A new position of scientist in social science

Abstract

Context and prerequisits of changes in the conception of scientific and professional development of teacher experts are being discussed, starting from the assumption that a new role of a scientists becomes equal to a role of a social activist (that creates social conflicts in different social arenas). As a response to demands for the educational reform, we emphasize that it is impossible without the reform of teacher education. We discuss functions of the initial university education, and later permanent education of special educators. We particularly emphasise contents that prepare future special educators for the "new" roles in society and the need to create complete and logically correct system of knowledge, which will enable continuous selfeducation. Besides, we consider changes in the approach and methods of expert education, especially of those who work with children. Development of experts is tied to general scientific development. Changes in the treatment of the position of the scientist reflects onto educational practice. There is a great tension between the creation and application of scientific knowledge. Contemporary views of scientific objectivity show their dependence of subjective use. It is often forgotten that scientists in psychology and social sciences do not discover, but create phenomena, which makes scientific objectivity a nonexisting category. Because of that, most decisions of the educational goals are made by leading groups in society. Their influence is made sometimes openly and directly, and sometimes indirectly through scientific institutions and scientists. A position of the scientist-researcher is social, but also moral and political, and implies both types of sacrifice. In order to create a clearer picture about this position, it is necessary to investigate both the scientist-researcher (sociologist, psychologist, pedagogist, special educator etc. ) and its responsibility. It is a fact that there is a great tension between science and intervention in the processes of generating one and other type of knowledge, and that intervention programs have consequences that could have a negative effects on the investigator, putting him in a position of a "political opposition". Science is by definition an opposition to every government; therefore, a scientist-intellectual cannot count on safety and protection from aggressive reactions in his environment. Thesis of Wright Mills is that knowledge leads to powerlessness. In the interactionist research (in psychology and sociology), researchers in field studies are considered to be researchers-participants. Contemporary irresponsibility is usually a group characteristic.

U pedagoškoj i metodičkoj literaturi razrađeni su različiti modeli nastavnog rada u kojima je akcenat stavljen na aktivno učešće učenika u procesu sticanja znanja. Jedan od inovativnih modela čija se teoretska koncepcija i metodologija primene uklapa u koncept savremenog obrazovanja predstavlja projektna nastava. U radu je analizirana teoretska koncepcija projektne nastave kao alternativa klasičnoj predavačkoj nastavi. Analizirani su aktuelni modeli projektne nastave, prednosti i nedostaci, didaktičko-metodička osnova kao i mogućnost primene u nastavnom radu.