Analiza korišćenja pojmova vaspitanje i obrazovanje u delu Ljubomira Protića

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From the analysis of Protić's voluminous work, we can conclude that the author, as a representative of herbartian's orientation in Serbian pedagogy, emphasizes the importance of defining the problem of education in relation to schooling. In his General Pedagogy, the term education was used in 28 different interpretations. It occurs in five different forms, namely: 'education will,' (4 times), also synonymous with 'moral will' (2); 'direct the education of moral character' (5); 'the education of opinions' (1); 'education spirit' (1); 'proper education issues' (1). It is worth noting that these forms unfold separately in his work, but as such they make an incomplete concept. Therefore, they need to be considered synthetically, as a whole, in order for the versatility of his concept of education to be fully appreciated. The paper started with the observation of educational theory (which occurs 2 times) and educational practices (2 times) as well as general questions that carry a multitude of other educational situations and problems. 'The task of education' (mentioned 6 times) is synonymous with 'educational mission' (6 times) and it is interchangeable with 'forms of education' that occurs once only. In terms of factors influencing a personality development, Protić is be said to be of the optimistic orientation and pays great attention to the justification of the educational process, assuring the reader of the 'need for education' (three times). He also underlines the 'power of education' (three times), but at the same time, excluding the infinity process, the setting of the 'boundaries of education' (to be discussed in five attempts). Finally, the inseparability of many issues in Protić's 'education process' is equal to the unity of 'means of education', 'education goals', 'objectives of education', and 'individuality education' in the 'educational work'. An educator exhaustively elaborates the 'moral' and the 'physical' in teaching, while other forms of education are mentioned exclusively using synonyms thus lessening their significance. Protić attempted to denominate certain theoretical, practical and other educational processes: 'pedagogical theory' (twice), 'educational practice' (twice), 'corrective instruction' (twice) with his methods a) 'form of educational practice', and b) the 'principle of educational instruction' (one) or 'educational work' (five times). Protić justifies the guidelines for the process of education with numerous concepts: 'task of education' (six times) synonymous with 'educational mission' (five times), 'forms of education' (once), 'successful education' (once), 'need for education' (three times), 'the power of education' (three times), 'educational success' (once), 'substance of education' (once), 'standards for education' (once), 'the influence of education' (once), 'individuality of education' (once) 'educational goals' (five times), 'the concept of education' (three times), and 'education time' (once). Although there are discrepancies in tackling 'adult education' among his contemporaries, Protić actively introduces the category of a trainee, which is widely understood and associated to the term 'Youth'. According to Protić, 'National Youth Education' is divided into two basic types: 'education in the narrow sense' (four times) and 'educational practice' (twice). He also differentiates 'essentials in education' (once), 'education process' (twice), 'means of education' (twice) and 'educational work' (five times ). Protić illusory tends to define educational success and in order to do so special attention should be paid to 'the burden of education', as well as to point out the 'importance of education' and set 'standards for education'. In addition, he carefully chooses his synonyms such as 'the development and care of the body' for physical education, or 'moral commitment' and 'moral character' for moral education.