Приказ основних података о документу
Puna svesnost i učenje s razumevanjem
Mindfullness and mindful learning
dc.contributor | Gojkov, Grozdanka | |
dc.contributor | Stojanović, Aleksandar | |
dc.creator | Maksić, Slavica | |
dc.date.accessioned | 2022-02-10T12:32:18Z | |
dc.date.available | 2022-02-10T12:32:18Z | |
dc.date.issued | 2011 | |
dc.identifier.isbn | 978-86-7372-131-6 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/750 | |
dc.description.abstract | U radu su prikazani konstrukti puna svesnost i učenje s razumevanjem koji je razvila Elen Langer. Langer kritikuje principe na kojima počiva savremeno obrazovanje i zalaže se za promenu školske prakse, koja bi bila zasnovana na učenju s razumevanjem. Ona smatra da je pogrešna orijentacija uma današnjih ljudi ukorenjena u školskom učenju, gde se verovatni podaci nude kao apsolutni i izgrađuje samo jedna perspektiva viđenja problema. Učenju činjenica sa apsolutnom izvesnošću, Langer suprotstavlja usvajanje podataka koji su tačni u određenim kontekstima, i preporučuje kondicionalnu nastavu. Tri moćne tehnike za podsticanje dispozicije pune svesnosti, koja je u osnovi učenja s razumevanjem, su: gledanje izbliza, istraživanje mogućnosti i perspektiva i uvođenje nejasnoća. | sr |
dc.description.abstract | The paper is dealing with constructs of mindfulness and mindful learning which are developed by Ellen Langer. Langer criticised principals of contemporary education pleading for changes of school practice by introducing mindful learning. She concedes that wrong orientation of people’s mind today is rooted in school learning, where probable facts are offered as absolute and only one view perspective toward problem is built. Langer contrasts learning of facts in absolute way to learning of facts that are correct in certain context, and suggests the development of conditional instruction. Three high-leverage instructional practices for cultivating mindfulness, which is basis for the mindful learning, are: looking closely, exploring possibilities and perspectives, and introducing ambiguity. | sr |
dc.language.iso | sr | sr |
dc.publisher | Vršac : Visoka škola strukovnih studija za vaspitače "Mihailo Palov" | sr |
dc.publisher | Arad : Univerzitatea de Vest "Aurel Vlaicu" | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS// | sr |
dc.rights | openAccess | sr |
dc.source | Daroviti u procesima globalizacije | sr |
dc.subject | puna svesnost | sr |
dc.subject | odustvo pune svesnosti | sr |
dc.subject | kondicionalna nastava | sr |
dc.subject | učenje sa punom svesnošću | sr |
dc.subject | mindfulness | sr |
dc.subject | mindlessness | sr |
dc.subject | school | sr |
dc.subject | learning | sr |
dc.subject | creativity | sr |
dc.title | Puna svesnost i učenje s razumevanjem | sr |
dc.title | Mindfullness and mindful learning | sr |
dc.type | bookPart | sr |
dc.rights.license | ARR | sr |
dc.citation.epage | 411 | |
dc.citation.spage | 405 | |
dc.citation.volume | 16 | |
dc.identifier.fulltext | http://ipir.ipisr.org.rs/bitstream/id/2260/Mindfullness_and_mindful_learning_2011.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_ipir_750 | |
dc.type.version | publishedVersion | sr |