Vojislav Bakić i razvoj pedagoške nauke u Srbiji:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Veröffentlicht: |
Beograd
Filozofski Fak., Univ.
2012
|
| Ausgabe: | 1. izd. |
| Schlagworte: | |
| Online-Zugang: | Abstract Inhaltsverzeichnis |
| Beschreibung: | In kyrill. Schr., serb. - Zsfassung in engl. Sparche |
| Beschreibung: | 411 S. |
| ISBN: | 9788688803021 |
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Datensatz im Suchindex
| _version_ | 1812641542233391104 |
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| adam_text |
с
адржај
7
I
ПРЕДГОВОР
11
Ι
1.УВОД
41
I
2.
ЖИВОТОПИС
И КАРАКТЕР
75
|
3.
ПЕДАГОШКИ СИСТЕМ
75
|
3.1.
Први научни радови усмерени на
преиспитивање
темељних педагошких питања
98
|
3.2.
Значај
Бакићеве
Науке о
васпитању
за
развој
педагогике
теорије
код нас
127
j
3.3.
Општа и посебна педагогика
Војислава Бакића
127
j
3.3.1.
Нове
основе педагошког
система
143
|
3.3.2.
Еволуција схватања
о
методици
васпитања
146
І
3.3.3.
Општа дидактичка
схватања
166
|
3.3.4.
Ходегетика
и дисциплина
173
І
3.3.5.
Васпитни
резултати и
примењена педагогија
177 [ 3.4.
Истраживање дечјег развоја
193
|
4.
УТЕМЕЉЕЊЕ
ПЕДАГОШКОГ
ОБРАЗОВАЊА
УЧИТЕЉА
193
|
4.1.
Војислав Бакић
у
Учитељској
школи
237
|
4.2.
Како
образовати учитељице?
247
|
4.3.
Васпитач
-
педагошки
часопис за
учитеље
257
І
5.
ДЕЛАТНОСТ
ВОЈИСЛАВА БАКИЋА
НА
УСТАНОВЉЕЊУ
СТАЛНОГ СТРУЧНОГ
ШКОЛСКОГ
НАДЗОРА
257
j
5.1.
Школска
ревизија
у Кнежевини
Србији
(1832-1880)
262
|
5.2.
Увођење сталног школског
надзора
(1881-1897)
280
І
5.3.
Почеци сталног стручног
надзора
(1898-1904)
6
I
Војислав Бакић
и
развој педагошке
науке у
Србији
293
I
6.
РАД
ВОЈИСЛАВА БАКИЋА
HA
РАЗВИЈАЊУ
ШКОЛСКОГ
ЗАКОНОДАВСТВА У
СРБИЈИ
311
\
7.
ДОПРИНОС ВОЈИСЛАВА БАКИЋА
КОНСТИТУИСАЊУ ПЕДАГОГИЈЕ
KAO
АКАДЕМСКЕ
ДИСЦИПЛИНЕ У
СРБИЈИ
311
|
7.1.
Педагошко образовање
наставника на
Великој
школи
338
І
7.2.
Академско
образование педагога
346 [ 7.3.
Улога
Војислава Бакића
у
оснивању Универзитета
361
І
8.
ЗАЮЪУЧАК
373
j
9.
ИЗВОРИ И ЛИТЕРАТУРА
373
І
9.1.
Извори
375
І
9.2.
Литература
375
j
9.2.1.
Библиографија радова Војислава Бакића
385
|
9.2.2.
Остала
литература
399
|
SUMMARY
407
I
ИНДЕКС
ИМЕНА
399
Summary
This study aims to contribute to the better understanding of the con¬
ceptual and institutional development of pedagogical science in Serbia.
Vojislav
Bakic
(1847-1929)
was the most important figure in scientific
and educational life of Serbia in the second half of 19th century and the
beginning of 20th century. Therefore the study about Bakic's professional
activities in this area is an inevitable element in an attempt to review the
conditions of emergence of pedagogy as an academic discipline in Serbia
and its impact on educational practice.
The tasks of this study relate to Bakic's life
(1847-1929),
his theory of
education, professional work in the education field and contributions to
the development of pedagogy as an academic discipline in Serbia.
