|
REALIZACIJA TALENTA: OD ČLOVEŠKEGA DO SOCIALNEGA KAPITALA
| REALISATION OF TALENT: FROM HUMAN TO SOCIAL CAPITAL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.042.2:316
| UDC 37.042.2:316
|
DESKRIPTORJI: talenti, človeški kapital, socialni kapital, kapitalizem
| DESCRIPTORS: talent, human capital, social capital, capitalism
|
| POVZETEK - Okoliščina, da beseda talent prvotno ni
pomenila neke psihološke posebnosti, temveč denarno enoto, nakazuje
že sama po sebi, da pri vprašanju talenta ne gre samo za psihološki,
temveč tudi ekonomski problem. Vendar pa ekonomistov problematika
talenta do druge polovice prejšnjega stoletja ni posebno zanimala.
Šele leta 1960 je opozoril Theodore Schultz na problematiko človeškega
kapitala, ki ni nič manj pomemben od fizičnega in prinaša podobno
visoke profite. S tem je dal omenjeni avtor pobudo za razvoj nove,
naglo se razvijajoče panoge ekonomije, ki mora seveda vključevati
tudi problematiko talenta. V sociologiji pa se vse bolj poudarja pomen
socialnega kapitala, kot katalizatorja človeškega kapitala, ki šele
omogoča realizacijo človeškega in posredno tudi fizičnega kapitala.
Spričo tega se obravnavanje talenta ne sme omejevati samo na psihološki
pristop, temveč zahteva tesno sodelovanje psihologije, ekonomije in
sociologije.
| ABSTRACT - The fact that talent originally refers
to a monetary unit and not to a psychological state, suggests that
the question of talent does not only imply a psychological but also
an economic problem. The economists, however, did not show much interest
in the giftedness issue until the second half of the past century.
It is only in 1960 that Theodore Schultz started talking about human
resources, which are no less important than the physical ones and
which can also bring high profits. He was the initiator of a new and
fast developing discipline of economy which certainly needs to include
the issue of giftedness. Modern sociology stresses the importance
of social capital as the catalyst of human capital which enables the
realisation of human and indirectly also physical capital. Therefore
the issue of giftedness should not be limited only to the psychological
approach but should involve all three disciplines, psychology, economy
and sociology working together.
|
|
VPLIV REVŠČINE IN SOCIALNE IZKLJUČENOSTI NA IZOBRAŽEVANJE NADARJENIH
| THE CONSEQUENCES OF POVERTY AND SOCIAL EXCLUSION FOR THE EDUCATION OF THE GIFTED
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.037:376.6
| UDC 37.037:376.6
|
DESKRIPTORJI: revščina, socialna izključenost, izobraževanje, družina
| DESCRIPTORS: poverty, social exclusion, education, family
|
| POVZETEK - Namen prispevka je preučiti posledice
revščine in socialne izključenosti za nadarjenega otroka, ki živi
v družini s pomanjkanjem. Avtorica analizira dejavnike aktualnega
stanja revščine in socialne izključenosti ter njihovega vplivanja
na (ne)uspešnost v izobraževanju, zato opozarja nad naraščajočo prisotnostjo
tega družbenega nezaželenega pojava, v katerem revni nadarjeni otrok
skorajda nima možnosti za optimalni razvoj lastnih sposobnosti.
| ABSTRACT - The article' s purpose is to examine
closely the consequences of poverty and social exclusion for the gifted
child living in his family deficiency and great distress. The author
analyzes the factors of actual situation of poverty and social exclusion
and their influences on success at education and failer at education,
as she pays attention on increasing pre-sence of this unwished appearnce,
in which the poor gifted child almost has no chance for optimal deve-lopment
of his own ability.
|
|
DRUŽINA - KREATOR NADARJENEGA OTROKA
| FAMILY - CREATOR OF THE GIFTED CHILD
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 173:37.037
| UDC 173:37.037
|
DESKRIPTORJI: družina, nadarjeni otrok, faktorji družine, vpliv družine na razvoj nadarjenega otroka, spodbujanje, razvoj
| DESCRIPTORS: family, gifted child, family factors, impact of the family on the development of a gifted child, encouragement, development
|
| POVZETEK - Okolje ima pomemben vpliv na razvoj nadarjenega
otroka. Otrok odrašča, čustveno in socialno dozoreva ter razvija svojo
nadarjenost tako v družini kot tudi v učnem okolju in družbi vrstnikov.
