Socialna pedagogika, 1999 vol. 3, št. 3, str. 207-214.

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Sodobni pogledi na razvoj vse bolj poudarjajo pomen kontekstualnega modela razvoja, v katerem posameznik in njegovo okolje vzajemno, v dinamični interakciji učinkujeta drug na drugega. Pri tem so pomembni tako starostno pogojeni kot tudi kulturno-zgodovinski vplivi ter nepredvidljivi (ne)dogodki v posameznikovem življenju. Nepredvidljivi dogodki sprožijo napovedljiv, splošni vzorec reakcij in občutij (ciklus prehajanja oz. krivulja kompetentnosti). Od tega, kako strokovnjak razumeva razvoj posameznika in pozna nekatere njegove zakonitosti, je odvisno, kako pristopa k drugim in kaj jim ponudi.

Ključne besede: razvoj, spremembe, kontekstualizem, ciklus prehajanja.

Modern views on development lay more and more stress on the contextual model of development where the individual and his/her environment interact dynamically and influence mutually each other. Crucial in this process are the age-related influences as well as cultural/historical conditions and unpredictable (non)events in the individual's life. Unpredictable events trigger a predictable, common pattern of reactions and emotions (transitional cycle or competence curve). The professional approach to other people and what one has to offer them depends on one's understanding of the development of the individual and on one's knowledge of the guiding principles of development.

Key words: development, changes, contextualism, transitional cycle.

Socialna pedagogika, 1999 vol. 3, št. 3, str. 215-226.

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Koncept razvoja življenjskega cikla (life span) ni teorija, temveč usmeritev in je specifični konceptualni in metodološki okvir za proučevanje spreminjajočega se vedenja. Paradigma življenjskega cikla je interdisciplinarni pristop, saj združuje spoznanja biološke, psihološke, sociološke in filozofske znanosti. Osnovna teza te perspektive je domneva, da poteka razvoj posameznika vse življenje, zato so vsa obdobja v življenju posameznika enako pomembna. Vsak razvoj, ki je verjetnostni rezultat določene kombinacije genetskih podlag v določenem okolju, prinaša dobitke in izgube, vzpone in padce. Ker poteka razvoj posameznika v nekem okolju, gre za interakcijo med okoljem in posameznikom. Koncept življenjskega cikla vključuje socializacijo in procese družbenega nadzorstva, ki v pravi meri nastopajo kot varovalni dejavniki in minimalizirajo neprimerne in nevarne vplive okolice. Varovalni dejavniki so tisti dejavniki, ki posameznika v razvoju varujejo, da ne razvije maladaptivnega vedenja ali prekinejo že nastalo neprilagojeno vedenje.

Ključne besede: koncept življenjskega cikla, razvoj posameznika, kontekst, varovalni dejavniki.

Life span developmental psychology is not a theory but an orientation. It implies a certain conceptual and methodological framework for the study of behavioral development. The life span orientation integrates the knowledge of biology, psychology, sociology and philosophy. The basic premise of the life span developmental psychology is that ontogenesis extends across the entire life course. Each age period of the life span has its own developmental agenda. Every development as an probably result of the combination of the genetic base in some enviromental context, entails an inherent dynamic and continuous interplay between growth (gains) and decline (losses). The life cycle concept incorporates both socialization and social control processes. Stable role relationships ensure a measure of personal stability, just as entry into such relationships can stabilize a person`s life and minimize involvement in unconventional and dangerous activities.

Key words: life span development perspective, ontogenetic development, context, protective factors of psychosocial development.

Socialna pedagogika, 1999 vol. 3, št. 3, str. 227-251.

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Prispevek raziskuje uporabnost Eriksonovih konceptov za današnjo vzgojno prakso. Eriksonova pojmovanja primerja z razlagami in pojmovanji njegovih kritikov in učencev, ter razvija zamisli za praktično uporabnost njegovih posameznih tez. Pri tem izhaja predvsem iz področja domske vzgoje.

Ključne besede: adolescenca, Erikson, spodbujanje identitetnega razvoja, dijaški dom.

The paper investigates the applicability of Erikson's concepts in today's educational practice. Erikson's views are compared with the interpretations and concepts of his critics and disciples. The paper develops ideas about the practical applicability of Erikson's theses in the setting of the Slovenian boarding homes for high schools students.

Key words: adolecence, Erikson, facilitating identity development, boarding homes.

Socialna pedagogika, 1999 vol. 3, št. 3, str. 253-271.

