Comparative Pedagogy in Slavonic South East European Countries

Abstract

This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries – Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map.

The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919–1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientific-pedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia.

Citation

Ermenc, K.S., Spasenović, V., Vujisić-Živković, N., Vrcelj, S. and Popov, N. (2013), "Comparative Pedagogy in Slavonic South East European Countries", Annual Review of Comparative and International Education 2013 (International Perspectives on Education and Society, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. 191-218. https://doi.org/10.1108/S1479-3679(2013)0000020019