Družina predstavlja pomemben dejavnik pri spodbujanju razvoja nadarjenega
otroka. Raziskave kažejo, da je razvoj (nadarjenega) otroka odvisen
od številnih faktorjev družine. Avtorica je empirično proučevala povezanost
med družino in otrokovim razvojem. V prispevku nam predstavi
družino nadarjenega in družino učno zelo uspešnega otroka ter prikaže
podobnosti ter razlike med njima. Članek zaključi z nekaterimi dejstvi,
ki so izrednega pomena za spodbuden razvoj nadarjenega otroka.
| ABSTRACT - The environment has an important impact
on the development of a gifted child. The child grows, matures
emotionally and socially and develops his/her giftedness within the
family and also within the learning environment and in the company
of his/her peers. The family represents and important factor in the
stimulation of the development of the gifted child. The research shows
that the (gifted) child's development depends on several family factors.
The author has done empirical research on the connection between the
family and child's development. The author presents the family of
a gifted child and the family of a high achiever and compares the
two. Finally we learn about the factors that are highly relevant for
a harmonious deve-lopment of a gifted child.
|
|
ŠOLSKA PRENOVA
| SCHOOL REFORM
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.12:37.042.2
| UDC 371.12:37.042.2
|
DESKRIPTORJI: kurikularna prenova, učitelj, strokovna avtonomija
| DESCRIPTORS: curricular changes, teacher, pro-fessional autonomy
|
| POVZETEK - Učitelj je nenehno pred novimi izzivi družbene
in šolske stvarnosti. Soočanje z novimi zahtevami prakse in uresničevanje
ciljev kurikularne prenove predstavlja enega pomembnih dejavnikov
njegovega vzgojno-izobraževalnega dela. Temeljni nameni šolske
prenove bodo uspešni toliko, kolikor bo te namene uresničeval vsak
učitelj pri svojem neposrednem delu v razredu. V prispevku predstavljamo
nekatere izsledke evalvacijske študije z naslovom "Strokovna avtonomija
in odgovornost pedagoških delavcev", ki zadevajo učiteljevo presojo
lastne usposobljenosti za delovanje na različnih področjih in pojmovanje
temeljnih učnih ciljev predmeta, ki ga poučujejo. Ugotovitve soočamo
z načeli odkrivanja in dela z nadarjenimi učenci. Ob tem ugotavljamo,
da bi bilo v okviru pouka treba več storiti na področju razvijanja
ustvarjalnosti, uporabe višjih oblik učenja, upoštevanja posebnih
sposobnosti, upoštevanja individualnosti, spodbujanja samostojnosti
in odgovornosti ter skrbi za celotni osebnostni razvoj vsakega posameznika.
| ABSTRACT - The teacher is constantly faced with
new challenges in social and school reality. To successfully implement
the new requirements of the practice and to reach the goals of curricular
changes represents one of the important dimensions of teacher's work.
The school reform, however, will only succeed in so far as the goals
will be implemented by each individual teacher in his/her direct encounter
with the students in the class. The article presents results of an
evaluational study entitled "Professional Autonomy and Responsibility
of Teachers", which deals with teachers' assessment of how well they
see themselves qualified for work in different areas and how they
understand the basic goals of the subject they are teaching. We compared
the findings with the principles of detecting and working with gifted
students and established the following: in our work more should be
done to develop creativity, higher forms of learning should be applied,
special abilities and individuality of the students should be taken
into account, independence and responsibility should be encouraged
as well as the care for comprehensive personality development of each
individual child.