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V članku je opisan prehod od ideje o utopični komuni in behaviorističnem inžiniringu do uresničitve in nastanka neke nove mikrodružbe na temeljih enakosti, miru in komunitarne zavesti. Konkretno gre za prehod od Skinnerjeve vizije do realizacije komune Walden two. Le-ta predstavlja umik od kolapsa kapitalistične in kompetitivne družbe v socialno okolje, v katerem bodo ljudje lahko razvili polne potenciale in boljšo prihodnost s pomočjo znanja o človeškem vedenju.

Ključne besede: behaviorizem, Skinner, znanstvena fantastika, Walden Two.

The article describes the transition from the idea of an utopian commune and behaviouristic engineering to the formation of a new microsociety based on equality, peace and community conscience. This is basically the transition from Skinner's vision to the realisation of the commune Walden Two. The latter represents withdrawal from the breakdown of the capitalistic and competitive society to a social setting where individuals will be able to develop their full potentials and a better future by using their knowledge of human behaviour.

Key words: behaviourism, Skinner, science fiction, Walden Two.

Socialna pedagogika, 1999 vol. 3, št. 3, str. 273-297.

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Članek podaja pregled socialnega učenja med vrstniki v šoli. Zasnovan je na študiju teorije socialnega učenja in socialno kognitivne teorije. Dodana pa je tudi aplikativna plat, ki lahko praktikom nudi nove možnosti delovanja v šolskem prostoru. Seznanja nas z osnovnimi načeli socialnega učenja, nam približa učenje z opazovanjem oz. modeliranje vedenja med vrstniki in opisuje povezanost socialnega učenja z otrokovim kognitivnim razvojem. Nadalje razčlenjuje področji samoučinkovitosti in samoregulacije ter predstavi samoregulacijske strategije učenja.

Ključne besede: socialno učenje, teorija socialnega učenja, socialno kognitivna teorija, učenje z opazovanjem, modeliranje vedenja, modeli vrstnikov, samoučinkovitost, samoregulacija.

The paper reviews the phenomenon of social learning in peer groups in school settings and is based on the study of the theory of social learning and social cognition theory. The paper deals also with the applicative aspect which can offer new possibilities of action to practitioners in school surroundings. It describes the basic principles of social learning, gives information about the observational learning and behaviour modelling in peer groups and explains the relations between social learning and the child's cognitive development. Furthermore it analyses the areas of self-efficiency and self-regulation and presents the self-regulating learning strategies.

Key words: social learning, social learning theory, social cognitive theory, observational learning, modelling, peer models, self-efficacy, self-regulation.

Socialna pedagogika, 1999 vol. 3, št. 3, str. 299-317.

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Razvoj posameznika je kompleksen, multideterminiran in integriran proces, ki poteka progresivno od spočetja pa do smrti. Pri odraslem lahko razumemo psihični razvoj zlasti kot napredovanje v smeri večje diferenciranosti in integriranosti nekaterih njegovih funkcij. Tudi v tem obdobju nastajajo razvojne spremembe oz. prihaja do psihičnega razvoja, vendar pa za razliko od otroštva, mladostništva in starosti, v odraslosti razvojne spremembe nimajo tako jasnih bioloških korelatov. Pač pa v razvojnem procesu toliko pomembneje sodelujejo številni drugi dejavniki, kot so npr. izkušnje in okoliščine, v katerem posameznik živi ter njegova lastna dejavnost. V prispevku so predstavljeni nekateri teoretični pogledi na razvoj v odraslosti ter poskus njihove sinteze.

Ključne besede: razvoj v odraslosti, samozavedanje, konflikt, aktivno prilagajanje, integracija, vseživljenjsko učenje, izkustvenoučenjska teorija razvoja.

The development of the individual is a complex, multidetermined and integrated process which runs progressively from the individual's conception to his/her death. The psychic development of the adult can be primarily understood as an advancement towards greater differentiation and integration of some of his/her functions. Developmental transformations occur also in this period, i.e. psychic development can be observed; it is true, however, that this development is different from the development in childhood, youth and old age, because developmental transformations in adulthood do not have clearly defined biological correlates. In this developmental process a much more important role is played by some other factors: experience, the individual's social context and one's own activity. The author presents some theoretical views on development in adulthood and an attempt of their synthesis.

Key words: development in adulthood, self-consciousness, conflict, active adaptation, integration, life span learning, experiental learning theory.