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Spodbudno, odprto in inovativno učno okolje kulturno-umetnostne vzgoje
Bruner, J. 1990. Acts of Meaning. Cambridge, MA: Harvard University Press.
———. 2006. »Culture, Mind and Narrative.« Enfance 58 (2): 118–125.
Ceppi, G., in M. Zini, ur. 2003. Children, Spaces, Relations: Metaproject for an En-
vironment for Young Children. Reggio Emilia: Reggio Children.
De Corte, E., L. Verschaffel in C. Masui. 2004. »The CLIA-Model: A Framework
for Designing Powerful Learning Environments for Thinking and Problem
Solving.« European Journal of Psychology of Education 19: 365–384.
Dewey, J. 1938. Experience and Education. New York: Kappa Delta Pi.
Dumont, L. 1986. »Are Cultures Living Beings? German Identity in Interaction.«
Man, New Series 21 (4): 587–604.
Duchamp, M. 1975. Duchamp du signe. Pariz: Flammarion.
Formosinho, J. 2016. »Pedagogic Documentation: Uncovering Solidary Lear-
ning.« V Assessment and Evaluation for Transformation in Early Childhood,
ur. J. Formosinho in C. Pascal, 107–129. London in New York: Routledge.
Foucault, M. 1980. Power/Knowledge: Selected Interviews and Other Writings
1972–1977. New York: Pantheon.
Gardner, H. 1988. »Toward More Effective Arts Education.« The Journal of Ae-
sthetic Education: Special Issue: Art, Mind and Education 22 (1): 157–167.
Hannafin, M., S. Land in K. Oliver. 1999. »Open Learning Environments: Founda-
tions, Methods, and Models.« V Instructional-Design Theories and Models: A
New Paradigm Of Instructional Theory, 2, ur. C. M. Reigeluth, 115–140. New
York in London: Routledge.
Honore, C. 2011. Pochwała powolności. Varšava: Drzewo Babel.
Jarvis, P. 1992. Paradoxes of Learning: On Becoming an Individual in Society. San
Francisco, CA: Jossey-Bass.
Jennings, P. A., in M. T. Greenberg. 2009. »The Prosocial Classroom: Teacher So-
cial and Emotional Competence in Relation to Student and Classroom Out-
comes.« Review of Educational Research 79 (1): 491–525.
»Konvencija o otrokovih pravicah.« 1989. https://www.gov.si/assets
/ministrstva/MZZ/Dokumenti/multilaterala/clovekove-pravice/porocila
-SLO-po-instrumentih-o-clovekovih-pravicah/73241a9c65/Konvencija
-o-otrokovih-pravicah.pdf.
Kokkos, A. 2010. »Transformative Learning through Aesthetic Experience: To-
wards a Comprehensive Method.« Journal of Transformative Education 8
(3): 155–177.
Kroflič, R. 2020. »Raba metafor v pedagogiki.« V Živa pedagoška misel Zdenka
Medveša, ur. R. Kroflič, T. Vidmar in K. Skubic-Ermenc, 177–194. Ljubljana:
Znanstvena založba Filozofske fakultete.
———. 2022. »Kako ubesediti presežno razsežnost vzgoje?« Sodobna pedago-
gika (73) 1: 12–29.
Manghi, S. 2005 »Apprendere attraverso l’altro: la sfida relazionale ai saperi
della cura.« Animazione Sociale 12:13–23.
53
Bruner, J. 1990. Acts of Meaning. Cambridge, MA: Harvard University Press.
———. 2006. »Culture, Mind and Narrative.« Enfance 58 (2): 118–125.
Ceppi, G., in M. Zini, ur. 2003. Children, Spaces, Relations: Metaproject for an En-
vironment for Young Children. Reggio Emilia: Reggio Children.
De Corte, E., L. Verschaffel in C. Masui. 2004. »The CLIA-Model: A Framework
for Designing Powerful Learning Environments for Thinking and Problem
Solving.« European Journal of Psychology of Education 19: 365–384.
Dewey, J. 1938. Experience and Education. New York: Kappa Delta Pi.
Dumont, L. 1986. »Are Cultures Living Beings? German Identity in Interaction.«
Man, New Series 21 (4): 587–604.
Duchamp, M. 1975. Duchamp du signe. Pariz: Flammarion.
Formosinho, J. 2016. »Pedagogic Documentation: Uncovering Solidary Lear-
ning.« V Assessment and Evaluation for Transformation in Early Childhood,
ur. J. Formosinho in C. Pascal, 107–129. London in New York: Routledge.
Foucault, M. 1980. Power/Knowledge: Selected Interviews and Other Writings
1972–1977. New York: Pantheon.
Gardner, H. 1988. »Toward More Effective Arts Education.« The Journal of Ae-
sthetic Education: Special Issue: Art, Mind and Education 22 (1): 157–167.
Hannafin, M., S. Land in K. Oliver. 1999. »Open Learning Environments: Founda-
tions, Methods, and Models.« V Instructional-Design Theories and Models: A
New Paradigm Of Instructional Theory, 2, ur. C. M. Reigeluth, 115–140. New
York in London: Routledge.
Honore, C. 2011. Pochwała powolności. Varšava: Drzewo Babel.
Jarvis, P. 1992. Paradoxes of Learning: On Becoming an Individual in Society. San
Francisco, CA: Jossey-Bass.
Jennings, P. A., in M. T. Greenberg. 2009. »The Prosocial Classroom: Teacher So-
cial and Emotional Competence in Relation to Student and Classroom Out-
comes.« Review of Educational Research 79 (1): 491–525.
»Konvencija o otrokovih pravicah.« 1989. https://www.gov.si/assets
/ministrstva/MZZ/Dokumenti/multilaterala/clovekove-pravice/porocila
-SLO-po-instrumentih-o-clovekovih-pravicah/73241a9c65/Konvencija
-o-otrokovih-pravicah.pdf.
Kokkos, A. 2010. »Transformative Learning through Aesthetic Experience: To-
wards a Comprehensive Method.« Journal of Transformative Education 8
(3): 155–177.
Kroflič, R. 2020. »Raba metafor v pedagogiki.« V Živa pedagoška misel Zdenka
Medveša, ur. R. Kroflič, T. Vidmar in K. Skubic-Ermenc, 177–194. Ljubljana:
Znanstvena založba Filozofske fakultete.
———. 2022. »Kako ubesediti presežno razsežnost vzgoje?« Sodobna pedago-
gika (73) 1: 12–29.
Manghi, S. 2005 »Apprendere attraverso l’altro: la sfida relazionale ai saperi
della cura.« Animazione Sociale 12:13–23.
53