This study is founded on the analysis of archives, Bakic's scientific pa¬
pers and literature that are thematically related to educational theory and
schooling in the 19th century and the beginning of 20th century. We used
documents from the following institutions: Archive of Serbia (Fund of
Ministry of Education and Nenad Jankovic
s
Fund), the Pedagogical Mu¬
seum
(Vojislav
Bakic's Fund), the Archive of Faculty of Philosophy, Uni¬
versity of Belgrade (The collection of documents for history of pedagogy)
and the Library of the Department of Pedagogy and Andragogy, Faculty
of Philosophy in Belgrade. Furthermore, we used documents, particularly
memoirs that are collected in private libraries.
We should emphasise that in this study we have also drawn upon
Bakic's diaries. Bakic kept three diaries
-
Notes on Educational, Cultural,
Political and Wartime Events in Serbia in the past
50
Years, Notes on Physi¬
cal and Spiritual Development in Children and Family Diary. He started to
write the first of them, the so-called public diary, while studying in Ger¬
many. The diary's first entry dates back to October
11, 1872,
while the last
400
I
Војислав Бакић
и
развој педагошке
науке у
Србији
one was entered in March
1929.
Bakic kept his public diary as a record
of his scientific and professional work, but was also aware of its higher
purpose: to present in it the key departure points in the development of
the institutional training of teachers and educators, the development of
school legislation, the introduction of permanent professional supervi¬
sion, the establishment of pedagogy as a scientific discipline in Serbia as
well as his own role in these processes. Between
1876
and
1919,
Bakic kept
his second, private diary
-
Notes on Physical and Spiritual Development in
Children. These Notes were written as a longitudinal study in which he
presented the results of observing the development of his children and
grandchildren which he followed for full
43
years. The information we
have on his third diary
-
Family Diary
-
is only second-hand. According
to the autobiography of Bakic's daughter
Vida,
which she wrote in
1966,
this diary was over
500
pages long.
Based on the general aim of the study to investigate the role of
Vojislav
Bakic in developing pedagogical science in Serbia, we organized this study
into six thematic chapters. In the first chapter we provide comprehensive
biography of V. Bakic. We followed the influence of certain individuals in
his formation as pedagogue and scientist, especially the influence of Niko¬
la Begovic, Nikola G. Vukicevc, Djordje Natosevic, Svetozar Miletic, Milan
G. Milicevic,
Stojan
Novakovic and his German professor Karl Volkmar.
Stoy. We also analyzed how Bakic's contemporaries perceived his scientific
and professional activities.
In the second chapter we analyzed Bakic's theory of education. This
analysis focused on Bakic's tremendous contribution to the progress of
pedagogical science in Serbia. We reviewed the theoretical and meth¬
odological characteristics of Bakic's early papers (seminar papers written
during his studies in Germany and his doctoral thesis), that can be con¬
sidered as first scientific pedagogical papers in Serbia. Furthermore we
analyzed the influence of J.
F. Herbart
on Bakic's educational theory and
the importance of the introducing of 'scientific pedagogy' for the devel¬
opment of pedagogy in Serbia. We presented the educational theory that
Bakic shaped in his three key pedagogical works The Science of Education
(1878),
The General Pedagogic
(1897)
and The Special Pedagogic
(1901)
and his longitudinal study of child development that he carried out in the
period
1876-1919.
The third chapter deals with the Bakic's concept of teachers' peda¬
gogical education. Specifically, we discussed Bakic's work on shaping the
curriculum of teacher training schools, his contribution in raising the
level of teachers' general and pedagogical education and his role in the
establishing Women's Teacher Training School in Serbia. We also analyzed
the journal Educator which Bakic started to publish in
1881.
Summary f
401
The fourth chapter is devoted to the Bakics work on establishment
and development of school supervision in Serbia in the 20th century. We
especially analyzed the concept of continuous professional, so called 'in¬
structional' supervision, which was developed by Bakic, and its practical
implementation in the period
1898-1904.
Bakic's activity in the development of educational legislation is intro¬
duced in the fifth chapter. We analyzed his concept of comprehensive el¬
ementary school and his role in designing school laws in Serbia, primarily
law for elementary schools from
1882, 1898
and
1904.
In this chapter we
also presented Bakics work in the Ministry of Education
(1894-1895)
and
his participation in the Educational Council, whose member he had been
since
1880
and latter the president
(1898-1905).
