The book ‘’Didactic topics’’ deals with some of the fundamental didactic terms, such as:
knowledg... more The book ‘’Didactic topics’’ deals with some of the fundamental didactic terms, such as: knowledge, teaching process, curriculum, curriculum evaluation and class discourse of communication. The first chapter ‘’Didactics - a historical discourse’’ provides different definitions of didactics, but it also provides social and historical changes which influenced redefining of didactics. In the process of identificaton of emerging of didatics, some important theoreticians, whose works presented a scientific identity of didactics, are mentioned. Theoreticians such as: Socrat, Plato, Aristotel, Ratka, Komenski, Herbert, Dewey, were the ones who in their works presented modern didactics being constantly expanded in theoretical – methodological and practical aspect. The curriculum, defined by one of the fundamental didactic terms, is analysed from the point of view of politics, i.e. educational politics which is regarded as a theoretical basis of this especially important phenomenon. Curriculum analysis emphasises its complexity being manifested by different definitions, as well as by different tipology. Moreover, complexity caused different dimensions, since the relationships between political struggle and power are being manifested. As regards to knowledge, it is mentioned that in relevant didactic bibliography two groups od knowledge determination dominate. One of those two groups define knowledge with a system of facts, data, generalisations which a student absorbs and keeps in his mind permanently, whereas on the other hand there are theoreticians who regard knowledge as a complex process (and product) which has its tipology and different levels (lower and higher lewel of knowledge); there is a hierarhical relationship between the levels and different levels are based on different mental processes. Although there are different types of knowledge, today’s knowledge, as well as today’s didactics mostly regards knowledge only from the positivistic point of view (only what can be measured and used is valuable, but what can not be measured and used is irrelevant from didatic point of view). Taking into consideration different approaches such as constructivism, which indicates that givenness does not relate to persons, but potential being created, defined, changed in the space between persons through interaction, therefore identity is not thoroughly defined, and what we consider as such is actually such, which does not mean that others consider it as such, but in some other time neither we will consider it as such. Understanding a person as a potential providing the use of constructivism in pedagogy, i.e. it provides development of constructivistic, or developmental-humanistic paradigm. Constructivistic or developmental-humanistic paradigm leads to research of learning and educating, in which the subjects who learn constantly interact with knowledge in social-cultural environment. 12 As regards to the fact that teaching process, in different modalities, is the most dominant activity in institutional (formal) education, it takes an important place. Different approaches provide different answers to the question of quality of teaching process, trying to find the best organisational and content concepts which would satisfy the needs of students, as well as to provide the best teaching methods, especially because defining those methods, as well as classification, relate to the most important objects of the teaching process – teachers and students. The problem of providing the concrete goals of education and teaching process is especially complex, therefore different theoretic theses for defining the objectives of teaching process are used. When talking about teaching process, it may seem that the desired objectives are defined, i.e. the products of educational system are learning objectives. Nevertheless, evaluation of the objectives of the teaching process, in which the use of taxonomy tries to make it easy, seems important. Bloom’s taxonomy of knowledge dominates in the didactics, and it emerged in 1950s and it is used for planning and evaluating in education on different levels and in different institutions. The learning objective is learning knew and useful knowledges and skills which are the product of thinking, that is, Bloom and his associates consider that learning objectives are explicit formulations of the way in which we expect the students will change themselves during the teaching process. Futhermore, Marzan’s taxonomy, Gagne’s taxonomy and Biggs’ taxonomy take an important place as well; i.e. the SOLO taxonomy (Structure of the Observed Learning Outcome), which can be used for analyzing of learning tasks, hierarchy of objectives, and evaluating the students’ work, especially evaluating the quality of students’ answers to open questions. The chapter ‘’Evaluation of teaching process’’ deals with adventages and disadventages of different (five) generations of evaluation. The fifth generation is characterised by the fact that the objects of research are: purpose, value and knowledge. In this way we tried to change the paradigm from the positivistic to social-constructive perception, which makes a useful frame for new organisational principles of evaluation. Through using language and communication we try to make new realities in which is possible to use a certain action, although we can not make questions without influencing people. We analyzed communication in the class and teachers’ emotions, because the teaching process is based on communication with other people, and it is a way of emotional practice. Because of that, a teacher must be very skillful in communication. Nevertheless, it is important to emphasize that teaching includes emotions, since teaching means managing one’s and other people’s emotions in situations when emotions are negative and dangerous for other people, as well as when a teacher influences students’ emotions so as to create emotionally positive environment. The teacher’s emotions are regarded as an important indicator of the success of educational reforms.