|
|
IDENTIFIKACIJA IN PEDAGOŠKA OBRAVNAVA NADARJENIH
| IDENTIFICATION AND APPROPRIATE EDUCATIONAL TREATMENT OF GIFTED STUDENTS IN LOWER PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.042.2
| UDC 37.042.2
|
DESKRIPTORJI: identifikacija, uspešnost, radoznalost, motivacija
| DESCRIPTORS: identification, achievement, curi-osity, motivation
|
| POVZETEK - Prema dosadašnjim saznanjima u svakoj populaciji
dece osnovne škole postoji odredjeni broj učenika koji se odlikuju
karakterističnim sklopom individualnih mogućnosti postizanja viših
rezulatata u školskom učenju u odnosu na svoje vršnjake. U tom kontekstu
avtori raspravlaju o problemima rane pedagoške identifikacije, o postupcima
i tehnikama ranog identifikovanja darovitih učenika i o karakteristikama
darovitosti prema skalama procene
| ABSTRACT - We know that in every population of primary
school children there is a certain number of students who exhibit
characteristic elements of speci-fic abilities for achieving higher
results in learning than their peers. Within this context the author
pre-sents problems of early identification, the procedures and techniques
of identifying gifted students and the characteristics of giftedness
on an assessment scale.
|
|
VLOGA UČITELJA PRI SPODBUJANJU USTVARJALNOSTI
| TEACHER'S ROLE IN ENCOURAGING SELF-REALISATION AND DEVELOPMENT OF STUDENT CREATIVITY
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.042.2
| UDC 37.042.2
|
DESKRIPTORJI: kreativni potencijali, darovitost, individualitet, samorealizacija, subjekatska pozicija, individualizacija
| DESCRIPTORS: creative potentials, giftedness, individuality, self-realisation, subject position, individualisation
|
| POVZETEK - U radu se objašnjavaju smisao, značaj,
mogućnosti i uloga nastavnika u razvijanju kreativnih potencijala
darovitih učenika. Ukazuje se na potrebu izbora sadržaja, metoda,
oblika i sredstava pedagoškog rada koji učenicima u većoj meri omogućavaju
razvoj individualiteta, samorealizacije, i usavršavanja i izražavanja
svoje specifične darovitosti. Posebno je istaknuta važnost principa
individualizacije i personalizacije vaspitno-obrazovnog rada, potreba
jačanja subjekatske pozicije učenika i stvaranja povoljnog psihosocijalnog
miljea kao osnovnih pretpostavki podsticanja razvoja darovitih učenika.
| ABSTRACT - The paper explains the importance, possibilities
and role of the teacher in the development of creative potentials
of gifted students. It is necessary to select proper teaching contents,
methods and forms that would allow the students to develop their personality,
self-realisation and help them to express their specific gifts. The
principle of individualisation and personalisation of educational
work is especially important as are also the strengthening of the
subject position of the students and the creation of a suitable psychosocial
environment as the basic preconditions in the encouragement of the
gifted.
|
|
INTEGRACIJA NOVIH MEDIJEV SPREMINJA PROCESE UČENJA IN POUČEVANJA
| INTEGRATION OF NEW MEDIA IS CHANGING THE TEACHING AND LEARNING PROCESSES
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 004.55:37
| UDC 004.55:37
|
DESKRIPTORJI: didaktične funkcije, učne strategije, računalnik, multimediji
| DESCRIPTORS: didactic functions, teaching strate-gies, computer, multimedia
|
| POVZETEK - Razvojne tendence v izobraževanju potekajo
v smeri vse večjega prenosa didaktičnih funkcij, ki so jih do sedaj
opravljali učitelji, na nepersonalne multimedijske in hipermedijske
sisteme, katerih tehnično osnovo predstavljajo računalniki.
