Education for development in the context of various theoretical approaches within educational sciences

Adnan Tufekčić

doi:10.18778/2450-4491.06.10

Authors

Adnan Tufekčić Department of Pedagogy and Psychology, Faculty of Humanities and Social Sciences, University of Tuzla Bosnia and Herzegovina

DOI:

https://doi.org/10.18778/2450-4491.06.10

Keywords:

education for development, theoretical approaches, Educational Sciences, confluent education, individual need, social need

Abstract

The concept of education for development has been – next to other educational concepts – subject to many attempts of redefinition, which are often determined by different pragmatic and ideological postulates. Therefore, it is possible that this highly important concept is partially becoming its own antithesis. That is why the paper analyses education for development through different theoretical approaches which have been established during the course of development of educational sciences. In this way, education for development is seen through basic tenets of Normative Educational Sciences, Empirical Educational Sciences, Humanistic-Scientific Pedagogy, Critical Educational Sciences and Systems Theory. In addition to this, integrated pedagogical review of education for development is observed through confluent education theory. Within this theory, the concept of education for development is based on education as a human (individual) need, and only after that education as social need.

Author Biography

Adnan Tufekčić, Department of Pedagogy and Psychology, Faculty of Humanities and Social Sciences, University of Tuzla Bosnia and Herzegovina

Ph.D. in pedagogy, Associate Professor for specific scientific area “Theoretical scientific pedagogical discipline” at the Faculty of Humanities and Social Sciences of the University of Tuzla in Bosnia and Herzegovina. His areas of research interest include theories of education and pedagogical anthropology.

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