Page 124 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 124
ksandar Stojanović
lectures directed to the student with more accurately observing their learn-
ing perspective and specifies ‘output’ as well as term ‘competence’ with aims
to encourage, not only knowledge, but also complex abilities. According to
O. Kruse (2011) as well as to Humboldt’s tradition, teaching was oriented to-
wards competences much more than today’s framework of Bologna reform,
the study was a field of intellectual and methodological abilities training and
education. Only the notion of ‘competence,’ according to mentioned authors,
is new and triggers a more intensive didacticization of academic learning
(Stojanović & Gojkov, 2016).
Critical thinking, as one of the most important intellectual abilities, relies
on emancipatory epistemology in the higher education didactic concept of
gifted education. It is essentially the same in the emancipatory didactic, re-
lying on the views of the authors, such as Paul and Elder (2003, as cited in
Kruse, 2011) who consider that critical thinking refers to the aspects of self-
management and self reflection of thinking, depending on the monitoring
of intellectual norms.
Modern didactics emphasize that students, and especially gifted, need di-
dactic support that fosters the stimulation of intellectual autonomy. During
the didactic development, many methods of developing intellectual auton-
omy have been created, and they still exist in Bologna Process conditions.
However, there is no automatism by which the didactical possibilities would
indeed cause the development of thinking skills, including critical thinking,
as their effect depends on the curricular circumstances, as well as on the as-
sumptions and motivations of students. Peer interaction can become a use-
less ritual if it does not focus on creative and fair communication between
students, including gifted ones. Therefore, it is necessary to pay attention to
thinking of the participants of the discussion and to create such an atmo-
sphere, in which without risk you can experiment with forms of thinking.
Brookfield (as cited in Kruse, 2011) indicates that in student group discus-
sions it is important to check existing assumptions and statements and to
explore alternative thinking options, to allow diversity and dissimilar opin-
ions, to support spontaneity and risk readiness, to provide models for open-
ness in thinking and for critical analysis, to establish basic scepticism and to
avoid perfectionism.
Therefore, there are already well-known teaching strategies (known as
Brookfield’s List, see Gojkov, 2013), which indicate that teaching, edited by
critical thinking, requires high communicative qualities of teachers and de-
pends on creating an appropriate relationship between teacher and stu-
dents. Students have to be supported and motivated to take a risky decision
122
lectures directed to the student with more accurately observing their learn-
ing perspective and specifies ‘output’ as well as term ‘competence’ with aims
to encourage, not only knowledge, but also complex abilities. According to
O. Kruse (2011) as well as to Humboldt’s tradition, teaching was oriented to-
wards competences much more than today’s framework of Bologna reform,
the study was a field of intellectual and methodological abilities training and
education. Only the notion of ‘competence,’ according to mentioned authors,
is new and triggers a more intensive didacticization of academic learning
(Stojanović & Gojkov, 2016).
Critical thinking, as one of the most important intellectual abilities, relies
on emancipatory epistemology in the higher education didactic concept of
gifted education. It is essentially the same in the emancipatory didactic, re-
lying on the views of the authors, such as Paul and Elder (2003, as cited in
Kruse, 2011) who consider that critical thinking refers to the aspects of self-
management and self reflection of thinking, depending on the monitoring
of intellectual norms.
Modern didactics emphasize that students, and especially gifted, need di-
dactic support that fosters the stimulation of intellectual autonomy. During
the didactic development, many methods of developing intellectual auton-
omy have been created, and they still exist in Bologna Process conditions.
However, there is no automatism by which the didactical possibilities would
indeed cause the development of thinking skills, including critical thinking,
as their effect depends on the curricular circumstances, as well as on the as-
sumptions and motivations of students. Peer interaction can become a use-
less ritual if it does not focus on creative and fair communication between
students, including gifted ones. Therefore, it is necessary to pay attention to
thinking of the participants of the discussion and to create such an atmo-
sphere, in which without risk you can experiment with forms of thinking.
Brookfield (as cited in Kruse, 2011) indicates that in student group discus-
sions it is important to check existing assumptions and statements and to
explore alternative thinking options, to allow diversity and dissimilar opin-
ions, to support spontaneity and risk readiness, to provide models for open-
ness in thinking and for critical analysis, to establish basic scepticism and to
avoid perfectionism.
Therefore, there are already well-known teaching strategies (known as
Brookfield’s List, see Gojkov, 2013), which indicate that teaching, edited by
critical thinking, requires high communicative qualities of teachers and de-
pends on creating an appropriate relationship between teacher and stu-
dents. Students have to be supported and motivated to take a risky decision
122