The book ‘’Didactic topics’’ deals with some of the fundamental didactic terms, such as:
knowledg... more The book ‘’Didactic topics’’ deals with some of the fundamental didactic terms, such as: knowledge, teaching process, curriculum, curriculum evaluation and class discourse of communication. The first chapter ‘’Didactics - a historical discourse’’ provides different definitions of didactics, but it also provides social and historical changes which influenced redefining of didactics. In the process of identificaton of emerging of didatics, some important theoreticians, whose works presented a scientific identity of didactics, are mentioned. Theoreticians such as: Socrat, Plato, Aristotel, Ratka, Komenski, Herbert, Dewey, were the ones who in their works presented modern didactics being constantly expanded in theoretical – methodological and practical aspect. The curriculum, defined by one of the fundamental didactic terms, is analysed from the point of view of politics, i.e. educational politics which is regarded as a theoretical basis of this especially important phenomenon. Curriculum analysis emphasises its complexity being manifested by different definitions, as well as by different tipology. Moreover, complexity caused different dimensions, since the relationships between political struggle and power are being manifested. As regards to knowledge, it is mentioned that in relevant didactic bibliography two groups od knowledge determination dominate. One of those two groups define knowledge with a system of facts, data, generalisations which a student absorbs and keeps in his mind permanently, whereas on the other hand there are theoreticians who regard knowledge as a complex process (and product) which has its tipology and different levels (lower and higher lewel of knowledge); there is a hierarhical relationship between the levels and different levels are based on different mental processes. Although there are different types of knowledge, today’s knowledge, as well as today’s didactics mostly regards knowledge only from the positivistic point of view (only what can be measured and used is valuable, but what can not be measured and used is irrelevant from didatic point of view). Taking into consideration different approaches such as constructivism, which indicates that givenness does not relate to persons, but potential being created, defined, changed in the space between persons through interaction, therefore identity is not thoroughly defined, and what we consider as such is actually such, which does not mean that others consider it as such, but in some other time neither we will consider it as such. Understanding a person as a potential providing the use of constructivism in pedagogy, i.e. it provides development of constructivistic, or developmental-humanistic paradigm. Constructivistic or developmental-humanistic paradigm leads to research of learning and educating, in which the subjects who learn constantly interact with knowledge in social-cultural environment. 12 As regards to the fact that teaching process, in different modalities, is the most dominant activity in institutional (formal) education, it takes an important place. Different approaches provide different answers to the question of quality of teaching process, trying to find the best organisational and content concepts which would satisfy the needs of students, as well as to provide the best teaching methods, especially because defining those methods, as well as classification, relate to the most important objects of the teaching process – teachers and students. The problem of providing the concrete goals of education and teaching process is especially complex, therefore different theoretic theses for defining the objectives of teaching process are used. When talking about teaching process, it may seem that the desired objectives are defined, i.e. the products of educational system are learning objectives. Nevertheless, evaluation of the objectives of the teaching process, in which the use of taxonomy tries to make it easy, seems important. Bloom’s taxonomy of knowledge dominates in the didactics, and it emerged in 1950s and it is used for planning and evaluating in education on different levels and in different institutions. The learning objective is learning knew and useful knowledges and skills which are the product of thinking, that is, Bloom and his associates consider that learning objectives are explicit formulations of the way in which we expect the students will change themselves during the teaching process. Futhermore, Marzan’s taxonomy, Gagne’s taxonomy and Biggs’ taxonomy take an important place as well; i.e. the SOLO taxonomy (Structure of the Observed Learning Outcome), which can be used for analyzing of learning tasks, hierarchy of objectives, and evaluating the students’ work, especially evaluating the quality of students’ answers to open questions. The chapter ‘’Evaluation of teaching process’’ deals with adventages and disadventages of different (five) generations of evaluation. The fifth generation is characterised by the fact that the objects of research are: purpose, value and knowledge. In this way we tried to change the paradigm from the positivistic to social-constructive perception, which makes a useful frame for new organisational principles of evaluation. Through using language and communication we try to make new realities in which is possible to use a certain action, although we can not make questions without influencing people. We analyzed communication in the class and teachers’ emotions, because the teaching process is based on communication with other people, and it is a way of emotional practice. Because of that, a teacher must be very skillful in communication. Nevertheless, it is important to emphasize that teaching includes emotions, since teaching means managing one’s and other people’s emotions in situations when emotions are negative and dangerous for other people, as well as when a teacher influences students’ emotions so as to create emotionally positive environment. The teacher’s emotions are regarded as an important indicator of the success of educational reforms.