V prispevku obravnavamo integracijske možnosti novih informacijskih
tehnologij, ki omogočajo uporabo multimedijskega softverja, v učni
proces. Avtor ugotavlja, da so z vidika uporabnih oblik multimedijskega
softverja pri pouku možne različne računalniške učne strategije: trategija
posredovanja učne vsebine (strategija tutorstva), strategija ponavljanja,
vadenja in uporabe znanja, hipermedijska strategija, strategija simuliranja
in mikroworld strategija.
| ABSTRACT - In the field of education, development
is increasingly directed towards a transfer of didactic functions,
performed traditionally by teachers, to the non-personal multimedia
and hyper-media systems with computer as their underlying technical
tool. The article presents the possibilities of these new information
technologies with the multi-media software applications to become
integrated in the educational process. The author believes that from
the aspect of the application forms of multi-media software several
computer teaching and learning strategies are possible: the strategy
of presenting teaching contents (the tutorial strategy), the consolidation
strategy of review, practice and application of knowledge, the hyper-media
strategy, the simulation strategy, and the micro-world strategy.
|
|
UČENČEVA VPRAŠANJA PRI POUKU
| STUDENTS' QUESTIONS IN CLASS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.042.2
| UDC 37.042.2
|
DESKRIPTORJI: radovednost, učenčevo vprašanje, znanje
| DESCRIPTORS: curiosity, students' questions, knowledge
|
| POVZETEK - Ena izmed pogosto izpostavljenih lastnosti
nadarjenih učencev je radovednost - na svojem področju postavijo
številna, presenetljiva, izvirna vprašanja, s katerimi bodisi soočajo
druge ali pa nanje sami iščejo odgovore. V pričujočem članku avtorica
podrobneje opredeljuje vlogo in mesto učen-čevih vprašanj v sodobnem
pouku. Pomemben cilj sodobne šole - učence spodbuditi in usposobiti,
da znajo in želijo spraševati in v sodelovanju z drugimi iskati odgovore
nanje, daje učenčevim vprašanjem pomembno vlogo.
| ABSTRACT - One of the frequently discussed characteristics
of gifted students is curiosity - students ask numerous surprising
and original questions about their topic, with which they challenge
others or are themselves involved in finding answers to them. The
article defines in detail the importance and place of students' questions
in modern education. An important goal of a modern school is to encourage
and train students not only how to ask but also to want to ask questions
and search for answers.
|
|
ALI JE LAHKO PREDMET DRŽAVLJANSKA VZGOJA IN ETIKA V OSNOVNI ŠOLI IZZIV ZA UČENCE
| CAN CIVIC EDUCATION AND ETHICS BECOME A CHALLENGE FOR PRIMARY SCHOOL STUDENTS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.83:37.042.2
| UDC 37.042.2:372.851
|
DESKRIPTORJI: nadarjeni, državljanska vzgoja in etika, osnovna šola
| DESCRIPTORS: the gifted, civic education and ethics, primary school
|
| POVZETEK - Avtorica v prispevku prikazuje le del pogledov
učiteljev in učencev o predmetu državljanska vzgoja in etika. Osredotočila
se je predvsem na vprašanje: ali je predmet državljanska vzgoja in
etika lahko izziv za učence ali ne? Rezultati raziskave kažejo, da
predmeta kot osebni izziv ne pojmujejo ne učenci in ne učitelji. Le
17% vseh učencev meni, da jim predmet predstavlja osebni izziv. Predmet
se učencem zdi tudi premalo zahteven. Tudi učitelji so mnenja, da
predmet za učence ne predstavlja osebnega izziva. Glede na stanje
avtorica vidi rešitev v nekaterih vsebinskih in didaktičnih spremembah
izvedbe pouka predmeta.
| ABSTRACT - The article presents attitudes of
teachers and students about Civic Education and Ethics. It focuses
on the question whether the school subject of Civic Education and
Ethics can become a challenge for the students or not. Research results
show that neither students nor teachers perceive the subject as a
personal challenge. Only 17% of all students believe it to be
so. They feel the subject is not demanding enough. The teachers share
the opinion of the students. Considering the situation, the author
of the article sees a possible solution in the introduction of changes
in the content as well as in the teaching approaches.
