{"?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-JLVK2MFH/e068443f-615d-4975-b866-6bca1db9a98e/HTML","dcterms:extent":"53 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-JLVK2MFH/a1f98dad-f477-47b3-9e13-c94061f5679e/PDF","dcterms:extent":"254 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-JLVK2MFH/9ec9d76b-f557-46cb-90ea-292d32fb3aed/TEXT","dcterms:extent":"50 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-JLVK2MFH","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2012","dc:creator":"Novak, Bogomir","dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:23"},{"@xml:lang":"sl","#text":"str. 163-180, 273-274"}],"dc:identifier":["ISSN:1581-6036","COBISSID:2408279","URN:URN:NBN:SI:doc-JLVK2MFH"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"en","#text":"constructivism"},{"@xml:lang":"en","#text":"education"},{"@xml:lang":"sl","#text":"epistemologija"},{"@xml:lang":"en","#text":"epistemology"},{"@xml:lang":"sl","#text":"konstruktivizem"},{"@xml:lang":"en","#text":"learning"},{"@xml:lang":"en","#text":"paradigm"},{"@xml:lang":"sl","#text":"paradigma"},{"@xml:lang":"en","#text":"transformative school"},{"@xml:lang":"sl","#text":"transformativna šola"},{"@xml:lang":"sl","#text":"učenje"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q9471"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"The Question about the scientific position of transformative pedagogy|"},"dc:description":[{"@xml:lang":"sl","#text":"The aim of this paper is to answer the question about the scientific position of transformative pedagogy and school. Th e aim is also to look into how the dimensions of transformative pedagogy can be judged according to the new epistemological criteria in comparison with the transmissive school. Transformative pedagogy is an alternative type of reform pedagogy and part of the new holistic paradigm. The differences between transmissive and transformative schools are presented in a special table. The existent Cartesian Newtonian anthropocentric Enlightenment paradigm conceptually no longer suffices for the solution of complex world issues. Scientific progress has resulted in the change of epistemological criteria for what is considered scientific. In this paper, the characteristics of postanthropocentric pedagogy and epistemology are explained. Modern pedagogy is characterized by understanding, dialogue, multiculturalism, students' individuality and their orientation towards learning vis-a-vis the previous school of knowledge transmission, rational argumentation and the priority of teaching. This paper points out which epistemological issues arise from the confrontation of the Cartesian and the new post-anthropocentric holistic paradigms as frames for two different pedagogies"},{"@xml:lang":"sl","#text":"Cilja tega prispevka sta odgovoriti na vprašanje o znanstveni poziciji transformacijske pedagogike in šole ter oceniti, kako lahko presojamo razsežnosti transformacijske pedagogike po novih epistemoloških kriterijih v primerjavi s transmisijsko šolo. Transformacijska pedagogika je ena izmed alternativnih reformnih pedagogik in je del nove holistične paradigme. Razlike med transmisijsko in transformasko šolo pokaže posebna preglednica. Dosedanja kartezijansko newtonovska antropocentrično razsvetljenska paradigma konceptualno ne ustreza več za reševanje kompleksnih problemov sveta. Z razvojem znanosti so se spremenjali tudi epistemološki kriteriji njene znanstvenosti. V članku razložimo značilnosti postantropocentrične pedagogike in epistemologije. V novejši pedagogiki so pomembne lastnosti razumevanje, dialog, multikulturnost, individualnost učenca in njegova usmerjenost k učenju vis-a-vis prejšnji šoli prenosa znanja, racionalnih argumentacij in primarnosti poučevanja. V članku pokažemo, kateri epistemološki problemi nastajajo pri soočanju transmisijske in transformacijske pedagogike"}],"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-JLVK2MFH","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-JLVK2MFH"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-JLVK2MFH/a1f98dad-f477-47b3-9e13-c94061f5679e/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-JLVK2MFH/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-JLVK2MFH"}}}}