{"?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-C3XQK1ED/943bf16a-d06b-47f1-9095-31ca66912166/PDF","dcterms:extent":"84 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-C3XQK1ED/fe0ae640-7aaf-4454-af3d-8bfec2689c3e/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-C3XQK1ED","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":["Bohlin, Henrik","Ullholm, Anders","Wolrath Söderberg, Maria"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:18"},{"@xml:lang":"sl","#text":"str. 111-118"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1614167","URN:URN:NBN:SI:doc-C3XQK1ED"],"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":"argumentacija"},{"@xml:lang":"sl","#text":"debata"},{"@xml:lang":"sl","#text":"kritično mišljenje"},{"@xml:lang":"sl","#text":"retorika"},{"@xml:lang":"sl","#text":"učenje"},{"@xml:lang":"sl","#text":"univerze"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Critical thinking for a pluralistic univerity|"},"dc:description":[{"@xml:lang":"sl","#text":"Fostering critical thinking is usually seen as one of the most important responsibilities of university education. Surveys of the Swedish Board of Education show this to be a complicated task. Our own investigations indicate that the dominant view of critical thinking is logical-deductive. We are convinced that this narrow understanding of critical thinking is insufficient for our contemporary pluralistic university, requiring interdisciplinary co-operations and gradually including more heterogeneous, perhaps multicultural student groups. Within the framework of the project \"Critical Thinking for a Pluralistic University\" we want to develop alternative conceptions of critical thinking. Particularly we conceive of critical thinking as a way of handling many concurring perspectives. In this paper we would like to discuss if and how traditions like classical sophistry, rhetorical renaissance pedagogy, modern hermeneutical theories and critical theory can contribute to a more comprehensive pedagogy of critical thinking adapted to modern requirements"},{"@xml:lang":"sl","#text":"Spodbujanje kritičnega mišljenja ponavadi razumemo kot eno najpomembnejših odgovornosti univerzitetnega izobraževanja. Ankete švedskega odbora za izobraževanje ugotavljajo, da gre za zapleteno nalogo. Tudi naše raziskave kažejo na to, da je prevladujoč pogled na kritično mišljenje logično-deduktiven. Prepričani smo, da je tako ozko razumevanje kritičnega mišljenja pomanjkljivo za našo sodobno pluralistično univerzo, ki potrebuje interdisciplinarno sodelovanje ter postopno vključevanje bolj heterogenih, morda multikulturnih študentskih skupin. V okviru projekta \"Kritično mišljenje za pluralistično univerzo\" želimo razviti alternativno pojmovanje kritičnega mišljenja. Še posebej si kritično mišljenje predstavljamo kot način soočanja z mnogimi sorodnimi perspektivami. V tem prispevku želimo razpravljati o tem, ali in kako lahko tradicije, kot so klasična sofistika, retorična renesančna pedagogika, moderne hermenevtične teorije in kritiška teorija prispevajo k bolj vsestranski pedagogiki kritičnega mišljenja, ki je prilagojena zahtevam današnjega časa"}],"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-C3XQK1ED","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-C3XQK1ED"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-C3XQK1ED/943bf16a-d06b-47f1-9095-31ca66912166/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-C3XQK1ED/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-C3XQK1ED"}}}}