{"?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-SPJESA8R/1e985ca4-8523-4e19-8d67-40daf9a5f92f/HTML","dcterms:extent":"74 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-SPJESA8R/d884bced-3ff9-454d-a135-31537b843c93/PDF","dcterms:extent":"269 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-SPJESA8R/efab1aff-a810-4040-bac1-c1c309deeec3/TEXT","dcterms:extent":"71 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-SPJESA8R","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":"Justin, Janez","dc:format":[{"@xml:lang":"sl","#text":"letnik:23"},{"@xml:lang":"sl","#text":"številka:5/6"},{"@xml:lang":"sl","#text":"str. 11-35, 135-136"}],"dc:identifier":["ISSN:1581-6036","COBISSID:2531671","URN:URN:NBN:SI:doc-SPJESA8R"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"en","#text":"academic knowledge"},{"@xml:lang":"en","#text":"cognitive objective"},{"@xml:lang":"en","#text":"curriculum"},{"@xml:lang":"sl","#text":"epistemologija"},{"@xml:lang":"en","#text":"epistemology"},{"@xml:lang":"en","#text":"knowledge"},{"@xml:lang":"sl","#text":"kurikulum"},{"@xml:lang":"en","#text":"learning"},{"@xml:lang":"sl","#text":"spoznavni cilji"},{"@xml:lang":"en","#text":"syllabus"},{"@xml:lang":"sl","#text":"taksonomija"},{"@xml:lang":"en","#text":"taxonomy"},{"@xml:lang":"sl","#text":"učenje"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@xml:lang":"sl","#text":"znanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q9471"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Kurikulum in znanje - poglavje iz uporabne epistemologije|"},"dc:description":[{"@xml:lang":"sl","#text":"Some theories of education disregard the problem of the content of instruction, i.e. the question of the nature and structure of academic knowledge. Such theories can be labelled as reductionist as they evidently avoid an issue that should be at the centre of any reflection on education and instruction. This paper deals with two types of such theoretical reductionism. The central feature of the first type is in reducing the transmission of knowledge to its didactic form. It is shown how J. C. Milner, in his book About the School, deals with this type of pedagogical reductionism. The second type of reductionism can be observed in the theory of learning that underlies the notorious taxonomies of cognitive objectives. There, the issue of instruction and learning is reduced to their psychological dimension. In addition, the paper gives an indication of the way in which the issue of the content of academic knowledge could again be brought to the centre of the debate about schooling. A category matrix is presented that could serve as a means of analysing the nature, structure and types of academic knowledge"},{"@xml:lang":"sl","#text":"Mnoge teorije šolskega izobraževanja se izogibajo vprašanju o njegovi epistemični vsebini, torej vprašanju o šolskem znanju, njegovi naravi in zgradbi. Vse te teorije lahko označimo za redukcionistične, saj zaobidejo vprašanje, ki bi moralo biti v jedru vsakega premisleka o izobraževanju. Besedilo predstavi dve obliki tovrstne teoretske redukcije. Prva zvede šolsko izobraževanje na njegovo pedagoško formo. O tej vrsti redukcije je napisal knjigo J. C. Milner, katerega temeljne teze so v besedilu predstavljene in razčlenjene. Druga zvede izobraževanje na njegovo psihološko razsežnost. Ta vrsta teoretske redukcije je v jedru teorije učenja, ki podpira nekatere popularne taksonomije spoznavnih ciljev vzgoje in izobraževanja. V drugem delu besedila skušam pokazati, kako bi lahko spravili vprašanje o znanju in njegovi zgradbi v žarišče razprave o šoli. Dodan je prikaz kategorialne matrike, ki bi lahko služila kot orodje za analizo zgradbe šolskega znanja"}],"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-SPJESA8R","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-SPJESA8R"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-SPJESA8R/d884bced-3ff9-454d-a135-31537b843c93/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-SPJESA8R/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-SPJESA8R"}}}}