|
|
PROBLEMATIKA IDENTIFIKACIJE LIKOVNIH TALENTOV OB VSTOPU V OSNOVNO ŠOLO
| IDENTIFICATION OF ARTISTIC TALENT AT THE START OF SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.042.2:372.29:372.87
| UDC 37.042.2:372.29:372.87
|
DESKRIPTORJI: likovna nadarjenost, ustvarjalnost, sposobnost, motivacija
| DESCRIPTORS: artistic talent, creativity, ability, motivation
|
| POVZETEK - Članek obravnava problematiko likovne nadarjenosti
in odkrivanje likovno nadarjenih otrok. Uvodoma so predstavljeni nekateri
koncepti raziskovalcev, ki so se ukvarjali z likovno nadarjenostjo,
v nadaljevanju pa so predstavljeni rezultati raziskave. Na podlagi
pregledane literature sta avtorja sestavila vprašalnik, ki vsebuje
30 različnih izjav. Vprašalnik je bil posredovan študentom in učiteljem
razrednega pouka. Analiza rezultatov je pokazala, da imajo učitelji
nekoliko drugačno mnenje o nadarjenosti kot študentje. Glede likovne
nadarjenosti pa je analiza rezultatov pokazala, da učitelji in študentje
razumejo pomembnost zgodnjega odkrivanja likovnih talentov, vendar
nimajo dovolj znanja, da bi opazili vse zgodnje znake likovne nadarjenosti.
| ABSTRACT - The article focuses on giftedness in
visual arts and on the identification of artistic giftedness. The
first part gives an overview of different concepts of artistic giftedness.
The second part of the article focuses on the empirical findings of
the research. On the basis of a literature review, authors collected
30 different statements describing a gifted child and artistic talent.
The checklist was admi-nistered to university students and to the
elementary school teachers. The results regarding statements about
a gifted child were different for teachers and students. The results
regarding artistic giftedness in visual art showed that students and
teachers understand the importance of early identification of artistic
talent but do not possess sufficient knowledge to notice all the early
signs of artistic giftedness.
|
|
KONSTRUKTIVIZEM IN PROJEKTNA NALOGA PRI TEHNIKI IN TEHNOLOGIJI
| CONSTRUCTIVISM AND PROJECT TASKS IN THE FIELD OF TECHNICAL EDUCATION AND TECHNOLOGY
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 37.037:372.862
| UDC 37.037:372.862
|
DESKRIPTORJI: strategije, projektna naloga, konstruiranje, reševanje problemov
| DESCRIPTORS: strategy, project task, designing, problem solving
|
| POVZETEK - Prispevek obravnava projektno nalogo kot
strategijo vzgojno-izobraževalnega dela, ki je organizirana od idejne
zasnove prek izdelave prototipa, tehniške in tehnološke dokumentacije,
izvedbe serijske proizvodnje do analize dela in ovrednotenja izdelka
- projekta. Pri taki nalogi lahko sodelujejo učenci več vzporednih
oddelkov ali različnih razredov, pri čemer lahko gre za delitev dela
med razredi. Konstruktivizem in projektna naloga omogočata kakovostno
in prijazno usvajanje, poglabljanje, ponavljanje in uporabo znanja
s področja tehnike, tehnologije, organizacije dela, ekonomije, ekologije,
fizike, kemije, biologije, matematike, informatike, računalništva,
industrijskega oblikovanja itd.
| ABSTRACT - The paper deals with project tasks as
educational strategies - training activities. The project task
is organised in the following way: it starts with conception, then
proceeds to prototype, technical and technological documentation,
to the execution of series production which is followed by the analysis
of the work and the evaluation of the product - project. The pupils
from several classes or from different grades can co-operate and then
the work is divided among classes. Constructivism and project
work create knowledge and are user friendly. They provide ways
of how to apply, deepen and strengthen knowledge in different areas,
such as design and technology, organisation of work, economy, ecology,
physics, chemistry, biology, mathematics, information and computer
technology, industrial design etc.
