Abstract
The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community.1 In fact, in addition to the humanistic aim of education implying a versatile (complete, harmonious) or self-actualising development of an individual,2 the scientists often emphasise the social, political, and economic purpose of education. Thus, education, for example, has a very important role in ensuring economic and social progress and improving the distribution of income.3 In addition, the educational system is also viewed as a social agent that transfers the norms and values important for the preservation of a stable political system.4 Although there is abundant theoretical literature exploring these approaches and analysing them in detail, there is a lack of empirical research on how individuals perceive the importance of certain educational roles and what factors determine their points of view. It is particularly important to examine the opinion of preschool teachers and teachers on educational roles because they have an impact on the shaping of educational policies and pedagogical practices. Therefore, quantitative research was conducted on a sample of preschool teachers in the City of Zagreb (N = 481). The aim of this research is to examine which educational goals are prioritised by preschool teachers in terms of the main purpose of education and to provide empirical insights into the correlation of certain characteristics of the respondents (socio-demographic characteristics and religious affiliation) and their perception of the purpose of education. Thefindings show that the majority of respondents agree that education should primarily serve the development of a free and independent individual. Apart from the mentioned purpose of education, the respondents believe that the achievement of other goals through education (e.g., ensuring a healthy and stable family) is also important, while the meeting of economic and political interests (e.g. interests pertaining to capital and the European Union) is a less important educational goal. The results of the ANOVA test show that the respondents from smaller towns believe to a greater extent that education should serve the development of human resources of the local community and labour market interests, whereas the nonreligious and religiously unaffiliated respondents emphasise the role of education in the development of a free and independent individual and the emancipation of individuals from discriminated social groups slightly more than the religious respondents. Older respondents believe, to a greater extent than the younger ones, that education should primarily serve the interests of capital.
Highlights
Many research papers in the field of social sciences and humanities discuss the key roles of education,5 i.e. they tackle the issue of whom education should primarily serve
The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community
There is abundant theoretical literature exploring these approaches and analysing them in detail, there is a lack of empirical research on how individuals perceive the importance of certain educational roles and what factors determine their points of view
Summary
Many research papers in the field of social sciences and humanities discuss the key roles of education, i.e. they tackle the issue of whom education should primarily serve. In many definitions, a versatile development of an individual and his/her personality aimed at developing their full potential is emphasised as the main goal of education.. Hentig stated that the role of education is to employ all internal strengths of an individual, while they mutually intertwine and limit each other in the process of acquisition of world knowledge, to ensure that they uniformly and harmoniously develop and lead the individual into the state of self-determined individuality or personality which enriches humankind with its ideal nature and uniqueness.. The definition of education in the Dictionary of Philosophy (1965) focusses on the individual and perceives education as a transformation of human individualism towards the development of ones psycho-physical strengths and the acquisition of experiential knowledge in the continuous contact with the natural, social, and cultural reality In many definitions, a versatile development of an individual and his/her personality aimed at developing their full potential is emphasised as the main goal of education. Hentig stated that the role of education is to employ all internal strengths of an individual, while they mutually intertwine and limit each other in the process of acquisition of world knowledge, to ensure that they uniformly and harmoniously develop and lead the individual into the state of self-determined individuality or personality which enriches humankind with its ideal nature and uniqueness. According to Pastuović, education refers to the formation of personality that encompasses the cognitive, affective, and motivational aspects of personality. In addition, the definition of education in the Dictionary of Philosophy (1965) focusses on the individual and perceives education as a transformation of human individualism towards the development of ones psycho-physical strengths and the acquisition of experiential knowledge in the continuous contact with the natural, social, and cultural reality
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
