intellectual independence of students in the process of gaining knowledge

8/10/2019 INTELLECTUAL INDEPENDENCE OF STUDENTS IN THE PROCESS OF GAINING KNOWLEDGE

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(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and EducationVol. 2, No.2, 2014.

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Abstract. The main task of teaching at the presentstage of social development that is characterized by therapid development of science and technology should bedirected towards ensuring that students are in the process

of gaining knowledge as more independent. Learning inthe modern conditions of life and work more focused on

nding new information and acquiring skills that theyinterpret, judge, critically analyze and nd their practi -cal application. Individual learning is a process in whichstudents do their own activities, and the school should

primarily be to develop pupils skills and habits for independent work, or to enable them to actively come to knowand own efforts. With a program of independent activi-ties of children in the process of acquiring knowledge inteaching should begin already at a younger age in orderto further their education existed during the constant rise

of autonomy and independence. Individual learning in theclassroom requires thought exibility, critical thinking,individual work and intellectual independence, creativ-ity and productivity, motivation and interest, as well asa partnership of teachers and students in the realizationof educational tasks.

Keywords: Teaching, Student, Teacher, Knowl- edge, Intellectual independence.

1. DEVELOPMENT OF

UNDERSTANDING OF THE NEED

AND IMPORTANCE OF

INTELLECTUAL

INDEPENDENCE OF STUDENTS

IN THE PROCESS OF GAINING

KNOWLEDGE

Intellectual independence of studentsis one of the most important prerequisites oftheir activating reasoning in the process of

gaining knowledge, because the activity ofthe opinion that everyone just has to perform.Featured educators have long recognized theimportance of intellectual independence anddemanded that this capability n eeded atten-tion. In a ccordance with this, . (1952, 54) requires that knowledge is gaine d

by their own actions to an y internal acquis. . . (1954, 75) , was the fact that Iam a student penetrates to the root of thi ngs and learned their me aning and purpose. . . (1950, 170) , demanded that knowl -edge must be the consequence of their ownobservations and thoughts. The need forintellectual independence of students in the

proc ess of gaining knowledg e is indicated

and . (1956, 74) , who pointedout that no one can think instead of students, just as no one can repl ace, for example in the digestion of food, but . . (1948, 76) , which is in accordance with the require -ments of the new school set before the chil-dren insisted that children, preferably work -ing independently. The ideas, perceptionsand attitudes listed pedagogical classics arerespected and pro minent elder educators in Serbia, before all . (1861, 9) ,who demanded that the real teacher onlyneeds to nish, so th at children nd them -selves all alone and . (1897, 123) ,who pointed out that the only samoradnjommeoe learn something reliable.

Developing understanding of the orga-nization of teaching in the second half of the20th century, shows a tendency of apprecia -tion of the importance and role of the intel-lectual independence of students in the learn-ing process to their overall development. Inaccordance with such commitment is requiredto teaching should be oriented towards stu -dents acquisition of knowl edge in all subjects

and at all sch ool levels ( Yoakam, Simpson, 1955, p. 103 ), that school learning shouldneed to establish, preferably, as a stand-alone

INTELLECTUAL INDEPENDENCE OF STUDENTS IN THE

PROCESS OF GAINING KNOWLEDGE

Dr. Zvezdan Arsi, Faculty of Philosophy, Kosovska Mitrovica, SerbiaE-mail: [email protected]

Received: November, 26.2014.Accepted: December, 09.2014.

Studies and articlesUDK 37.025

371.337.015.3

Corresponding Author

Dr. Zvezdan Arsi, Faculty of Philosophy, KosovskaMitrovica, SerbiaE-mail: [email protected]
mailto:zvezdanars%40gmail.com%20?subject=mailto:zvezdanars%40gmail.com%20?subject=mailto:zvezdanars%40gmail.com%20?subject=mailto:zvezdanars%40gmail.com%20?subject=


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operation ( , 1960: 46 ), every right to education contains elem ents of self ( vari-ous authors, 1969, p. 210 ), the teacher totheir work should reach to himself and hiswork gra dually make unnec essary and super-

uous ( , 1971, 42 ), it is necessaryto continue to create an atmosphere in whichthe stud ent will be able to say instead, I learn,I learn ( , 1972, 7 ), that quality onlythose classes that the student provides per-sonal intellect ual revolving around the subjectof learning ( , 1978, 89 ), that thevalue of each teaching prices at what kind of space pro vides for forms of self ( , 1979, 136 ).