In the sixth chapter we examined Bakic's contribution to the develop¬
ment of pedagogy as an academic discipline in Serbia. This aspect of Bakics
professional work is followed in three aspects. First, we investigated his work
at the Faculty of Philosophy in Belgrade
(1892-1905)
that relates to the de¬
velopment and implementation of the concept of pedagogical education in
secondary school teachers' training. Second, we explored Bakics work on
the foundation of Professors Association
(1889),
and especially his work on
improving the status of secondary school teachers. Third, we examined Ba¬
kic's role in establishing philosophical-pedagogical scientific group at The
Faculty of Philosophy
(1900),
which was preparing the first pedagogues ed¬
ucated at the university level. Also in this chapter we reconstructed Bakics
contribution to the establishment of the first University in Serbia.
Bakic's scientific and professional work made a lasting impact on Ser¬
bian pedagogy and schooling. In this study we tried to explore the peda¬
gogical theory he developed, which was based on pedagogical, philosophi¬
cal and psychological systems developed in European countries, but also on
the needs and problems of pedagogical practice is Serbia. The key feature
of Bakic's work that we emphasize in this study is interrelatedness between
his theory of education and his professional work that includes the devel¬
opment of educational legislation, regulation of pedagogical education of
primary and secondary school teachers at the Teachers training school and
secondary school teachers, the constitution of pedagogy as an academic
discipline and his contribution to the establishment of the University.
Vojislav
Bakic was without doubt one of the most authentic figures of
Serbian pedagogy at the turn of the 20th century. He was the first scholar
in Serbia to hold a PhD in pedagogy (in
1874,
at the University of Leip¬
zig, he gave his doctoral thesis Rousseau's Pedagogy from the Viewpoint of
402
j
Војислав Бакић
и
развој педагошке
науке у
Србији
Philosophical Pedagogy), the author of Serbia's first textbook on pedagogy
that was of a systematic character (The Science of Education,
1878),
the
founder of the Chair of Pedagogy at the Faculty of Philosophy in Belgrade
(1892)
and the philosophical-pedagogical scientific group
(1900)
at the
same Faculty, which produced the first generation of Serbia's university
graduates in pedagogy. In the same way as Bakic's work was extensive and
complex, so was his influence on the pedagogical theory and education in
Serbia great and multifaceted. In this study, we have approached his work
by examining and following precisely this complex blend of Bakics scien¬
tific research and professional empirical work.
Two central themes of Bakics scientific work were the formation of
pedagogical awareness and the development of a modern pedagogical sci¬
ence along with the establishment of a system of education or 'comprehen¬
sive schooling'. Bakics formative years and early public expression were per¬
meated by rousseauism. In his doctoral thesis, Bakic took it upon himself to
re-examine the scientific foundations of Rousseau's concept of education,
leading him to conclude that Rousseau's pedagogical legacy had shaped
both
Herbarťs
and German 19th century pedagogy, which drew upon Rous¬
seau's pedagogy in setting out its key postulates
-
the basing of educational
action on the knowledge of age-related and developmental characteristics of
a child
(Herbarťs
emphasis on interest as a key didactic notion).
When speaking of the pedagogical system he developed, we should
point out that Bakic was an authentic, and critical successor of
Herbarťs
(scientific) pedagogy. The systematic normative character of Bakic
s
peda¬
gogy is not reflected in a deduction-based establishment of pedagogy as a
science, but, more than anything else, in the elevation of the educational
theory to a conceptual level. He defined education as an intergenerational
relationship with an emphasis on the children's self-directed learning as the
goal, rather than the means of education. More than anything else, the role
of an educator is to develop interest in pupils and create favourable oppor¬
tunities for independent learning. Basing education on the autonomy of the
person, Bakic has introduced into Serbian pedagogy Kant's and
Herbarťs
ideas of the relationship between the educator and the pupils, which was a
major step forward in pedagogical thinking in Serbia. It was only with Ba¬
kics concept of education that Serbian pedagogy gained a well-developed
pedagogical teleology and an ethics-based theory of education.
Bakic formed his views on moral education early in his life and based
them mostly on Herbartian tradition. From the very start, however, he
distanced himself from Ziller's religious interpretation of Herbartianism.
So much so that Bakic, although a student of a priest (Nikola Begovic),
completely ignored religious education as a subject in his Science of Edu¬
cation when even an anticlerical spirit like
Friedrich Dittes
chose to pay
Summary J
403
considerable attention to it in one of his textbooks. At the mature stage
of his creative work, Bakic opted for a genetic approach in expounding
his educational objectives and, in doing so, associated pedagogical teleol¬
ogy with stages of individual development and key goals of socialisation.