|
|
NADARJENOST ZA FILOZOFIJO
| GIFTEDNESS FOR PHILOSOPHY
|
| Pregledni znanstveni članek
| Review
|
| UDK 159.929:1
| UDC 159.929:1
|
DESKRIPTORJI: filozofija, nadarjenost, iskanje resnice, inovativnost, izvirnost, etika
| DESCRIPTORS: philosophy, talent, enquiry of truth, inovation, originality, ethics
|
| POVZETEK - Prispevek obravnava spoznanja o nadarjenosti
za filozofijo, pridobljena pri pedago-škem delu s študenti in študentkami
filozofije. Loteva se splošnih značilnosti in posebnosti filozofije,
tako predavateljevih delovnih nalog kot študentovega prispevka, njegovega
iskanja resnice, srečanja z literaturo, možnosti miselnega napredovanja,
inovativnosti in izvirnosti. Prispevek opozarja na morebitni razkol
med nadarjenostjo za filozofijo na eni strani ter konservativnostjo
in nestrpnostjo na drugi strani.
| ABSTRACT - The article deals with knowledges about
talent for philosophy, acquired in pedagogical work with students
and studenst of philosophy. It deals with general characteri-stics
and specialities of philosophy, so professor's tasks of work as well
as student's contribution, encounter with literature, ability for
advence of thinking, innovation and originality. The article warns
against possible cleavage between talent for philosophy on one side
and consevative attitude and intolerance on the other side.
|
|
POJMOVANJE UČNE NEUSPEŠNOSTI NADARJENIH UČENCEV
| UNDERSTANDING UNDERACHIEVEMENT OF GIFTED STUDENTS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 37.042.2:371.26
| UDC 37.042.2:371.26
|
DESKRIPTORJI: nadarjeni učenci, neuspešni nadarjeni učenci, učna neuspešnost
| DESCRIPTORS: gifted students, underachieving gifted students, academic underachievement
|
| POVZETEK - Kot profesorica razrednega pouka v vsakdanji
praksi čutim velik primanjkljaj na področju identifikacije in uveljavitve
učno neuspešnih nadarjenih učencev v celotnem šolskem sistemu. Menim,
da v slovenskem šolskem prostoru naredimo odločno premalo za tiste
učence, ki so sicer nadarjeni, vendar njihove nadarjenosti v času
šolanja sploh ne zaznamo. Fenomen neuspeha oziroma nezadostnega uspeha
nadarjenih otrok je namreč po eni strani interdisciplinarno zapleten,
znanstveno pomanjkljivo preučen, po drugi strani pa predstavlja v
prihodnosti naraščajoč strokovni izziv. Zapleten je zaradi svoje
strukturne kompleksnosti, izziv pa je zaradi antropološke in družbene
pomembnosti njegovega odpravljanja. Uporabila sem termin nezadostni
dosežek oziroma nezadostni učni uspeh nadarjenega učenca. Gre za nadarjene
učence, ki kljub dokazani nadarjenosti ne dosegajo svojim sposobnostim
in nadarjenosti ustreznih učno vzgojnih rezultatov. V tujini poimenujejo
ta sindrom UAS (underachievement syndrome).
| ABSTRACT - In my daily practice as a primary
school teacher I experience a great lack in the field of identification
of underachieving gifted students throughout the school system. I
believe that the Slovene educational system does not provide sufficiently
for those students who are gifted but whose giftedness is not identified
during their schooling. The phenomenon of failure or underachievement
of gifted students is on the one hand of interdisciplinary complexity
and is insufficiently scientifically researched while, on the other
hand, it represents a growing professional challenge. It is complicated
due to its structural complexity, while the challenge is in the anthropological
and social importance connected with its elimination. I use the expression
underachievement because I am referring to students who, in spite
of proven giftedness, do not achieve academic results fitting their
abilities and giftedness. This is the so-called underachievement
synd-rome or UAS.
