• Alīda Samuseviča Liepaja University
  • Maija Ročāne Liepaja University



debating, freedom of cognition, student, productive learning, transversal competences


Publication highlights pedagogical possibilities of gaining transversal competences through debating process. Productive learning process has been described and data have gathered in order to identify the results of productive learning through debating. The necessity of productive learning has been emphasized in the context of key competencies and learning outcomes-based education approach as in the 21st century students need not only to take the initiative, understand the needs, formulate objectives, identify learning strategies, evaluate their learning achievements but also to explore a set of information offered by the information society which must be transformed into the knowledge society. The publication reflects the results of the case study, which emphasize obtaining the transversal skills through debating.


Benavides, F., Dumont, H., Istance, D. (2012). The Nature of Learning: Using Research to Inspire Practice. The Practitioner Guide. OECD Publications. Available:

Bookchin, M. (1982). The ecology of freedom. Palo Alto: Cheshire Books.

Brikše, I. (2006). Informācijas vide Latvijā 21.gadsimta sākums. Rīga: Zinātne.

Edwards, J. (2007). Freedom of the Will. Grand Rapids, MI: Christian Classics Ethereal Library. Available:

European Commission. (2007). Key Competences for Lifelong Learning – A European Framework. Belgium. Available:

European Commission. (2007). Key Data on Education in Europe 2012. Brussels: Education, Audiovisual and Culture Executive Agency. Available:

Fisher, J.M. (2005). Freedom and foreknowledge. (pp. 280-290) In: Critical Concepts in Philosophy. London & New York: Routledege.

Fullan, M., Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson.

Latvijas Republikas Izglītības un zinātnes ministrija. (2013). Izglītības attīstības pamatnostādnes 2014. – 2020. gadam. Rīga.

Martinsone, K. (1999). Emotional attitude toward self as an identity component. (pp. 51-58) In: Identity and self-esteem. Rīga: Mācību apgads NT.

Martin-Kniep, M.,G., Picone Zocchia, J. (2009). Changing the way you teach: Improving the way students learn. Alexandria, VA: Association for Supervision and Curriculum Development.

Marton, F., Booth, S. (2009). Learning and Awareness. London & New York: Routledge.

O`Connor, T. (2005). Free Will: Concepts and challenges. (pp. 7-22) In: Critical Concepts in Philosophy. London & New York: Routledege.

Oganisjana, K. (2015). Starpdisciplinārās mācības uzņēmības un uzņēmējspējas veicināšanai. Rīga: Latvijas Universitāte.

Oshana, M. (1997). Ascriptions of responsibility. (pp. 71-83) In: American Philosophical Quarterly. Vol. 34, No. 1. Illinois: University of Illinois Press.

Peterssen, W.H. (1983). Lehrbuch Allgemeine Didaktik. München: Ehrenwirth.

Savin-Baden, M., Major, C.H., (2004). Foundations of Problem-Based Learning. Berkshire: Society for Research into Higher Education and Open University Press.

Steiner, R. (1918). The philosophy of freedom. Available:

UNESCO. (2005). Towards Knowledge Societies. Paris. Available:

UNESCO. (2015). Transversal Skills in TVET: Policy Implications. Asia-Pacific Education System Review Series No 8. Bangkok. Available:

Veide, M. (1998). Garīgās brīvības veidošanās pusaudžiem skolās. Rīga: Latvijas Universitāte 132lpp.

Zull, J.E. (2004). The Art of Changing the Brain. (pp. 68-72) In: Educational Leadership. Vol. 62, No. 1.

Тутушкина, М. (2001). Психология личной и обыденной жизни. Санкт-Петербург: Дидактика Плюс.