Fran Levstik

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Fran Levstik

Levstik, Fran


Born Sept. 28, 1831, in the village of Spodnje-Retje; died Nov. 16, 1887, in Ljubljana. Slovene writer. Son of a peasant.

Levstik was a seminarian and worked as a tutor and a librarian. A major Slovene lyric poet, Levstik wrote lyrical epic poems in the spirit of folk songs, as well as ballads and satires. He wrote publicistic articles expounding realism in art. His novella Martin Krpan (1858) marked the beginning of Slovene classical prose. Levstik also wrote plays and translated G. R. Derzhavin, A. S. Pushkin, and Russian fairy tales.


Zbrano delo, books 1–9. Ljubljana, 1948–62.
In Russian translation:
“Martin Krpan iz derevni Vrkh.” In Povesti i rasskazy iugoslavskikh pisatelei, vol. 1. Moscow, 1959.
References in periodicals archive ?
En Estados Unidos, Levstik (2000) investigo las concepciones de estudiantes y profesores sobre significancia historica a partir de imagenes, se eligieron las ocho mas representativas y respondieron a algunas preguntas acerca de las opciones elegidas.
This is not different within the context of history education (Barton & Levstik, 2003).
En la decada siguiente, trabajos como los de Barton y Levstik (2004), o el de VanSledright (2011), han avanzado en la reflexion sobre el pensamiento historico y el desarrollo de esos conceptos de segundo orden.
In these less-structured placements, in which candidates had more contact time with individual and small groups of students than they would in traditional classrooms, many candidates allowed themselves to learn from students, rather than be consumed by the perennial concerns of "controlling students' behavior and covering content" (Barton & Levstik, 2010, p.
La competencia narrativa ha sido reiteradamente identificada como uno de los elementos clave para la formacion del pensamiento historico y social (Levstik, 1995; Seixas y Morton, 2012; Santisteban, 2010; Saiz, 2013) y se ha definido el aprendizaje de la Historia como el proceso de aprendizaje de la competencia narrativa (Rusen, 1994, 2004).
A gamut of factors inform teacher learning including a teacher's knowledge of content, pedagogy, curriculum, assessment and so forth--ranging from teacher identity (Britzman, 2003; Richardson, 2003), teacher cognition (Shulman, 1986b; Wineburg & Wilson, 2001), and the ways in which teachers position disciplinary knowledge in their classrooms (Adler, 2008; Grant, 2003; Levstik & Barton, 2001).
It is widely accepted within academic circles that teaching social studies from a diverse perspective that critically questions traditional notions of history is beneficial for the civic development of all students due to the increased empathy and cultural understanding that is achieved from doing so (Banks, 1990; Barton & Levstik, 2004; Ladson-Billings, 2003; Ogbu, 1992; Wills, 1996).
This volume presents a compendium of work by two outstanding social studies education researchers, Linda Levstik and Keith Barton.
The last two decades have seen a revived interest in connecting children's literature and the teaching of history in the classroom (Allen & Landaker, 2004; Ammon & Tunnell, 1992; Levstik & Pappas, 1990; Zarnowski, 2006).
(4) Linda Levstik notes the power of the narrative in relating history as a story that emphasizes the human connection to events rather than as disembodied facts.
In particular, when presented with an authoritative single claim in which the author and sources remain anonymous (e.g., school textbooks or museum exhibits), Levstik (2008) has found that students approach such narratives as the final authority.
Many of these public issues are connected to controversial issues because people's solutions to enduring public policies are often rooted in their regional, social, cultural, economic, and political values, biases, and beliefs (Levstik & Barton, 2015).