{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-6LVP7KJK/59767b34-209e-4403-8b94-ca552e6f6656/PDF","dcterms:extent":"128 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-6LVP7KJK/a8574937-d523-47b3-9c3a-6de9f954f3e0/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-6LVP7KJK","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2007","dc:creator":"Rutar Ilc, Zora","dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:18"},{"@xml:lang":"sl","#text":"str. 85-100"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1613655","URN:URN:NBN:SI:doc-6LVP7KJK"],"dc:language":"en","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"kritično mišljenje"},{"@xml:lang":"sl","#text":"metodika"},{"@xml:lang":"sl","#text":"pouk"},{"@xml:lang":"sl","#text":"retorika"},{"@xml:lang":"sl","#text":"učenje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Learning of complex and critical thinking| a matter of didactics or something else?|"},"dc:description":[{"@xml:lang":"sl","#text":"All advanced school systems and didactic approaches stress the importance of active learning, problem approach, communication and collaboration skills development, partnership and dialogue, research, organizing, critical and creative thinking. In the present paper we will think about three levels of assuring such a learning environment that will help to develop complex and critical thinking. The first level refers to the classroom practise: how a teacher can add to complex and critical thinking development with different approaches to planning and doing. The second level refers to the level of individual schools: how can schools in the context of their vision and developmental planning assure such a climate which will enable development of complex and critical thinking. The third level refers to school policy, the prevailing pedagogical discourse or paradigm conflict and also wider social conditions as a broadest frame which prescribes the limits of possibility and the ability to reflect and exceed them. None of these levels can be omitted toensure complex and critical thinking otherwise the whole \"enterprise\" will fail"},{"@xml:lang":"sl","#text":"Vsi napredni šolski sistemi in didaktični pristopi poudarjajo pomembnost aktivnega učenja, problemski pristop, razvoj komunikacijskih veščin ter veščinsodelovanja, partnerstvo in dialog, raziskovanje, organizacijo ter kritično in kreativno mišljenje. V članku bomo razmišljali o treh ravneh zagotavljanja takšnega učnega okolja, ki bo pripomoglo k razvoju kompleksnega in kritičnega mišljenja. Prva raven se nanaša na prakso v razredu: kako lahko učitelj prispeva k razvoju kompleksnega in kritičnega mišljenja z različnimi pristopi pri načrtovanju in izvajanju pouka. Druga raven se nanaša na raven posameznih šol: kako lahko šole v kontekstu svoje vizije in razvojnega načrtovanja zagotovijo klimo, ki bo omogočala razvoj kompleksnega in kritičnega mišljenja. Tretja raven se nanaša na šolsko politiko, na prevladujoč pedagoški diskurz ali konflikt paradigem, kakor tudi na najširši okvir socialnih pogojev, ki odreja meje mogočega in možnost, da le-te odraža in preseže"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-6LVP7KJK","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-6LVP7KJK"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-6LVP7KJK/59767b34-209e-4403-8b94-ca552e6f6656/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-6LVP7KJK/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-6LVP7KJK"}}}}