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Autor/inRubene, Zanda
TitelTopicality of Critical Thinking in the Post-Soviet Educational Space: The Case of Latvia
QuelleIn: European Education, 41 (2010) 4, S.24-40 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1056-4934
DOI10.2753/EUE1056-4934410402
SchlagwörterEducational Change; Foreign Countries; Critical Thinking; Teaching Methods; Educational Practices; Social Change; Curriculum Implementation; Barriers; Educational Assessment; Educational Indicators; Democratic Values; Politics of Education; Latvia
AbstractAfter the reestablishment of independence in 1991, Latvia implemented large-scale educational reforms that enabled the transformation of the educational system from Soviet ideology to a democratic society. The critical thinking approach has been purposefully put into practice in the educational system of Latvia since 1998, as it was regarded as an instrument of the education and democratization of the whole society. The Soviet ideological heritage, which is manifest in the value orientation and daily experience of teachers and parents, encumbers the implementation of the educational reform, as it creates a gap between the reform's objectives and the reality of modifications at the level of school and classroom. Having assessed ten years' experience of critical thinking in education in Latvia, it has been concluded that the problems of complex education have influenced the results of the implementation of this approach. At the same time, reducing the deficit of critical thinking in the society would promote establishment of a democratic educational system in Latvia. (As Provided).
AnmerkungenM.E. Sharpe, Inc. 80 Business Park Drive, Armonk, NY 10504. Tel: 800-541-6563; Fax: 914-273-2106; e-mail: info@mesharpe.com; Web site: http://www.mesharpe.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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