Socialna pedagogika, 2004 vol. 8, št. 2, str. 121-152.

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Osrednji koncept, ki ga članek obravnava, je koncept etnične identitete. V začetku se članek dotakne različnih teoretskih podlag aksioma razlikovanja kot pogoja vsakršne identitete. Sledijo razlage vloge etnične identitete pri adaptaciji priseljencev ter interakcijski model oblik akulturacije. V nadaljevanju odpre prostor kritikam asimilacijskih modelov, čemur sledi pristop raziskovanja oblik kapitala kot ustreznejše izhodišče za razlago položaja priseljencev v sodobnem svetu. Kot možna jedra etnične organizacije so posebej izpostavljeni in opisani etnična cerkev, soseska, jezik in družina. Članek se zaključi z odprtjem teme hibridnih identitet, ki jo predlaga kot - za sodobnost relevantnejše - izhodišče pojmovanja ne le etnične, ampak identitete nasploh.

Ključne besede: identiteta, etnična identiteta, priseljenci, akulturacija, etnična organizacija, socialni capital.

The main concept discussed in this article is the concept of ethnic identity. First the article touches on the various theoretical approaches to the rule of differentiation as a condition of any kind of identity. This is followed by explanations of ethnic identity for migrants in their adjustment to the new country and the interactive model of acculturation. It further addresses various criticisms of the assimilation models and looks at various forms of capital as a more suitable starting point for an explanation of the migrant's position in the modern world. Ethnic church, neighbourhood, language and family are listed and described as potential cores of ethnic structuring. In conclusion, the article addresses the subject of hybrid identities which could be used as a more relevant starting point in today's world not only to discuss the ethnic identity but indeed any identity.

Key words: identity, ethnical identity, immigrants, akulturation, ethnic organisation, social capital.

Socialna pedagogika, 2004 vol. 8, št. 2, str. 153-172.

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Prispevek poudarja ravnotežje med motoričnim in kognitivnim razvojem in govori o funkciji telesa v razvoju mišljenja, pri čemer je še posebej usmerjen na gibalno ovirane otroke. Povezavo dokazuje s Piagetovo teorijo kognitivnega razvoja. Izpostavlja pomen prve stopnje razvoja in senzomotorične inteligence, katere zakonitosti opozarjajo na pomen pridobivanja lastnih fizičnih izkušenj. Gibalno ovirani otroci, ki imajo enako izhodišče za razvoj mišljenja kot njihovi gibalno neovirani vrstniki, potrebujejo pri motoričnem učenju dodatne spodbude in pomoč okolja zaradi pridobivanja lastnih fizičnih izkušenj in s tem spodbujanja razvoja mišljenja. Poudarjena je šola eksperimentalnega duha, idealna za vse otroke, glede na obravnavano temo pa še posebej za gibalno ovirane. Gibanje je prikazano kot izredno pomembno v razvoju mišljenja in s tem kot visoka vrednota.

Ključne besede: motorični razvoj, razvoj mišljenja, telo, fizične izkušnje, gibanje.

This article looks at the balance between the motor and cognitive development and discusses the function of the body in the cognitive development, paying a special attention to the children with handicap in physical and motor development. The link between the two supports Piaget's theory of cognitive development. It points out the significance of the first stage of development and sensorimotor intelligence, their principles underlying the importance of gaining one's own physical experience. Children with handicap in physical and motor development of the same potential for cognitive development as their peers with no handicap require more encouragement in sensorimotor learning and help from their environment in order to acquire their own physical experience and thus encourage their cognitive development. This idea requires school with more experimental spirit which would ideally suit all children and, in the light of the topic under discussion, especially children with handicap in physical and motor development. Movement is proven to be of essential importance in the cognitive development and thus highly valuable.

Key words: motor development, cognitive development, body, physical experience, movement.

Socialna pedagogika, 2004 vol. 8, št. 2, str. 173-196.

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V članku je na kratko predstavljena teorija o zaznani učinkovitosti, ki jo je razvil Albert Bandura, oče socialno kognitivne teorije. Zaznana učinkovitost se nanaša na prepričanja posameznika, da ima sposobnosti, da organizira in izvede dejanja, ki so potrebna za dosego določenih rezultatov oz. ciljev. Prepričanja v lastno učinkovitost se ne nanašajo na sposobnosti, ki jih posameznik ima, ampak na to, kaj posameznik meni, da lahko z njimi naredi. Odvisna so od štirih virov informacij, in sicer od spretnosti obvladovanja situacije, nadomestnih izkušenj, verbalnega prepričevanja in čustvenih stanj. Prepričanja v lastno učinkovitost regulirajo človekovo delovanje s pomočjo kognitivnih, motivacijskih, čustvenih in selektivnih procesov. Članek obravnava tudi pomen teorije o samoučinkovitosti na področju zdravljenja tesnob in fobij.
Ključne besede: socialno kognitivna teorija, zaznana samoučinkovitost, prepričanja, uspešnost, nadomestne izkušnje.

This paper gives a brief review of self-efficacy theory that was developed by Albert Bandura, the author of social cognitive theory. Perceived self-efficacy refers to beliefs in one's capabilities to organise and execute the actions needed to attain anticipated results or goals. Self-efficacy believes do not refer to the capabilities that one have, but to the beliefs what one can do with them. They depend on four sources of information: performance accomplishments, vicarious experience, verbal persuasion and affective states. Self-efficacy beliefs regulate human functioning through cognitive, motivational, affective and selective processes. The significance of self-efficacy theory in treating the anxiety and phobic dysfunctions are also discussed.

Key words: social cognitive theory, perceived self-efficacy, beliefs, accomplishment, vicarious experience.

Socialna pedagogika, 2004 vol. 8, št. 2, str. 197-226.

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Avtorici v članku predstavita nekatere koncepte sovjetskega teoretika in raziskovalca Leva Semjonoviča Vigotskega, ki je pomembno prispeval k razumevanju razvoja mišljenja in govora ter njuni medsebojni povezanosti. Vigotski se je v svoji teoriji oprl na marksistično razumevanje človeka. Naredil je premik k raziskovanju zavesti, ki jo je definiral kot edino sprejemljivo izhodišče za razmišljanje o človekovem vedenju in njegovih psihičnih funkcijah. Poudarjal je, da je najpopolnejše orodje človekove zavesti govor, preko katerega se prenašajo izkušnje iz človeške zgodovine in med posamezniki. Članek se osredotoča zlasti na Vigotskijevo razumevanje jezika kot izvora socialnega vedenja in zavesti, predstavi njegov koncept razvoja mišljenja in vlogo učenja in poučevanja v njem, primerja Vigotskijevo razumevanje egocentričnega govora s Piagetovim ter pregleda teorijo z vidika kritikov in njene uporabnosti.

Ključne besede: zavest, jezik, govor, mišljenje, učenje.

The authors present concepts of the Soviet theoretician and researcher Lev Semjonovich Vigotsky, who made an important contribution to the understanding of the development of thinking, speech and their interconnectedness. Vigotsky based his theory on the Marxist understanding of man. He began to study consciousness, which he defined as the only acceptable starting point for the reflection on man's behaviour and his mental functions. For him the perfect tool of human consciousness was speech, with which the experiences of human history as well as among the individuals are transmitted. The article focuses on Vigotsky's understanding of language as the origin of social behaviour and consciousness. It continues with his concept of the development of thinking and the role of learning and teaching within it. Finally, it compares Vigotsky's understanding of egocentric speech with Piaget's understanding and brings an overview of theory from the aspect of critics and its usefulness.

Key words: consciousness, language, thinking, learning.