POJMOVNO MIŠLJENJE NEOBRAZOVANIH ODRASLIH

Abstract

Polazeći od teze Vigotskog da je preduslov pojmovnog mišljenja i pravih pojmova uopšte sistematski uticaj na dete koji se ostvaruje njegovim uključivanjem u obrazovni proces, cilj ovog rada jeste ispitivanje karakteristika pojmovnog mišljenja ljudi koji nisu išli u školu, čime su bili lišeni formativne uloge obrazovanja. Korišćena su četiri različita metoda za ispitivanje razvoja pojmova, na uzorku od sedamnaest ispitanika koji nisu išli u školu. Rezultati govore da ispitanici, u većini, ni na jednoj od četiri različite metode za ispitivanje pojmova nisu pokazali da pojmovima vladaju na najvišem nivou razvoja. Međutim, postignuće na nekim testovima i na nekim pojedinačnim zadacima unutar testova sadrži elemente pojmovnog mišljenja

The starting point of this paper is Vygotsky's thesis that the prerequisite of conceptual thinking and concepts in general is the systematic influence upon the child effectuated by his/her inclusion into the process of education. The aim of this work is to examine characteristics of conceptual thinking of people who have not attended school, by which they have been devoid of formative role of education. Four different methods for examination of conceptual development have been used on the sample consisting of seventeen respondents who have not attended school. The results state that the majority of respondents have not demonstrated that they master the concepts on the highest level of development in none of these four methods. However, some respondents in some tests and some individual tasks within the tests show some characteristics of the high level of the conceptual thinking development.