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Spodbujanje kritičnega in kreativnega mišljenja pri pouku (angleščine)
Morano, Alina (Author), Skela, Janez (Mentor) More about this mentor... This link opens in a new window

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Abstract
Magistrsko delo se prevprašuje o namenu in smislu izobraževanja in predstavlja predloge za spodbujanje kritičnega in kreativnega mišljenja pri pouku (angleščine). Sestavljeno je iz štirih delov. Prvi in drugi del zagovarjata »problemsko izobraževanje«, ki se v nasprotju z »bančniškim izobraževanjem«, kjer se učence redko spodbuja h kritičnemu in ustvarjalnemu proučevanju sveta zunaj šolskih zidov, opira na ustvarjalnost in spodbuja kritično razmišljanje o svetu ter reševanje problemskih situacij. V tretjem poglavju so predstavljeni trije pristopi, ki bi jih učitelji lahko uporabili za spodbujanje »problemskega izobraževanja«, ter kritičnega in ustvarjalnega mišljenja v svojih učilnicah: družbeno angažirano gledališče; razredne razprave o spornih družbenih vprašanjih; ter deljenje osebnih zgodb in izkušenj. Ti trije pristopi lahko pomagajo nasloviti različna polemična vprašanja o družbi in temeljna vprašanja o življenju. Četrto poglavje opisuje, kako lahko omenjeni pristopi služijo boju proti valovom ksenofobije ob prihodu beguncev (v Slovenijo). Najprej skozi lastno izkušnjo učencev, ko si ogledajo družbeno angažirano predstavo in razmišljajo o njej (predstava 6 režiserja Žige Divjaka), nato skozi kritične razprave v razredu (»metoda šestih klobukov razmišljanja«) in prav tako z različnimi pripovedovalskimi pristopi (kot je na primer »živa knjižnica«), ki učencem omogočajo neposreden stik z ljudmi iz različnih kultur, okolij in disciplin. Poglavje se osredotoča samo na vprašanja, ki se nanašajo na begunce, vendar se lahko s pomočjo teh treh pristopov obravnava tudi druga družbenokritična vprašanja in probleme, kot so na primer rasizem, pravice žensk in delavcev, globalno segrevanje itd. Gre za zelo pomembne družbenokritične teme, o katerih bi morali razpravljati tudi pri pouku angleščine.

Language:Slovenian
Keywords:problemsko izobraževanje, kritično mišljenje, kreativno mišljenje, družbeno angažirano gledališče, razredne razprave o spornih družbenih vprašanjih, ksenofobija
Work type:Master's thesis/paper (mb22)
Organization:FF - Faculty of Arts
Year:2019
Views:425
Downloads:204
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Secondary language

Language:English
Title:Fostering Critical and Creative Thinking in the (ELT) Classroom
Abstract:
This MA thesis explores the purpose of education, and presents suggestions for promoting critical and creative thinking in the (ELT) classroom. It is divided into four parts. The first and the second part speak in favour of the “problem-posing education”, which, unlike “banking education”, where students are rarely encouraged to critically and creatively examine the world outside the school walls, bases itself on creativity and stimulates reflection and action upon reality. The third chapter introduces three approaches teachers could use to promote “problem-posing education” and foster critical and creative thinking in their classrooms: live, socially-engaged theatre; controversial issues classroom discussions; and hearing/sharing stories. The three approaches can be used to tackle a variety of controversial issues about society and fundamental questions about life. The fourth chapter describes how the three approaches could serve to fight the waves of xenophobia upon the arrival of refugees (to Slovenia). First through students’ own experience, when they go to see a socially-engaged play and reflect upon it (The play 6 by Žiga Divjak), then through critically engaging debates in the classroom (“The 6 Thinking Hats”), and last but not least through storytelling approaches (such as “The Living Library”), which allow students to have conversations with people from different cultures, backgrounds and disciplines. The chapter focuses only on issues pertaining to refugees, however using the three approaches, similar analyses can be applied to, for example, issues of race and racism, the rights of women and workers, global warming etc. These are very important, controversial topics that could and should also be discussed in the ELT classroom.

Keywords:problem-posing education, critical thinking, creative thinking, socially-engaged theatre, controversial issues classroom discussions, xenophobia

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