4 research outputs found
Connection of Critical Thinking Theory with Erasmus Roterodamusās Thoughts about Education
Erazmo Roterdamski smatrao je da obrazovanje djece treba zapoÄeti u ranoj dobi. Da bismo Å”to bolje razumjeli Erazmove teorije o odgoju, u Älanku se analizira Erazmov pojam eruditio, ali i ostali pojmovi kao Å”to su: ratio, usus i philosophia. Ukazuje se na zanimljivu poveznicu koja se može povuÄi izmeÄu suvremenog pojma kritiÄkog miÅ”ljenja i Erazmova pojma eruditio. Isto tako, za razumijevanje Erazmova poimanja odgoja (ali i povezanosti njegove teorije sa suvremenim teorijama kritiÄkog miÅ”ljenja) analiziran je Erazmov opis karakteristika dobrog uÄitelja. Navedeni opis dobrog uÄitelja, u nekim aspektima, povezuje Erazma sa suvremenim teoretiÄarima (i praktiÄarima) kao Å”to su John Dewey i Oscar Brenifier. Erazmo za rano uvježbavanje zakljuÄivanja nudi basne, vježbe jezika i poslovice, kao Å”to je sluÄaj i kod suvremenih teoretiÄara i praktiÄara kritiÄkog miÅ”ljenja te filozofije s djecom.Desiderius Erasmus considered that the education of children has to start at an early age. To get a better understanding of Erasmusā theories about the education, this paper analyses the use of his term eruditio, but also the use of terms such as ratio, usus and philosophia. The aim is to point out the interesting link between the contemporary understanding of critical thinking and Erasmusā concept of eruditio. Furthermore, for a better understanding of his perception of education (but also of the connection of his theory with contemporary theories of critical thinking), we analyse Erasmusā description of characteristics of a good teacher. Here mentioned description of a good teacher, in some aspects, link Erasmus with contemporary theorists (and practitioners) such as John Dewey and Oscar Brenifier. As early training and practice for the development of a proper inference, Erasmus suggests fables, language exercises and proverbs, which is similar to what contemporary theorists and practitioners of critical thinking and philosophy with children do
Desiderius Erasmus Contribution to Critical Thinking Theory
Cilj ovog rada je dovesti u vezu Erazmovu misao s teorijom kritiÄkog miÅ”ljenja. Autor nas na poÄetku upoznaje opÄenito s teorijom kritiÄkog miÅ”ljenja, preko dva djela Johna Deweya. Potom razmatra Å”to Erazmo misli o poÄetku obrazovanja djece u ranoj dobi i u tome vidi poveznicu s Deweyevom teorijom. Nadalje analizira kako Erazmo shvaÄa pojam eruditio, ali i ostale pojmove kao Å”to su: ratio, usus, philosophia, te promatra u kakvom su odnosu i zakljuÄuje kako je pojam eruditio na tragu danaÅ”njeg pojma kritiÄkog miÅ”ljenja. Zatim iznosi Erazmov stav kakve bi trebale biti karakteristike dobrog uÄitelja, te u tome vidi, u nekim aspektima, sliÄnost s Oscarom Brenifierom i Johnom Deweyem. Nadalje, traži kako zapoÄeti kritiÄko promiÅ”ljanje, i dolazi do zakljuÄka da Erazmo kao povode nudi basne, vježbe jezika i poslovice. Na kraju autor pronalazi elemente kritiÄkog miÅ”ljenja u djelu Pohvala ludosti, s obzirom da djelo nudi satiriÄki kritiÄki osvrt na druÅ”tvo njegovog doba. Tu povlaÄi zakljuÄke kako se tu mogu pronaÄi neki elementi kritiÄkog miÅ”ljenja koje je kasnije prepoznao Francis BaconAim of this work is connect Erasmus thought with theory of critical thinking. At the beginning author introduce us with critical thinking theory in general, through two works of John Dewey. After that he consider what Erasmus think of early-age education and in that he sees link with Deweyās theory. Further he analyzes how Erasmus understand notion eruditio, also what ratio, usus and philosophia means for him, after which he is looking for the relations between these terms. Author comes to conclusion that meaning of the notion eruditio is similar with nowadays understanding of critical thinking. He then outlines Erasmusā attitude as to what the characteristics of a good teacher should be, and in this he sees, in some respects, a resemblance to Oscar Brenifier and John Dewey. Furthermore, he seeks how to begin to think critically, and concludes that Erazmo offers as a pretext fables, language exercises and proverbs. In the end, the author finds elements of critical thinking in The Praise of Folly, since the work offers a satirical critical reflection on the society of his time. Author draws conclusions that some elements of critical thinking, later recognized by Francis Bacon, can be found here