Плурализам когнитивног стила: толеранција индивидуалности или нешто друго

Abstract

In didactics, postmodern thinking has emphasized the appeal for adapting to pluralistic life styles i.e. cognitive functioning. This means that didactics should be searching for individuality instead of identity. The defense from one-track mind, from prevalence of rational mind, as a distinguishing mark of postmodern didactics, demands in its essence imagination that cultivates new subjectivity. The paper discusses the issue of relationships of three basic factors of teaching: didactic instructions, cognitive style, and teaching content. The recognition of pluralistic cognitive style, as a tolerance to disharmony, is pointing out some new issues, such as: does postmodern recognition of pluralistic style imply the possibility of tolerance to individualization or something else; can lesser expressed features of cognitive style be also provoked in students; does pleading for emancipation of co-existing multitude of prospects and tolerance to disharmony in the long-term harmonization mean arriving at an average in the long run; what about developmental aspect of cognitive style; can neglecting of the importance of content in teaching process be considered a mark of constructivist didactic paradigm; what about multiple relations among concepts, how can their relations be mastered?