Annual of social work, Vol. 14 No. 2, 2007.
Review article
ACTIVE LEARNING AND CRITICAL THINKING IN THE CONTEXT OF SUPERVISORY, EDUCATIONAL AND HELPING RELATIONSHIP
Kristina Urbanc
Marijana Kletečki Radović
Abstract
Considering its characteristics, which will be dealt with in more detail later in this paper, the post-modern concept of helping demands a different way of teaching in relation to modern concepts of helping. One of post-modern characteristics of the helping process is that the relationship between the professional helper and the user stops being just a means to arrive to a defined goal, and is increasingly becoming a purpose that has a healing, therapeutic effect in itself. Personal involvement is becoming a constituent part of every (successful) relationship in education, supervision and helping practice, so that the supervisors and teachers are expected to build and cherish such relationships with their students and person being supervised that could, according to the principle of learning by model, be developed with their users. Both in the context of education and in the context of supervision, various methods that stimulate the development of active learning and critical thinking are increasingly being used, different models of collaborating and empirical learning are being introduced, and respect of personal experience of the individual is set as a prerequisite for mutual co-operation. From that aspect, in this paper the authors will deal with the basic characteristics of and differences between the modern and post-modern concept of helping, and the approach of active learning and critical thinking in the supervisory, educational and helping aspects.
Keywords
post-modern; supervisory; educational and helping relationship; active learning; critical thinking
Hrčak ID:
14424
URI
Publication date:
17.7.2007.
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