This departure from the teleology's ethical roots, which effected a radical
change in the pedagogical system as a whole, still does not mean that Ba¬
kic stopped regarding the development of moral character as the ultimate
goal of education. What he did was to once again underline the empirical
and even utilitarian nature of pedagogical science. Bakic was aware of the
risk he was taking but was hoping to rely on Rousseau's legacy to con¬
nect pedagogy with new trends in child psychology and, by shifting the
emphasis to societal aspects of individual development and education, to
overcome Rousseauistic individualism. This marked the emergence of a
new pedagogical system created by assimilating new and modern scientif¬
ic approaches, and by profound criticism of the ideas emanated from the
Rousseau-Herbart lineage of thought. This made it possible for Bakic to
give his own independent contribution to the pedagogical theory. Today,
we find his concept so familiar that we actually fail to grasp the original¬
ity of Bakics idea. It is only when we compare his approach with those
fostered in their textbooks by
Wilhelm
Rein and Gabriel
Compayré
-
the
German and French pedagogies' leading authorities and unquestionable
connoisseurs of the history of pedagogical ideas
-
that we grasp how in¬
novative and daring Bakics theory truly was.
It could be said that, by introducing pedagogy in the family of nor¬
mative sciences, Bakic provided it with a scientific legitimacy within the
categories existing at the time, while as a practical science (dedicated to
the issues of the purposes of education), pedagogy maintained its correla¬
tion with philosophy and later with sociology. Bakic was aware, however,
that only as an empirical science could pedagogy secure for itself the place
it deserved
-
a key place in the system of sciences
-
since no other science
explores such important issues as is the issue of the education of an indi¬
vidual and of mankind. It is a fact that Bakic was the first in Serbian sci¬
entific literature to point to the empirical identity of educational science
and anticipated and promoted its future development in that direction.
Without acknowledging this fact, his overall scientific contribution to Ser¬
bian science cannot be clearly grasped, nor can there be any relevant dis¬
course on the continuity of pedagogical research in Serbia. Bakic should
unquestionably take credit for the sharp turn towards scientific research
of educational empirics, although it remained acutely limited by the scope
of pedagogical science of the time on account of a lack of relevant meth¬
odological procedures and scientific results obtained thereupon. It is for
this reason that Bakics pedagogical system remains halfway between a
404
I
Бојислав Бакић
и
развој педагошке
науке
γ
Србији
systematic reflection of pedagogical phenomena and an empirical record
of them, which for the most part was taken over from the rudiments of
positivist
psychology and sociology.
We should point out that, in Bakic, Serbian pedagogy (and psychol¬
ogy) had its sole representative in the Child-Study Movement in the 19th
century and its sole child-development researcher. His Notes on Physical
and Spiritual Development in Children, a longitudinal study which he pur¬
sued for full
43
years (from
1876
to
1919),
involved
22
children
- 8
of
his own and
14
grandchildren. Bakic's idea was to use Notes on Physical
and Spiritual Development in Children as an appendix to his Instructions
on Raising Children in Their Parents' Home published in
1880.
The Notes
were meant to assist mothers in following the development of their chil¬
dren and to instruct them how to be more successful in educating their
offspring based on their intimate knowledge of their children's capabili¬
ties, needs and interests. The Notes were also intended for teachers, whom
Baltic advised to look for individual differences among pupils and adapt
their teaching accordingly. Last but not least, Bakic wrote his notes on
child development because he wanted to encourage the development of
empirical pedagogy in Serbia. The study's scientific achievements are per¬
haps of less significance for Serbian pedagogy than
Baldes
calculated in¬
tention to base pedagogy squarely on the empirical findings of children's
developmental characteristics.
In dealing with didactic issues, Bakic initially stuck to Herbart
s
notion
of teaching as a form of indirect education (didactics as a science deals with
teaching, but teaching aims to develop moral character), but later on, while
developing his own pedagogical system, he proffered a definition, which is
of relevance even today, of didactics as a science of 'the art of teaching or
instructing' on the one hand, and learning, on the other. Nevertheless, the
concept that held central place in Bakic's theory of teaching was (essentially
Herbart s) theory of developing widely diverse interests and a requirement
that teaching be based on the psychology of learning.
