Profesionalna didaktika izmedu vanjskog upravljanja i samousmjeravanja ucenika. O nuznim kompetencijama didakticara usmjerenog na teoriju kompleksnosti

The discussion if learning should better be self-directed or not is approximately as old as didactic thinking. Supported by the influence of a general raise of constructivism within the last decades, peadagogic thinking tended more and more to focus on self-organized and self-directed learning. Taking note of the problems of didactical concepts which refer to constructivism, this paper especially discusses the problematic misinterpretation of self-organized learning as a kind of self-directed learning and suggests complexity-theory as a promising background of didactical thinking. The author first gives an outline of a didactical philosophy which is systematically aware of the fundamental relevance of external initial influences to self-organized learning and subsequently tries to mark some areas of necessary professional teaching-competencies which result from linking didactics to complexity-theory in order to support the individual development of expertise.