20.500.12556/RUL-163789 Vloge in rabe tišine pri poučevanju filozofije v osnovni šoli Roles and uses of silence in teaching philosophy in elementary school Magistrsko delo skuša osvetliti področje pomena, vloge in rabe tišine pri poučevanju filozofije v osnovni šoli. Mnogoplastnost področja tihega, ki obsega tako odsotnost hrupa kot tudi zadrževanje govora ter prisotnost mišljenja in delovanja, od učitelja (filozofije) zahteva mnogoplasten pristop k uporabi tišine pri poučevanju (filozofije), če hoče otrokom tišino približati in do nje v njih vzbuditi ljubezen. Ker se filozofijo (oz. vsaj njene predpogoje in elemente) lahko v osnovni šoli poučuje v okviru organiziranega ali neorganiziranega pouka, je učitelju prepuščena velika svoboda pri uporabah tišine. Avtor o tišini razmišlja znotraj njenega konteksta pogoja aktivne diskusije ter platforme za kritično razmišljanje, pri čemer opredeli mnoge praktične možnosti za vključitev tišine v samo poučevanje v osnovni šoli. Učitelj tako lahko uro začne v popolni tišini, fizično časovno uro obrne proti sebi in ne proti učencem (prikriti kurikulum), navodila izvaja v neverbalnem jeziku, s telesnimi gibi in načini pogledov, pozdravlja na telesen način s pogledi, prikimavanji ali gestikulacijami, poveča pozornost izbiri tipa nalog, ki zahtevajo učenčevo tiho zbranost, dela daljše in globlje pavze med svojim govorjenjem, oblači na način, ki izraža zbranost in pozornost itd. Po historičnem pregledu filozofskih koncipiranj tišine in njene vrednost premislimo Nietzschejevo koncipiranje tišine, ki jo obenem hvali in kritizira, o kateri piše in o kateri včasih tudi ne piše, ki jo vstavlja v svoje pisano besedilo prek stilističnih vstavkov in ki v njegovi filozofiji igra veliko vlogo. The master's thesis tries to shed light on the meaning, role and use of silence in the teaching of philosophy in elementary school. The multifaceted nature of the quiet, which includes the absence of noise as well as the restraint of speech and the presence of thought and action, requires a multifaceted approach to the use of silence in teaching (philosophy) from the teacher if he wants to bring silence closer to children and instill a love for it in them. Since philosophy (or at least its prerequisites and elements) can be taught in elementary school in the context of organized or unorganized lessons, the teacher is left with great freedom in the use of silence. The author thinks about silence within its context as a condition for active discussion and a platform for critical thinking, identifying many practical possibilities for including silence in teaching itself in elementary school. Thus, the teacher can start the lesson in complete silence, turn the physical time clock towards himself and not towards the students (hidden curriculum), give instructions in non-verbal language, with body movements and ways of looking, greet in a physical way with looks, nods or gesticulations, increases attention to the choice of the type of tasks that require the student's quiet concentration, makes longer and deeper pauses during his speech, dresses in a way that expresses concentration and attention, etc. After a historical overview of the philosophical conceptions of silence and its value, we consider Nietzsche's conception of silence, which he praises and criticizes at the same time, which he writes about and which he sometimes does not write about, which he inserts into his written text through stylistic insertions and which plays a large role in his philosophy . tišina poučevanje filozofije osnovna šola silence teaching philosophy primary and secondary school true false false D. Tomažin Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-10-11 07:45:08 2024-10-11 07:45:18 2024-10-25 12:19:05 0000-00-00 00:00:00 2024 0 Ljubljana 0 Ljubljana 72 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 37.091.3:1(043.2) 560962 212948739 42516.pdf 42516.pdf 1 22C1D2F5E4C1068115FDF7693018F293 59e0bc0be81487dcfe16fb8c608bac58d86af8a6dd422494c9a29688d5c82dd6 ce3ca3b7-8793-11ef-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=193716 Filozofska fakulteta 0 0 0