Original scientific paper

CONFLUENT LEARNING AND/OR TEACHING

Mujo slatina ; Filozofski fakultet, Univerzitet u Sarajevu

Abstract

Starting from the thesis that man is a learning being, this paper analyses the most important characteristics of confluent learning/teaching. The author defines confluent learning as learning which enables a child to partly be acknowledged and partly develop
in his or her relations to the world - through seeing, listening, smelling, tasting, cognition, feeling, thinking, volition, etc. Therefore, this is not only emotional learning, learning which combines only affections with contents, but learning which develops the richness
of subjective human sensation. In confluent learning, pupils do not only question, they do not only discover their own feelings, although these are a starting point, but they question and discover all their human individual life forces. This learning at the same time
develops physical senses (the biological eye develops into the social eye) and spiritual, practical senses (will, love, imagination, curiosity, etc.). Confluent learning is characterised by spontaneous, challenging, enigmatic and research activities. These are the activities which contribute to personal liberation and development, activities which
enable self-expression and the affirmation of the students’ self.

Keywords

“innate schoolmarm”; primary “pedagogic relation”; “dissipation of learning”; basic confluent learning; degrees of confluence; self-directing learning; personalised learning; educational well-being

Hrčak ID:

26159

URI

https://hrcak.srce.hr/26159

Publication date:

15.6.2006.

Article data in other languages: croatian

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