School and pedagogical thought in „after-moderness” – civilisational and social contexts

Abstract

Globalisation of the contemporary world causes transfromations of basic educational environments. Authorities and means as well as ways of educational influence are also changing. The contemporary pedagogical theory and practice must take into consideration transformations taking place, and as it turns out it is generally too pragmatic and utilitarian in its functions and attitudes. It restricts its goals and tasks mainly to extemporaneous preparing young people to current professional roles, to teaching them adequate skills and vocational competencies, as well as a various immediate practical functionality. It cares less about preparation of pupils to sensible and rational life, obtaining happiness and great life satisfaction, recognising the role and meaning of the value of higher culture in their life, deepened reflexion over the existence and its sense. Besides, the current pedagogical theory is unsatisfactorily critical, and too excessively affirmative in relations to the technical civilisation and the global neoliberal social-economic system. Realia of the modern epoch arise and inspire a need of a new educational and upbringing thought, new paradigmates of this thought, and in a consequence aslo new, detailed pedagogical conceptions and theories.