Nasilje, škola u prirodi i protivurečnost socijalizacije školske dece

Abstract

In the first part of the work the author reviews the importance of a conceptual determination of outdoor school activities and the effects of democratization of an educational process in the teaching practice domain outside school classrooms. The study of contradictions in the process of socialization goes from Froyd's teaching about social shaping of an individual from early childhood until adolescence, and of Durkheim's teaching which emphasizes education as one of more powerful means for social shaping of an individual. In the second part we deal with the problems of social reality transition, which reflect on the process of the institutional education and they are additionally fatigued by the ruined value system and the phenomenon of violence. Frequent violence over the elementary schoolchildren for different reasons imposes a justified socio-pedagogical reflection on the following questions: how big are the effects of modernization of Serbian school system, how safe are children at school, what makes them behave violently at school, is the existence of violence at school a product of the society which tolerates family violence, or is the aggressive behaviour of schoolchildren the result of the information technologies' influence, or is the increase of violence, on the other hand, the benchmark of the value system and social relations in Serbia. In the third part of the work, in the approach to new concepts of educational process in Serbia (outdoor school activities), organized at Teaching Training faculties in Serbia, the author emphasizes the importance and significance of a practical work, an active studying and the increase of an interaction between the changed socio-cultural environment and natural surroundings. New concepts of Outdoor school include among other things, multidisciplinary contents: the processing and training of social experience and emotions, a group solidarity in relation to natural environment, the harmonization of social relations between peer groups, the more liberal regime of school culture "outside classroom" , et cetera. In the end we summarize, that the flexibility of the concept of an Outdoor school is being provided by various possibilities of deepening one area within advanced courses and by a modulation of study programs. We emphasize, it is imposible to set the advanced courses without general and basic knowledge in philosophy, sociology and psychology.