|
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IZOBRAŽEVANJE ODRASLIH IN USTVARJALNOST
| ADULT EDUCATION AND CREATIVITY
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| Izvirni znanstveni članek
| Original scientific paper
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| UDK 37.042.2
| UDC 37.042.2
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DESKRIPTORJI: obrazovanje odraslih, stvaralaštvo, motivacija
| DESCRIPTORS: adult education, creativity, motivation
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| POVZETEK - U suvremenom društvu, kao što je poznato,
odgoj i obrazovanje uz znanost predstavljaju najvažniju infrastrukturnu
djelatnost. Obrazovanost djelatnog stanovništva bitna je sastavnica
kvalitete ljudskog kapitala koji presudno uvjetuje smjer i tempo
nacionalnog razvoja. Stoga se danas bogatom smatra zemlja koja ima
kvalitetan ljudski potencijal i optimalno ga iskorištava. Stvaralaštvo
je danas moderna i aktualna društvena tema, te stoga i dio cjeloživotnog
učenja i obrazovanja. S obzirom da je obrazovanje odraslih integralni
dio cjelovitog sistema odgoja i obrazovanja te predstavlja najdužu
fazu cjeloživotnog učenja i obrazovanja i u tom je segmentu potrebno
voditi računa o stvaralaštvu. Mnogi se odrasli obrazuju radi stjecanja
novih znanja koja bi im omogućila bolju materijalnu egzistenciju,
a time i bolji život. Nova znanja i iskustva koja stječu uglavnom
su usko vezana uz njihove interese. Stvaralaštvo je područje koje
je vezano uz interese mnogih ljudi tako da je i obrazovanje za stvaralaštvo
odraslih dosta prisutno i to kao dio mnogih obrazovnih programa, gdje
je ono samo jedan od niza zadataka ili u okviru mnogih tečajeva, seminara,
radionica ili pak kao sastavni dio programa nekih udruga.
| ABSTRACT - As well-known, upbringing and education,
together with science, represent the most important infrastructural
activity in modern society.Education of working population is a relevant
part of the quality of human capital which crucialy conditions the
direction and pace of national development. Therefore today,
a country is considered rich if it has top quality human potential
and uses it optimally. Creative work is a mo-dern and up-to-date
social topic today and represents a part of lifetime learning and
education. Adult education is an integral part of educational
and upbringing system as a whole and it represents the longest phase
of lifetime learning and education, therefore, this segment should
also be taken into account. Many adults educate themselves in order
to gain new know-ledge which would enhance their material existence
and enable them a better life. New knowledge and skills which are
gained are mostly closely linked to their interests. Creative work
is a field that captures attention of many, so education of adults
for creative work is well-spread as a part of many educational programmes,
where it represents only one of many tasks; or within different courses,
seminars, work-shops or even as an integral part of some associations'
programmes.
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ŠTUDIJ PRIMERA KOT METODA PREUČEVANJA VPRAŠANJ NADARJENOSTI IN USPOSABLJANJA ZA DELO Z NADARJENIMI
| CASE STUDY AS A METHOD OF STUDYING GIFTEDNESS AND TRAINING FOR WORKING WITH THE GIFTED
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| Izvirni znanstveni članek
| Original scientific paper
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| UDK 37.037:371.12
| UDC 37.037:371.12
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DESKRIPTORJI: kvalitativna analiza, študija primera, preučevanje nadarjenosti
| DESCRIPTORS: qualitative analysis, case study, studying giftedness
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| POVZETEK - V prispevku predstavljam pristop k preučevanju
vprašanj nadarjenosti s pomočjo metode študija primera. Na ta način
sem zbrala in analizirala spomine odraslih oseb na težave, ki so jih
doživljali kot izjemni (nadarjeni) otroci. V vzorcu je 10 oseb v starosti
25-40 let različnih poklicev, študentk podiplomskega študija, udeleženk
seminarja na temo Izjemno nadarjeni otroci in mladostniki - preprečevanje
vzgojne problematike s celostnimi pristopi. V pričujočo študijo so
bile izbrane osebe oziroma njihovi eseji, v katerih so zapisana doživetja
iz lastnega otroštva in refleksija na seminarsko delavnico. Kvalitativna
analiza študije primerov je pokazala, da je v nadarjenih odraslih
osebah še vedno prisotna trauma, ki so jo doživljali v otroštvu kot
drugačni. Deloma odkriti ali pa neodkriti nadarjeni so trpeli predvsem
zaradi težav v psiho-socialni integraciji. Nihče jim pri tem ni bil
zmožen pomagati. Žal praksa kaže, da tudi danes vzgojitelji in učitelji
še niso primerno usposobljeni za celosten pristop.