2. SOME TYPICAL PROBLEMS

OF INTELLECTUALINDEPENDENCE OF STUDENTS

IN THE PROCESS OF GAINING

KNOWLEDGE

If you truly want to be a student of thesubject, not only in teaching facility, shouldmake conditions on this process to substantialknowledge of reality comes our own intellec-tual activity. Highlighting the need of intel-

lectual independence of students in learning inthe classroom is also important because, as itis an important condition for their training forself-education. Education in the modern con-ditions of life and work cannot be completed ata certain level or levels of education no matterhow it was and how long it lasted or can berealized only in schools or other educationalinstitutions. Students are trained to self-mostsuccessful in the classroom based on a combi-nation of teaching and self-learning, or teach-ing that is organized so that learning is char-acterized by external help, gradually turns intolearning without help. Therefore, you shouldwork on creating the conditions that the ele-ments of independent learning IntroductionSince the beginning of schooling and whatgrade levels are increasingly narrowing thescope of dire ct teaching. Taking into ac countthis request . (1983, 65) , saysthat teaching does not need to be preceded byself-education, but it has developed through-out his life - all while so it does not develop to

become super uous. In teaching that devel -ops its activities in this direction, it is impos-

sible to set sharp boundaries between teach-ing and pedagogical-didactic organized self-learning. Under the independence of teaching

are considered . (1920, 120-121) ,includes thought-independence. The teachersencouraging students to just thinking. How-ever, one can often come across and the con-cepts by which students under intellectualindependence process of gaining knowledgeinclude activities in which the student worksalone, without the help of teachers. Such anunderstanding cannot be accepted, becausethe success in acquiring knowledge in teach -ing involves the students own opinion to sys-tematically nurtured and developed. There-fore, teachers should be required to foster intheir students to use their own intellect andcreate situations in which the maximum inde-

pendence of thought expressed by students.Highlighting the need of intellectual

independence of students in the process of

gaining knowledge, does not mean that theyshould be left to themselves. On the contrary.Request for intellectual independence of stu -dents in the classroom, without prejudice tothe leading role of teachers. This process is notaimed at eliminating the teachers leadershipin learning in the classroom, but is directedtowards its radical and change. And modern-oriented teaching leadership role of the teacheris viewed in this context. It is not rejected, butonly radically changed. In modern orientedand organized teaching the teacher does not

feed, nor restricts its pedagogical function.The only change to which insists refers to thefact that the leadership role of teachers should

be put into operation changes the position ofstudents and its role in their personal develop-ment. So, learning and therefore the acquisi -tion of knowledge in teaching should be orga-nized as an independent and guided activities,it is important to know that in this processgoverned complex relationships arising fromself-guided and gaining new knowledge.

The attitude of the student as a subjectin teaching today is very often interpreted interms of the absolute independence of stu-dents from the teacher what is wrong. It would

be very damaging, but also dangerous to bedue to the determination of the position of stu-dents as subjects in teaching underestimated,subordinate or even off the leadership role ofteachers and their pedagogical function. Inteaching, we need to create the conditions forrecognition of students subjective position, butyou should know that he sometimes has to bein a position to object. The existence of a sub-

jective position of students would bring into

question the essence of its existence. Indepen -dent work of students in the process of gain-ing knowledge must be guided, as effective


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real activity and individual work of studentsare possible only under the leadership roles ofteachers. Of course, this leadership cannot bereduced to coercion, which in the past was acommon occurrence. Also, teacher manage-ment should not interfere with the studentsintellectual independence in the acquisitionof knowledge in what is, unfortunately , very often. In connection wi th this problem . . (1968, 40) , says that assist thestudent in learning and acquiring knowledge is

by no means a simple matter and that mucheasier to interfere in this process. Teachersoften exhibit excessive activity and thus hinderthe development of intellectual independencein students during learning. This means that itdoes not take suf cient account of the require -ments of modern didactics, that the teacher as

possible to deviate from the dominant positionand its leadership role into the function of therealization requires that allow students intel -lectual independence. Among the factors thatinterfere with the independence of students,even when the request wants to meet, the mostcrucial is, by all accounts, habituation (most)teachers at all costs they dominate the teach-ing and at any mome nt to be at the forefront(, 1983, 71 ). They are manifestedin various forms such as answering their ownquestions, the exclusion of students from the

