Priroda kognitivne prepreke u procesu intelektualnog vaspitanja

Abstract

Intelektualno vaspitanje u nastavi podrazumeva različite oblike aktivnosti učenika koji treba da utiču na razvoj kognitivnih svojstava učenika. U nastavi postoji sistem različitih aktivnosti, s obzirom na to da su sistematičnost i organizovanost ključna svojstva nastave . U ovom radu razmatra se pojam 'kognitivne prepreke', kao elementarne pozicije u procesu intelektualnog razvoja. Opisuju se i različiti primeri zadataka u nastavi koji po formi i sadržaju imaju konstituisanu kognitivnu prepreku. Za proces 'savladavanja kognitivne prepreke' pri rešavanju postavljenog zadatka u nastavi neophodno je da učenik angažuje referentni kognitivni potencijal, odnosno da aktivira različite misaone aktivnosti (misaone operacije), a tako se razvijaju i unapređuju pojedina kognitivna svojstva. Celina procesa intelektualnog vaspitanja, koje se odvija u nastavi i kroz druge modele vaspitanja i obrazovanja, posmatra se kao celovit, organizovan i ka ispunjenju određenih ciljeva, zadataka i ishoda intelektualnog vaspitanja orijentisan sistem kognitivnih prepreka, koje omogućavaju optimalnu misaonu aktivaciju individue i njen razvoj u celini, kao i razvoj posebnih kognitivnih svojstava (sposobnosti, veština, znanja i drugo).

Intellectual education includes various forms of activities which are supposed to enhance the development of cognitive abilities of the student. The teaching process includes an elaborate system of different activities since systematization and organization are the key features of the teaching process. The article considers the concept of 'cognitive obstacle' as an elementary point in the process of intellectual growth. Offered are also different examples of teaching tasks which in form or content wise contain a cognitive obstacle. In order to 'overcome a cognitive obstacle' while trying to solve a task the student has to engage his referent cognitive potentials, i.e. activate various thinking activities (thinking operations), which is how individual cognitive features are developed and enhanced. The process of intellectual education which takes place in the teaching process and through other educational forms is regarded as a whole, an organized system of cognitive obstacles oriented towards reaching specified goals and outcomes of intellectual education, the system which enables optimal cognitive activation of the individual and his development in general, as well as the development of particular cognitive features (abilities, skills, knowledge, etc.).