| ABSTRACT - The article presents a case study as
a possible approach to the study of giftedness. I collected and analysed
the memories of adults about the difficulties they experienced as
exceptional (gifted) children. The sample includes 10 persons, aged
from 25-40 years of different professions: students of post-graduate
studies, participants of the seminar entitled Exceptionally gifted
children and youth - prevention of educational problems on
hand of a holistic approach. The study dealt with the persons
and their essays in which they described their childhood experiences
and reflections about the workshop. The qualitative analysis
of the study cases shows that the traumatic childhood experiences
of having been different are still very much alive. Partly identified
and partly unidentified, these people suffered, mainly because of
their difficulties in psycho-social integration. There was nobody
to help them. Unfortunately, the practice reveals that even today
pre-school teachers and teachers are still not sufficiently prepared
for a successful approach to the issue.
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VODITELJSKE SPOSOBNOSTI PREDSEDNIKOV ŠOLSKIH OTROŠKIH PARLAMENTOV
| LEADERSHIP QUALITIES OF PRESIDENTS OF SCHOOL CHILDREN'S PARLIAMENTS
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| Izvirni znanstveni članek
| Original scientific paper
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| UDK 65.012.4:37.042.2:37.014.553
| UDC 65.012.4:37.042.2:37.014.553
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DESKRIPTORJI: vodstvene sposobnosti, šolski otroški parlament, vodenje, osebnostne lastnosti
| DESCRIPTORS: leadership qualities, school children parliament, leadership, personal qualities
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| POVZETEK - Zaradi družbenih sprememb in nastalih novih
potreb je čedalje bolj pomembno odkrivanje in delo z nadarjenimi otroki.
Že v šolskem obdobju je potrebno odkrivati in spodbujati k razvoju
tudi učence z voditeljskimi sposobnostmi. Šolski otroški parlament
daje možnost razvoja takim učencem. V nalogi ugotavljam značilnosti
učencev predsednikov otroških parlamentov v Ljubljani in okolici:
odličnjaki, pretežno deklice, skoraj polovica je identificiranih nadarjenih
učencev, med vrstniki so priljubljeni, s trdnimi moralnimi načeli,
samozavestni, z visokimi pričakovanji do sebe in drugih, spretni v
opredeljevanju in reševanju problemov, radi sodelujejo s sošolci in
usmerjajo njihovo dejavnost. Nadarjene prekašajo nenadarjeni v prizadevnosti,
odgovornosti, delavnosti, v upoštevanju mnenj ter strpnosti do drugih.
| ABSTRACT - Due to social changes and the needs
of new times, the identification and work with gifted children is
becoming increasingly important. It is necessary to identify children
with leadership qualities and encourage their development already
during the school period. The schoolchildren's parliament offers possibilities
of deve-lopment for these children. The paper tries to establish the
qualities of the presidents of children's parliaments in Ljubljana
and in the suburbs. These students, predo-minantly girls, have excellent
school record, almost half of them have been identified as gifted,
they are popular with their peers, have strong moral values, are self-confident,
have high expectations of themselves as well as of others, are skilled
in identifying and solving problems like working together with their
schoolmates and guiding their activities. The gifted are surpassed
by the non-gifted in their zeal, responsibility, diligence, in taking
into consideration the opinions of others and in their tolerance towards them.
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