Tadej Vidmar
Biographic Data
| ID | 1096251 |
|---|---|
| NAME | Tadej Vidmar |
| GIVEN NAMES | Tadej |
| FAMILY NAME | Vidmar |
| SIGNATURE | VIDMAR T |
| AFFILIATIONS | University of Ljubljana |
| ORCID | 0000-0002-3877-0292 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
Pedagogy in Slovenia at the Beginning of the 20th Century
Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in 1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswi…
New Dimensions of Understanding of Lifelong Learning from Antiquity to Comenius
Modern concept of lifelong learning has two components, namely increasing of employability, which means professional development and active citizenship. The problem is lack of development of personality. Both functions of modern theory of lifelong learning were already known in the history and therefore the concept in the broadest sense is not the idea of contemporaneity. Already in the ancient Greece and Rome, the meaning of education and learni…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
New Dimensions of Understanding of Lifelong Learning from Antiquity to Comenius
Modern concept of lifelong learning has two components, namely increasing of employability, which means professional development and active citizenship. The problem is lack of development of personality. Both functions of modern theory of lifelong learning were already known in the history and therefore the concept in the broadest sense is not the idea of contemporaneity. Already in the ancient Greece and Rome, the meaning of education and learni…
Pedagogy in Slovenia at the Beginning of the 20th Century
Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in 1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswi…
How do the Expectations of Faculty Members Influence the Quality and Acquisition of Knowledge in the Academic Environment? The Case of Slovenia
The text questions the assumption of the Bologna reform that student-centered learning will improve the quality of university study. Research conducted on a sample of 429 students from various study programs at two faculties of the University of Ljubljana, whom we asked about their reading and study habits, showed that relying on the subjective motivation of students alone is not enough to ensure that they read compulsory reading material and thu…
Pedagogy (3 works) · Political science (3 works) · Epistemology (2 works) · Law (2 works) · Mathematics education (2 works) · Philosophy (2 works) · Psychology (2 works) · Sociology (2 works) · Active citizenship (1 works) · Citizenship (1 works)