determination of processed, grab the words ofstudents, student repetition (correct answers),too correcting students mistakes, interruptionof student presentations and speaking super u -ous (Ibid, 71- 74). In addition to these factorsthat hinder the intellectua l independence o fstudents, research results ( , 2014,126 ),show that this is due to the time that is avail-able to students to think in answering questions(students do not have enough time to think),the ratio of teachers to students errors (lackof understanding of students errors that occurduring classes, students mockery of wronganswers, punishment incorrect responses byreducing the assessment or by typing negativerates), inadequate preparation of students forthe processing of new teaching content (stu-dents are not informed about the case of workon the next lesson) and bias when evaluatingstudents.

Intellectual independence of students ingaining knowledge in teaching should be con-ducted only as much as is needed to develophis strength and stimulate its activity and self-development. This guidanc e should be more

indi rectly than directly ( , 1976, 139 ). Teachers in the process of intellectualindependence, students should be treated as

junior partners in the same team. Moreover,teachers themselves need to operate a strate-gist, routers and organizers of the teaching

process and to be parties to a collective pro-cess knowledge, true friends and comradesof his senior students. Modern teaching theteachers work did much more challenging,

but also heavier, so the role of the teacher become more assertive and more complexthan it has ever been. Creating conditions forthe intellectual independence of students, theteachers management gets deeper contentand contributes to his work becomes moreaccountable and effective.

3. THE BASIC ASSUMPTIONS OF

SUCCESSFUL INTELLECTUAL

INDEPENDENCE OF STUDENTSIN THE PROCESS OF GAINING

KNOWLEDGE

In the traditionally organized courses,students are accustomed to intellectual depen-dence on teachers, because it mostly justlisten, observe, remember and reproduce whatthe teacher tells and shows, and knowledge areadopted as nal products of others intellec -

tual operations, so they no occasional specialclasses dedicated to learning about and prac-ticing techniques of self-education will notqualify for successful independent acquisi -tion. They are, therefore, not later, as an adulthuman, failing to educate their own, withouthelp, because they are deprived of adequateskills and habits. In contrast to such a modeof organization of teaching and learning in it,in which classes are taught their own intel-lectual efforts not only provides high-quality,

exible and practical use of knowledge butalso intellectually independent learners andthereby enables them to self-education. This isthe main reason why such teaching imperativescienti c and technological revolution that isthe time in which we live. And this teaching ismanaged by the teacher, but his main task is toencourage young people to a more completeand versatile intellectual activity. In such cir-cumstances, students are constantly engagedintellectually: discuss issues and solve prob-lems, set and test hypotheses, analyze thefacts reveal causal relationships and lookingfor all the convincing evidence. In the process

of intellectual independence of special impor-tance is the fact that what the students areallowed to doubt the correctness and accuracy


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of the results and you get used to learn frommistakes, instead of hiding fearing teachersreprimand and a bad score. Of course, themain initiator of the teacher who encourages,channeled and controlled, then organize a situ-ation conducive to such learning.

The essence of intellectual activity andintellectual development in the process ofgaining knowledge, is focused on developingthe capacity of thinking that is the basic pre-requisite for the intellectual independence ofstudents in it. Whose development courses cansystematically in uence through education.In addition, the intellectual independence ofstudents in the process of gaining knowledgedepends on the content of teaching and stu-dents activities. Course content in any eld,its nature and basic characteristics, determine

the nature of the system activities of studentsin the classroom, which is a tool designed toin uence the development of certain skillsstudents, and thus represents the basis of the

process of intellectual ed ucation in teaching(, 2010, 224 ). Intellectual inde-

pendence assumption students are the resultof successful teaching, because learning fromsomebody else turns into learning without help . According to the . (1992, 125) Only those who are insuf ciently famil -iar with the essence of teaching can claim to

be the students intellectual independence andthe teachers management of student mentalactivity is incompatible. The teacher does notforce students to listen, observe, rememberand reproduce, but initiates, supports, chan-nels and tactical control unobtrusively as inde-

pendent work of students. Thus, a teacher withhis changing role and necessary professionaland pedagogical-psychological and didactic-methodological training is an essential pre-requisite for the intellectual independence ofstudents in process gaining knowledge.

Con ict of interestsAuthors declare no con ict of interest.

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intellectual independence of students in the process of gaining knowledge

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