Possible Uses of Tennant’s Methodology in Secondary Education

The paper addresses the issue whether Tennant’s textbook Introducing Philosophy, a demanding textbook based on the methodology of Analytical philosophy, can be useful for high school teachers not trained in Analytical methodology. The pedagogical background is presented through a conceptual framework of problematization, conceptualisation and argumentation, and I follow Tennant’s methodology through these three principles. The issue which I discuss is how Tennant’s methodology can help teachers to foster the three analytical abilities in students. I will show how his presentation of topics as content demonstrate his methodology and how particular examples can be used by teachers in secondary education, as well as in introductory university courses in philosophy. If teachers pay attention to this methodology within the content, they can apply it to other topics

Possible Uses of Tennant’s Methodology in Secondary Education

The paper addresses the issue whether Tennant’s textbook Introducing Philosophy, a demanding textbook based on the methodology of Analytical philosophy, can be useful for high school teachers not trained in Analytical methodology. The pedagogical background is presented through a conceptual framework of problematization, conceptualisation and argumentation, and I follow Tennant’s methodology through these three principles. The issue which I discuss is how Tennant’s methodology can help teachers to foster the three analytical abilities in students. I will show how his presentation of topics as content demonstrate his methodology and how particular examples can be used by teachers in secondary education, as well as in introductory university courses in philosophy. If teachers pay attention to this methodology within the content, they can apply it to other topics

Modelling of hydrodynamics and mecury transport in lake Velenje. Part 2, Modelling and model verification

PCFLOW3D - a three-dimensional mathematical model that was developed at the Chair of Fluid\ud Mechanics of the Faculty of Civil and Geodetic Engineering, University of Ljubljana, was used for\ud hydrodynamic and Hg transport simulations in Lake Velenje. The model is fully non-linear and\ud computes three velocity components, water elevation and pressure. Transport-dispersion equations\ud for salinity and heat (and/or any pollutant) are further used to compute the distributions of these\ud parameters. The results show that the major sources of mercury in Lake Velenje are lake inflows.\ud The hydrodynamic simulations revealed that ground and/or surface water inflow and outflow do not\ud have much influence on water cycling in the lake basin. Wind and ambient temperature seem to\ud have the greatest influence on water movement in the lake. Mercury transport simulations\ud performed by PCFLOW3D show good agreement with the measured distribution of different Hg\ud and MeHg forms in Lake Velenje. Verification of water flow was done by isotope tracers δ18O and\ud δ2H and measurements of different Hg and MeHg forms. Distribution of different Hg species and\ud forms and isotopic composition in water of Lake Velenje is described in Part 1

predpostavke in implikacije

Namen prispevka je pojasnitev temeljnih pojmov učnociljnega kurikula in iz tega izhajajoč kritičen razmislek o konceptualnih vprašanjih, ki se pojavljajo, preden se lotimo načrtovanja kurikula in njegovega izvajanja. Prispevek se s pomočjo Rossovega modela kurikula osredotoči na analizo prenašanja učnociljnega kurikula v naše razmere. Na podlagi tega lahko ugotovimo, da je en vidik problemov našega izobraževanja, ki se kažejo tako z uvajanjem bolonjske prenove kot tudi z uvajanjem vzporednih procesov, najprej v nejasnem izvornem konceptu (kompetenčnega pristopa) in nato v uvajanju učnociljnega kurikula (kot cilj) z učnosnovnimi sredstvi.The aim of the paper is to clarify the basic concepts of objectives-driven curriculum and to critically examine the conceptual issues related to the design and the implementation of curriculum. Relationship between political positions on the curriculum proposed by Ross is used for the analysis of the implementation of objectives-driven curriculum to Slovenian situation. The result of this analysis shows that one of the reasons for the difficulties in the implementation of Bologna process and the corresponding other processes in education is unclear conceptual framework. Moreover, the objective-driven curriculum as an aim is implemented by the content-driven means

Conceptual dilemmas in implementing the principles of the Bologna process

Implementacija načel bolonjske reforme ima vsaj dva vidika. Eden je na ravni države, pri katerem gre za to, kako so ta načela formulirana v zakonih in predpisih. Drugi vidik je v načinu razumevanja zakonskih formulacij na ravni univerz. Država se z zavezanostjo uresničevanja bolonjskih načel postavlja v kontroverzno vlogo: je spodbujevalka zboljšanja kakovosti izobraževanja in hkrati zastopnica korporativnih interesov v razmerah globalizacije. To pomeni, da s tem spreminja temeljno vlogo izobraževanja v globalizirani družbi. Tudi avtonomija univerze ima kontroverzno vlogo: lahko pomeni varovanje akademskih standardov, da bi ne postala servis ekonomije in politikehkrati pomeni ohranjanje rigidnosti za kvalitativne spremembe. Ta prispevek je zato poskus analize, ki bi hkrati pokazala na potencial, ki ga prinaša bolonjski proces, in na njegove pasti. Oboje ima podlago na eni strani v historičnem ozadju bolonjskega procesa in najnovejših analizah konceptualnih dilem bolonjskega procesa in njegovih dokumentov, kot je Tuning. Analiza vodi v sklep, da potrebuje visokošolsko izobraževanje v razmerah tranzicije namesto sprejemanja seznamov "kompetenc" izvirne rešitve, ki zahtevajo refiektiran pristop k predpostavkam in implikacijam bolonjskega procesa.The implementation of the principles of the Bologna process involves at least two aspects. One, on the state level, refers to the codification of the principles in legislationthe other refers to the way in which these principles are understood by universities. The state has a controversial roleit is the promoter of the quality of education and at the same time the representative of corporate interests in the global world. Consequently, it is changing the fundamental role of education in global society. The role of the autonomy of universities, as well, is controversial: it can protect academic standards against business and politics, and at the same time it maintains rigidity in relation to any creative changes. The paper is therefore an attempt at analysis to simultaneously show the creative potential of the Bologna process and the traps. A historical background is provided for this purpose, as well as a conceptual analysis of the key concepts. The conclusion drawn from this analysis is that higher education needs creative adjustments which demand a reflective approach to the assumptions and implications of the Bologna process. It seems that the mere adoption of prescribed packages of \u27competencies\u27 is counterproductive in our context as a transition country

Undrestanding of the 'self' in Gestalt therapy

In Gestalt therapy theory there is an emphasis on understanding of the 'self' as a process (as opposed to structure). The paper examines the relationship between process and structure in understanding of the 'self'. For this purpose a brief review of other theoretical approaches is presented in the introduction, while the main discussion is followed by illustrations and implications for clinical practice. The result of focusing on process as here and now, rather than on content, is awareness of the processes in the therapeutic relationship. And a change in a therapeutic relationship brings up a possibilities for changes in a real-life situations