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Books by Mario Vasilj
knowledge, teaching process, curriculum, curriculum evaluation and class discourse of
communication.
The first chapter ‘’Didactics - a historical discourse’’ provides different definitions of
didactics, but it also provides social and historical changes which influenced redefining of
didactics. In the process of identificaton of emerging of didatics, some important theoreticians,
whose works presented a scientific identity of didactics, are mentioned. Theoreticians
such as: Socrat, Plato, Aristotel, Ratka, Komenski, Herbert, Dewey, were the ones
who in their works presented modern didactics being constantly expanded in theoretical
– methodological and practical aspect.
The curriculum, defined by one of the fundamental didactic terms, is analysed from
the point of view of politics, i.e. educational politics which is regarded as a theoretical
basis of this especially important phenomenon. Curriculum analysis emphasises its complexity
being manifested by different definitions, as well as by different tipology. Moreover,
complexity caused different dimensions, since the relationships between political
struggle and power are being manifested.
As regards to knowledge, it is mentioned that in relevant didactic bibliography two
groups od knowledge determination dominate. One of those two groups define knowledge
with a system of facts, data, generalisations which a student absorbs and keeps in his
mind permanently, whereas on the other hand there are theoreticians who regard knowledge
as a complex process (and product) which has its tipology and different levels (lower
and higher lewel of knowledge); there is a hierarhical relationship between the levels and
different levels are based on different mental processes. Although there are different types
of knowledge, today’s knowledge, as well as today’s didactics mostly regards knowledge
only from the positivistic point of view (only what can be measured and used is valuable,
but what can not be measured and used is irrelevant from didatic point of view).
Taking into consideration different approaches such as constructivism, which indicates
that givenness does not relate to persons, but potential being created, defined,
changed in the space between persons through interaction, therefore identity is not thoroughly
defined, and what we consider as such is actually such, which does not mean
that others consider it as such, but in some other time neither we will consider it as such.
Understanding a person as a potential providing the use of constructivism in pedagogy,
i.e. it provides development of constructivistic, or developmental-humanistic paradigm.
Constructivistic or developmental-humanistic paradigm leads to research of learning
and educating, in which the subjects who learn constantly interact with knowledge
in social-cultural environment.
12
As regards to the fact that teaching process, in different modalities, is the most dominant
activity in institutional (formal) education, it takes an important place. Different
approaches provide different answers to the question of quality of teaching process, trying
to find the best organisational and content concepts which would satisfy the needs of students,
as well as to provide the best teaching methods, especially because defining those
methods, as well as classification, relate to the most important objects of the teaching
process – teachers and students.
The problem of providing the concrete goals of education and teaching process is especially
complex, therefore different theoretic theses for defining the objectives of teaching
process are used. When talking about teaching process, it may seem that the desired
objectives are defined, i.e. the products of educational system are learning objectives.
Nevertheless, evaluation of the objectives of the teaching process, in which the use of
taxonomy tries to make it easy, seems important. Bloom’s taxonomy of knowledge dominates
in the didactics, and it emerged in 1950s and it is used for planning and evaluating
in education on different levels and in different institutions. The learning objective is
learning knew and useful knowledges and skills which are the product of thinking, that is,
Bloom and his associates consider that learning objectives are explicit formulations of the
way in which we expect the students will change themselves during the teaching process.
Futhermore, Marzan’s taxonomy, Gagne’s taxonomy and Biggs’ taxonomy take an
important place as well; i.e. the SOLO taxonomy (Structure of the Observed Learning
Outcome), which can be used for analyzing of learning tasks, hierarchy of objectives, and
evaluating the students’ work, especially evaluating the quality of students’ answers to
open questions.
The chapter ‘’Evaluation of teaching process’’ deals with adventages and disadventages
of different (five) generations of evaluation. The fifth generation is characterised by the
fact that the objects of research are: purpose, value and knowledge. In this way we tried to
change the paradigm from the positivistic to social-constructive perception, which makes
a useful frame for new organisational principles of evaluation. Through using language
and communication we try to make new realities in which is possible to use a certain
action, although we can not make questions without influencing people.
We analyzed communication in the class and teachers’ emotions, because the teaching
process is based on communication with other people, and it is a way of emotional
practice. Because of that, a teacher must be very skillful in communication. Nevertheless,
it is important to emphasize that teaching includes emotions, since teaching means managing
one’s and other people’s emotions in situations when emotions are negative and
dangerous for other people, as well as when a teacher influences students’ emotions so
as to create emotionally positive environment. The teacher’s emotions are regarded as an
important indicator of the success of educational reforms.
knowledge, teaching process, curriculum, curriculum evaluation and class discourse of
communication.
