Pedagogical Anthropology

U radu se govori o etnopedagogiji, njezinu nastanku i osnivaču G. N. Volkovu, njezinu mjestu u sustavu pedagoških znanosti, njezinim osnovama u pedagogiji, antropologiji i etnologiji, zatim o predmetu i zadaćama njezina proučavanja. Etnopedagogija je znanstvena disciplina koja istražuje i objašnjava narodnu pedagogiju i predlaže načine njezina iskorištavanja u suvremenim uvjetima. Nadalje, posebna pozornost u radu posvećena je pedagoškoj kulturi i tradiciji kao komponentama narodne duhovne kulture i narodnoj pedagogiji. Pedagoška kultura naroda podrazumijeva onu sferu materijalne i duhovne kulture koja je izravno vezana s fenomenom odgoja. Narodna pedagogija prethodnica je suvremene teorije odgoja i kao takva imala je utjecaj na formiranje zakona, pravila i metoda pedagogijske znanosti. Osim toga, u radu je dan i kraći osvrt na stanje i budući razvoj etnopedagoške misli u BiH./
This work deals with ethnopedagogy, its genesis and its founder G. N. Volkov, its place in the system of pedagogical sciences, its bases in pedagogy, anthropology and ethnology; as well as with its subject-matter and objectives of its study. Ethnopedagogy is a scientifi c discipline which studies and explains folk pedagogy and suggests the modes of its application in contemporary conditions. Furthermore, particular attention has been given to pedagogical culture and tradition as components of spiritual folk culture and folk pedagogy. Nation’s pedagogical culture implies the sphere of material and spiritual culture that is directly linked to the phenomenon of upbringing. Folk pedagogy is the predecessor of modern theory of education and as such had infl uenced the formation of laws, rules and methods of pedagogical science. Apart from this, the work displays a short review of the current state and the future development of ethnopedagogical thought
in Bosnia and Herzegovina.

An der vorliegenden Videosequenz springt die wohlbekannte Tatsache förmlich ins Auge, dass Nähe und Distanz, Inklusion und Exklusion, Akzeptanz und Ablehnung, Angepasstheit und Protest, kurz diverse Formen der An- und Abwesenheit, zentrale Strukturmomente des sozialen Lebens resp. sozialer und sozial distanzierter Praktiken sind.
Zugleich sind An- und Abwesenheit prägnante Kennzeichen methodischer Verfahren (vgl. Fuery 1995). In meinem Beitrag wird dies für die leibphänomenologische Methodologie sowie für methodologische Schlussfolgerungen gezeigt, die sich aus dem aktuellen Performativitätsdiskurs ableiten lassen. - Worin bestehen unter empirischer Perspektive Parallelen und wo Unterschiede zwischen den beiden Methodologien? Was ergibt sich daraus für die Analyse der vorliegenden Videosequenz? Was kann diese Filmanalyse zur näheren Bestimmung der beiden methodologischen Ansätze beitragen?
Die Analyse der Filmsequenz gilt also nicht allein deren Themen (wie etwa Schulhofgestaltung, Pausenaktivitäten etc.). Sie ist auch mit methodologischen und methodischen Fragen befasst, und zwar erstens mit solchen, die an den aktuellen Diskussionsstand einer phänomenologisch ausgerichteten Praktikenforschung anschließen, Zweitens geht es um Fragen, die mit einer Praktikenforschung verbunden sind, die am aktuell geführten Performativitätsdiskurs orientiert ist. Die Darlegung dieser beiden Ansätze wird daher in diesem Beitrag einen relativ großen Raum einnehmen.

Niniejszy tekst stanowi próbę rekonstrukcji historycznej nurtu antropologii edukacji i etnogra-ficznych badań nad związkiem kultury i wychowania. Cel ten realizowany jest poprzez porównanie tez i koncepcji realizowanych w obrębie różnych szkół i tradycji badawczych wyrosłych w odręb-nych kręgach paradygmatycznych. W tym przypadku najważniejszym przedmiotem porównania jest tradycja anglosaska i niemiecka. Zestawienie takie pozwala bowiem w znaczniej mierze okre-ślić główne założenia teoretyczno-metodologiczne, jakie antropologia edukacji przedstawiała w przeszłości, jak i przedstawia obecnie, czyniąc to już w kontekście globalnym.

The Fragility of Tact. A Reconstruction of a Fluid Moment Fragility seems to imply that tact is something that is already known, that it is a whole (and that must be kept from breaking), that it is identifiable and even objectifiable. This idea of fragility refers to Muth's definition of tact as a ›Unverfügbarkeit‹ and Zirfas' investigations of an ethnographic ›Abstandsbestimmung‹ in social situations, which implies rather something elusive, evasive and intangible. In this present text, fragility is meant as a metaphorical perspective of a fluid moment, which is gone while trying to keep it. These pictures of movements are basically linked with the ontology of becoming by Deleuze and Guattari.

The article discusses the international experience o f research on age identity in the framework o f the system o f continuous pedagogical education. The authors beheve that the existing concepts "identity theory" and "social identification theory" need to add a "differentiated identification theory", when the individual is a subject o f social life and implements a plurality o f social roles adopted in society. The article was prepared in the framework of the project "Formation o f pubhc consciousness and spiritual and moral culture o f students in the system o f continuous pedagogical education on the basis o f the patriotic idea "Mangilik El". Key words: the theory o f identity, the theory o f social identification, the theory o f differentiated identification, age identity, learning and communicative environment, continuous pedagogical education. Problem statement in general. Since the beginning of the reforms of the Russian education (since 1983) and similar reforms in Kazakhstan, only in the last 12 years have they begun to pay attention to the study of the identification properties of students. This is due to the problems of a broad social transfor­ mation of society and the need to restore the integrity of the civil and national-cultural worldview. Russia and Kazakhstan are complex state entities that unite ethnic groups with different cultural and religious beliefs. In this regard, the education system should contain both macrosocial (universal and nationwide) ideological characteristics, and socio-communicative (unique and national-ethnic) properties. For "identification" is the relationship of people in the form of ideas about the world and about normative interactions with it. At present, a large amount of scientific literature and dissertation research in the field of philosophy, political science, sociology, psychology and anthropology are devoted to the analysis of the nature of both Russian and Kazakh identity, in which its individual and social structures are revealed. If in philosophy they are interpreted as indivisible processes of individual identity of a person and his social identity with the environment, then psychology analyzes the balance of the normative behavior of an individual with his social-public roles. In modem Russian and Kazakh studies the Western understanding of social realities isoften used. Of course, we can use the theoretical concepts of leading scientists of the world, but in the context of taking into account the socio-cultural specifics of a particular country. Purpose of the article. The purpose of the article is to analyze the western practice-oriented expe­ rience in the study of individual identity and social identification in the education system. Method of theoretical analysis. Distinction o f methodological installations o f Russia and the West. Social construction of a person's identity is formed in the process of its development. Therefore, the education system is one of the important research components of the theory of identification in world practice. 186