me ndihm\u00ebn e metodave shkencore aplikative.<\/p>\n

Era e re<\/em>: Edukimi mes teoris\u00eb dhe praktik\u00ebs – Me zhvillimet shkencore q\u00eb po ngrinin kok\u00ebn dhe t\u00eb cilat premtonin nj\u00eb potencial t\u00eb fuqish\u00ebm ndryshimi, Dewey paralajm\u00ebron n\u00eb nj\u00ebfar\u00eb forme p\u00ebr nj\u00eb p\u00ebrqendrim n\u00eb defektet q\u00eb mund t\u00eb krijohen nga ky zhvillim. Antagonizmat e p\u00ebrhershme mes teoris\u00eb dhe praktik\u00ebs n\u00eb filozofi, Dewey mundohet t\u2019i pajtoj\u00eb n\u00eb teorin\u00eb e edukimit. Ai mendon se filozofia duhet t\u00eb ndjek\u00eb shembullin e fizik\u00ebs dhe t\u2019i n\u00ebnshtrohet struktur\u00ebs s\u00eb p\u00ebrvoj\u00ebs, sepse; \u201c\u2026edhe mendja \u00ebsht\u00eb vet\u00ebm organ natyror i p\u00ebrvojes\u201d<\/em>\u00a0(Dewey\u2019s Dream<\/em>, f. 25). Sipas k\u00ebsaj teze, filozofia do t\u00eb mund t\u00eb b\u00ebhej e dobishme si shkenc\u00eb ekzakte ose si ndihm\u00ebse e shkenc\u00ebs. P\u00ebr Dewey shkenca para s\u00eb gjithash \u00ebsht\u00eb fuqi e cila nuk duhet t\u00eb p\u00ebrdoret n\u00eb njer\u00ebzit, por mbi natyr\u00ebn, e n\u00eb sh\u00ebrbim t\u00eb rendit social. Edukimi duhet ta zhvendos\u00eb nj\u00ebher\u00eb e p\u00ebrgjithmon\u00eb metod\u00ebn mesjetare akademike dhe t\u00eb orientohet kah metodat hulumtuese shkencore.<\/p>\n

Dinamikat e zhvillimit jan\u00eb shum\u00eb t\u00eb shpejta dhe n\u00eb m\u00ebnyr\u00eb specifike ndikojn\u00eb n\u00eb kohezionin social, andaj duhet t\u00eb krijohen mekanizma t\u00eb atill\u00eb q\u00eb n\u00ebp\u00ebrmes formave t\u00eb ndryshme t\u00eb edukimit t\u00eb balancohen raportet. Rritja e mir\u00ebqenies, progresi, fush\u00ebveprimi, liria ishin momentumet t\u00eb cilat nj\u00ebkoh\u00ebsisht p\u00ebrcilleshin edhe me defekte mjaft serioze. P\u00ebr k\u00ebt\u00eb Dewey b\u00ebnte thirrje p\u00ebr nj\u00eb demokraci p\u00ebrfaq\u00ebsuese, e cila do t\u2019i mund\u00ebsoj\u00eb secilit individ t\u00eb jet\u00eb i pranish\u00ebm.\u00a0\u201cN\u00ebse demokracia p\u00ebrfaq\u00ebsuese ishte realizuar, Dewey tani teorizonte, q\u00eb \u00ebsht\u00eb e detyrueshme p\u00ebr lirin\u00eb e k\u00ebrkimit t\u00eb t\u00eb dh\u00ebnave dhe informacionit q\u00eb t\u00eb ekzistoj\u00eb si nj\u00eb shkall\u00eb n\u00eb rritje universale dhe q\u00eb mjetet praktike t\u00eb zhvillohen domosdoshm\u00ebrisht, \u2018intelegjenca\u2019 t\u00eb jet\u00eb n\u00eb dispozicion t\u00eb t\u00eb gjith\u00eb antar\u00ebve t\u00eb shoq\u00ebris\u00eb\u201d (Ibid.<\/em>, f. 11). Pra, kap\u00ebrcimi i defekteve t\u00eb tilla t\u00eb cilat mund t\u00eb b\u00ebhen problem serioz, p\u00ebr Dewey b\u00ebhen t\u00eb mundshme n\u00ebp\u00ebrmjet formave m\u00eb t\u00eb avancuara t\u00eb edukimit liberal dhe t\u00eb nj\u00eb nd\u00ebrlidhje sa m\u00eb t\u00eb madhe mes teoris\u00eb dhe praktik\u00ebs. Synimi i Dewey-it ishte q\u00eb edukimin ta b\u00ebj\u00eb prioritet dhe nj\u00ebkoh\u00ebsisht d\u00ebshir\u00eb p\u00ebr f\u00ebmij\u00ebt, sepse ai besonte se nj\u00eb arsimim kualitativ dhe me rezultate t\u00eb d\u00ebshiruara \u00ebsht\u00eb edhe nj\u00eb mund\u00ebsi m\u00eb e mir\u00eb p\u00ebr ta b\u00ebr\u00eb grupin, komunitetin, shoq\u00ebrin\u00eb m\u00eb t\u00eb avancuar. Andaj, jo pa t\u00eb drejt\u00eb theksohet edhe sot e k\u00ebsaj dite se jetojm\u00eb n\u00eb \u201cKoh\u00ebn e Dewey-it<\/em>\u201d.<\/p>\n

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\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Filozofi dhe psikologu amerikan John Dewey, foto nga Gettyimages. Ekskurs rreth teoris\u00eb p\u00ebr raportin shkoll\u00eb & shoq\u00ebri dhe anasjelltas, nga John Dewey Charles Sanders Piers njihet si themelues i pragmatizmit, i cili n\u00eb fillim u njoh si nj\u00eb teori e kuptimit. Termi Pragmatiz\u00ebm buron nga fjala greke pragama q\u00eb do t\u00eb thot\u00eb: pun\u00eb, aktivitet, veprim. […]<\/p>","protected":false},"author":266,"featured_media":11178,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1132,954,2059],"ppma_author":[733],"class_list":["post-3342","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-edukimi","tag-filozofi","tag-john-dewey"],"authors":[{"term_id":733,"user_id":266,"is_guest":0,"slug":"dritan-dragusha","display_name":"Dritan Dragusha","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/10\/dritan.webp","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/10\/dritan.webp"},"user_url":"","last_name":"Dragusha","first_name":"Dritan","description":"Dritan Dragusha \u00ebsht\u00eb i diplomuar n\u00eb filozofi, n\u00eb Universitetin e Prishtin\u00ebs. Dritani \u00ebsht\u00eb i fokusuar n\u00eb teori t\u00eb kultur\u00ebs dhe gjithashtu n\u00eb let\u00ebrsi, kinema dhe muzik\u00eb. Po ashtu, merret edhe me gazetari. \u00cbsht\u00eb kolumnist i rregullt n\u00eb platform\u00ebn online \"sbunker.net\". Ka qen\u00eb edhe m\u00ebsimdh\u00ebn\u00ebs i filozofis\u00eb dhe etik\u00ebs n\u00eb \"The British School Kosova\". Bashkautor n\u00eb projektin kulturor televiziv \"Filozofema\", n\u00eb Radio Televizionin e Kosov\u00ebs. Aktualisht Dritani \u00ebsht\u00eb autor dhe moderator i emisionit \"Prizma\", n\u00eb televizionin T7."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3342","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/users\/266"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=3342"}],"version-history":[{"count":4,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3342\/revisions"}],"predecessor-version":[{"id":11181,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3342\/revisions\/11181"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/11178"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=3342"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=3342"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=3342"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=3342"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}