According to Bakic, the very notion of education pertains primari¬
ly to 'fostering reason i.e. to intellectual education, and is in this sense
narrower in scope than the notion of upbringing. The teaching content,
however, depends in the first place on the objectives (goals) of education,
for which different teaching interests are developed and the right teaching
content is ultimately selected. In its strict sense, education corresponds to
intellectual education and in its broader sense to upbringing in general.
Hence, the pedagogical merit of a particular science is measured accord¬
ing to how much it contributes to the development of moral character. In
an effort to resolve the duality of material vs. formal education, which in
the 19th century was the dominant theoretical model that dealt with learn-
Summary j
405
ing content and teaching curricula,
Bakic builds from the notion of educa¬
tion, meaning a harmonic development of all physical and mental capaci¬
ties that seeks to unify material (content) with formal (logical reasoning),
theoretical (scientific foundation) with practical (useful skills), as well as
general and specific, 'real' and humanistic education.
The notion of interest in the teaching process maintains a central place
in Bakic's concept of educational content. Versatility of interest is one of
key traits of Herbarts pedagogy. He complements
Herbarts
interests of
knowledge-acquisition and participation (moral interests) with interests
of labour or practical interests. Each educational task has corresponding
individual interests such as hygienic and technical interests, interests of
scientific knowledge as well as moral interests, which comprise social, na¬
tional, religious and human interests. In the teaching process, each subject
contributes to the gradual growth of interest which takes place in parallel
with the pupil's development. By expanding his discourse on teaching in¬
terests and by adapting it to different practical purposes, Bakic has shifted
the focus from interests, perceived as a central didactic category, to con¬
solidating versatile interests in the process of harmonious education.
In his attitude towards the way teaching material is organised, Bakic
has retained two of Herberts fundamental assumptions
-
those of gradu-
ality and concentration. Graduality relates to the process of a pupils spir¬
itual development and is also described as psychological or genetic' ar¬
rangement of learning matter. The concentration assumption implies that
school subjects are learned in parallel in certain grades
-
first to a lesser
and then to a greater extent. This type of arrangement is therefore called
logical or cyclical. On the other hand, Bakic differentiates between a sub¬
jective and an objective aspect of the teaching method. Subjectiveness in
teaching is twofold. It implies that the didactic procedure should be ad¬
justed to the subject being taught, i.e. to the degree of the pupils physical
and mental development, and in such a way that, especially in primary
school, the accent is placed on individual, rather than on general charac¬
teristics of a given age-group. The teacher as an individual, on the other
hand, introduces a special quality in the way a subject is taught in that
they have their own style of teaching. Subjectiveness reflects the psycho¬
logical side of the teaching method. It presents the teacher with the task
of being a good practical psychologist, of knowing both his own as well as
his pupils' qualities, so he or she could make a more objective assessment
of the teaching situation and guide the pupils in the right direction. Bakic
regards this as being at the same time the biggest difficulty in education
as well as the greatest educational skill. The objective aspect of the teach¬
ing method is represented by the different qualities of the school subjects
(sciences and skills) being taught. The scientific method puts a premium
406
I
Војислав Бакић
и
развој педагошке
науке у
Србији
on the very subject of research (the scientific content), while the teaching
method focuses on pupil's development. What scientists give priority to is
new knowledge, whereas teachers favour acquisition of knowledge by their
pupils. The nature of a teaching subject requires that it is taught objec¬
tively and in accordance with a given scientific method, which constitutes
the logical aspect of the didactic procedure. The logical (objective) aspect
of a teaching method can be manifested at an older age, while a more
subjective, psychological approach is more dominant in lower grades. In
his classification of teaching methods, Bakic adheres to Herbart
s
school,
which differentiates between two principal teaching methods
-
analytical
and synthetic
-
which he complements with three more methods: com¬
bined, genetic and heuristic.
It could be argued that Bakic's teaching concept and its application
to individual teaching subjects is somewhat
clichéd,
but when viewed in a
comparative, European perspective, they represent one of the most solid
theory-based studies in this field in Serbia.
Bakic's entire theoretical work was focused on laying the foundation
for an autonomous pedagogical science, defining its character and rela¬
tionship towards other sciences, raising public debate on education to a
conceptual level and on establishing the methodology of pedagogical re¬
search and developing the research-identity of this scientific discipline.