The first chapter ‘’Didactics - a historical discourse’’ provides different definitions of
didactics, but it also provides social and historical changes which influenced redefining of
didactics. In the process of identificaton of emerging of didatics, some important theoreticians,
whose works presented a scientific identity of didactics, are mentioned. Theoreticians
such as: Socrat, Plato, Aristotel, Ratka, Komenski, Herbert, Dewey, were the ones
who in their works presented modern didactics being constantly expanded in theoretical
– methodological and practical aspect.
The curriculum, defined by one of the fundamental didactic terms, is analysed from
the point of view of politics, i.e. educational politics which is regarded as a theoretical
basis of this especially important phenomenon. Curriculum analysis emphasises its complexity
being manifested by different definitions, as well as by different tipology. Moreover,
complexity caused different dimensions, since the relationships between political
struggle and power are being manifested.
As regards to knowledge, it is mentioned that in relevant didactic bibliography two
groups od knowledge determination dominate. One of those two groups define knowledge
with a system of facts, data, generalisations which a student absorbs and keeps in his
mind permanently, whereas on the other hand there are theoreticians who regard knowledge
as a complex process (and product) which has its tipology and different levels (lower
and higher lewel of knowledge); there is a hierarhical relationship between the levels and
different levels are based on different mental processes. Although there are different types
of knowledge, today’s knowledge, as well as today’s didactics mostly regards knowledge
only from the positivistic point of view (only what can be measured and used is valuable,
but what can not be measured and used is irrelevant from didatic point of view).
Taking into consideration different approaches such as constructivism, which indicates
that givenness does not relate to persons, but potential being created, defined,
changed in the space between persons through interaction, therefore identity is not thoroughly
defined, and what we consider as such is actually such, which does not mean
that others consider it as such, but in some other time neither we will consider it as such.
Understanding a person as a potential providing the use of constructivism in pedagogy,
i.e. it provides development of constructivistic, or developmental-humanistic paradigm.
Constructivistic or developmental-humanistic paradigm leads to research of learning
and educating, in which the subjects who learn constantly interact with knowledge
in social-cultural environment.
12
As regards to the fact that teaching process, in different modalities, is the most dominant
activity in institutional (formal) education, it takes an important place. Different
approaches provide different answers to the question of quality of teaching process, trying
to find the best organisational and content concepts which would satisfy the needs of students,
as well as to provide the best teaching methods, especially because defining those
methods, as well as classification, relate to the most important objects of the teaching
process – teachers and students.
The problem of providing the concrete goals of education and teaching process is especially
complex, therefore different theoretic theses for defining the objectives of teaching
process are used. When talking about teaching process, it may seem that the desired
objectives are defined, i.e. the products of educational system are learning objectives.
Nevertheless, evaluation of the objectives of the teaching process, in which the use of
taxonomy tries to make it easy, seems important. Bloom’s taxonomy of knowledge dominates
in the didactics, and it emerged in 1950s and it is used for planning and evaluating
in education on different levels and in different institutions. The learning objective is
learning knew and useful knowledges and skills which are the product of thinking, that is,
Bloom and his associates consider that learning objectives are explicit formulations of the
way in which we expect the students will change themselves during the teaching process.
Futhermore, Marzan’s taxonomy, Gagne’s taxonomy and Biggs’ taxonomy take an
important place as well; i.e. the SOLO taxonomy (Structure of the Observed Learning
Outcome), which can be used for analyzing of learning tasks, hierarchy of objectives, and
evaluating the students’ work, especially evaluating the quality of students’ answers to
open questions.
The chapter ‘’Evaluation of teaching process’’ deals with adventages and disadventages
of different (five) generations of evaluation. The fifth generation is characterised by the
fact that the objects of research are: purpose, value and knowledge. In this way we tried to
change the paradigm from the positivistic to social-constructive perception, which makes
a useful frame for new organisational principles of evaluation. Through using language
and communication we try to make new realities in which is possible to use a certain
action, although we can not make questions without influencing people.
We analyzed communication in the class and teachers’ emotions, because the teaching
process is based on communication with other people, and it is a way of emotional
practice. Because of that, a teacher must be very skillful in communication. Nevertheless,
it is important to emphasize that teaching includes emotions, since teaching means managing
one’s and other people’s emotions in situations when emotions are negative and
dangerous for other people, as well as when a teacher influences students’ emotions so
as to create emotionally positive environment. The teacher’s emotions are regarded as an
important indicator of the success of educational reforms.