Mokymas mąstyti postmodernios filosofijos požiūriu

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Mokymas mąstyti postmodernios filosofijos požiūriu
Alternative Title:
Post-modern philosophical point of view towards the teaching of thinking
In the Journal:
Acta paedagogica Vilnensia . 2002, t. 9, p. 248-254
Notes:
LDB Open.
Keywords:
LT
postmodernizmas; ugdymas; kritinis ir reflektyvus mąstymas.
EN
post-modern; education; critical and reflective thinking.
Summary / Abstract:

LTŠiame straipsnyje analizuojamas postmodernistų požiūris į racionalų mąstymą, kritiškumą, reflektyvumą ir jų ugdymą. Mažiau studijuoti pačių postmodernistų (M. Foucault, R. Rorty.J. Derrida,J. F. Lyotardo) veikalai, daugiau remtasi švietimui skirtomis studijomis, analizuojančiomis postmodernistų sampratas (R. Usher, R. Edwards, S. Parker, S. Gallagher, J. Rhedding-Jones). Atskleidžiamos skirtingos hermeneutikos kryptys ir kaip jos koreliuoja su ugdymu, aiškinamas postmodernizmo bei normų ir vertybių santykis, aptariama, ką reiškia kontekstas, diskursas, dekonstrukcija ir kaip tai pritaikoma ugdymui, pateikiamas naujas kritinio mąstymo ir refleksijos interpretavimas. Svarstoma, kokį poveikį postmodernistinis požiūris gali daryti švietimui ir ar postmodernistų siūlymai apskritai yra pritaikomi ugdymo praktikoje. [Iš leidinio]

ENThis article deals with the analysis of post-modem philosophy and its influence on contemporary education. This is a field that has not been researched in Lithuania yet. The main task of this article was to investigate post-modern philosophy interpretation of critical and reflective thinking and the method how to teach thinking. The researches of great philosophers (J. F. Lyotard, H. G. Gadamer, M. Oakeshott) and their interpreters (S. Gallagher, S. Parker, R. Usher, R. Edwards) were analysed. Some conclusions were formulated: the post-modem philosophy deals with meanings of discourse, contextuality, deconstruction and identification through difference, relativity, and ambiguity. Meanings of thinking critically and reflectively need new evaluation, because they are passė (old-fashioned). Some of the philosophers' say that field of education is very special, so it requires special rules. While dialectical investigation is based on linguistic games and deconstruction, didactic is grounded by assumption, that there is the way of knowledge legitimating. That means, that thinking in the process of education should be supported and controlled according to agreement in advance. [From the publication]

ISSN:
1392-5016, 1648-665X
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https://www.lituanistika.lt/content/17231
Updated:
2018-12-17 11:01:57
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