The results of our research into
Vojislav
Bakic's pedagogical system allow
for an assumption to be put forward that the development of fundamental
ideas related to Serbia's pedagogical science can be traced to the Djordje
Natosevic
- Vojislav
Bakic
-
Paja Radosavljevic
line of thinkers. We feel
that this assumption can contribute to a better understanding of the Eu¬
ropean context in which the science of education has developed in Serbia,
without diminishing, at the same time, the significance of theoretical and
empirical work of Serbia's other pedagogues.
The fate of all authors writing in the so-called 'small languages' is that
they have trouble making their name in the history of science, even if they
objectively deserve it. Appreciated in the comparative context of the histo¬
ry of pedagogical science of his day in Europe,
Vojislav
Bakic, as a theorist
and founder of the national pedagogical school, belongs to its very top.
Together with dr Djordje Natosevic, he poses the eternal question in the
history of Serbian culture as to how ready the intellectual elite is to genu¬
inely commit themselves to the issues of teaching and education. |
| any_adam_object | 1 |
| author | Vujicić Živković, Nataša 1968- |
| author_GND | (DE-588)105690173X |
| author_facet | Vujicić Živković, Nataša 1968- |
| author_role | aut |
| author_sort | Vujicić Živković, Nataša 1968- |
| author_variant | ž n v žn žnv |
| building | Verbundindex |
| bvnumber | BV042041840 |
| ctrlnum | (OCoLC)890300015 (DE-599)BVBBV042041840 |
| edition | 1. izd. |
| era | Geschichte gnd |
| era_facet | Geschichte |
| format | Book |
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| geographic | Serbien (DE-588)4054598-2 gnd |
| geographic_facet | Serbien |
| id | DE-604.BV042041840 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-11T18:01:22Z |
| institution | BVB |
| isbn | 9788688803021 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027483076 |
| oclc_num | 890300015 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 411 S. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Filozofski Fak., Univ. |
| record_format | marc |
| spelling | Vujicić Živković, Nataša 1968- Verfasser (DE-588)105690173X aut Vojislav Bakić i razvoj pedagoške nauke u Srbiji Nataša Vujicić Živković 1. izd. Beograd Filozofski Fak., Univ. 2012 411 S. txt rdacontent n rdamedia nc rdacarrier In kyrill. Schr., serb. - Zsfassung in engl. Sparche Bakić, Vojislav 1847-1929 (DE-588)129041750 gnd rswk-swf Geschichte gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Serbien (DE-588)4054598-2 gnd rswk-swf Bakić, Vojislav 1847-1929 (DE-588)129041750 p Serbien (DE-588)4054598-2 g Pädagogik (DE-588)4044302-4 s Geschichte z DE-604 Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483076&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Abstract Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483076&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Vujicić Živković, Nataša 1968- Vojislav Bakić i razvoj pedagoške nauke u Srbiji Bakić, Vojislav 1847-1929 (DE-588)129041750 gnd Pädagogik (DE-588)4044302-4 gnd |
| subject_GND | (DE-588)129041750 (DE-588)4044302-4 (DE-588)4054598-2 |
| title | Vojislav Bakić i razvoj pedagoške nauke u Srbiji |
| title_auth | Vojislav Bakić i razvoj pedagoške nauke u Srbiji |
| title_exact_search | Vojislav Bakić i razvoj pedagoške nauke u Srbiji |
| title_full | Vojislav Bakić i razvoj pedagoške nauke u Srbiji Nataša Vujicić Živković |
| title_fullStr | Vojislav Bakić i razvoj pedagoške nauke u Srbiji Nataša Vujicić Živković |
| title_full_unstemmed | Vojislav Bakić i razvoj pedagoške nauke u Srbiji Nataša Vujicić Živković |
| title_short | Vojislav Bakić i razvoj pedagoške nauke u Srbiji |
| title_sort | vojislav bakic i razvoj pedagoske nauke u srbiji |
| topic | Bakić, Vojislav 1847-1929 (DE-588)129041750 gnd Pädagogik (DE-588)4044302-4 gnd |
| topic_facet | Bakić, Vojislav 1847-1929 Pädagogik Serbien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483076&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027483076&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT vujiciczivkovicnatasa vojislavbakicirazvojpedagoskenaukeusrbiji |