e-Pedagogium, 2014 (vol. 14), issue 3

Úvod

Redakce

e-Pedagogium 2014, 14(3):5-6  

Obecná pedagogika - mezi filosofií a vědou

Jaroslav Koťa, Martin Strouhal

e-Pedagogium 2014, 14(3):7-24 | DOI: 10.5507/epd.2014.025  

This paper deals with the scientific character of General Education. The authors discuss the ambiguity of its aims and methods, and consequently its unique position on the border-line between philosophy and science. General Education refers to philosophical reflection of the questions of the meaning of life and its place in the totality of the world, of values and models of good life. Education as a social science makes use of the principles of exact and objective scientific methods. The authors advocate the idea that it is the tension between philosophy and science that gives general education great prospects for development in the future. In this...

Pedagogika jako věda a jako společenský úkol - inspirace z myšlenkové dílny Johna Deweyho

Markéta Čermáková

e-Pedagogium 2014, 14(3):25-34 | DOI: 10.5507/epd.2014.026  

The aim of this paper is to recall a few ideas of John Dewey, related to the contemporary considerations of general education. It is mainly the question of the impact of significant social changes on educational practice and on creation of educational theory. The accelerating pace of development in both the economic and technical areas gives rise to new social needs. The impact of social environment one grows up in plays an increasingly larger role in educational theory. The paper notes that Dewey was the first to consider social environment to be the basis and driving force of the mental and emotional development of a child, a breeding ground for...

Obecná pedagogika a dějiny pedagogiky - proměny dějin pedagogiky ve vztahu k obecné pedagogice

Štefan Chudý, Pavel Neumeister

e-Pedagogium 2014, 14(3):35-42 | DOI: 10.5507/epd.2014.027  

This paper is focused on the problem of construction of General Theory of Education and History of Education as the social sciences. The first aim of this paper is to approach the process of constituting of these sciences in the point of view of the analysis of the constructions of their content. The second one is searching the roots of its constitution and the instruments of its legitimizing through describing their mutual relations.

A Definition of General Pedagogy in the Interwar Pedagogical Discussion in Czechoslovakia

Tomáš Kasper

e-Pedagogium 2014, 14(3):43-52 | DOI: 10.5507/epd.2014.028  

The article reconstructs the development of a scientific sub-discipline of general pedagogy in the Czech interwar pedagogical discussion. The so called controversy over the concept of pedagogy - the issue of the concept of pedagogy as natural science, empirical, quantitative or normative science is analyzed here. The positivist tradition is reflected more deeply in the Czech pedagogical discussion, which stands in contrast to the German pedagogical tradition in the Czech lands of the monarchy and the interwar Czechoslovakia. The study defines a different view of the establishment of general pedagogy and pedagogy as a science by F. Krejčí, O. Kádner,...

A question of variability of educational objectives in the youth league Blau-Weiss

Dana Kasperová

e-Pedagogium 2014, 14(3):53-62 | DOI: 10.5507/epd.2014.029  

This paper deals with the question of relationship of the objectives and means in general pedagogical discussion and analyzes the given relationship on the example of education of Jewish youth in interwar Czechoslovakia in the work of the youth league 'Blau Weiss'. The article points to the thesis of Wolfgang Brezinka. It says that the interplay with selected educational resources and the overall social direction, in which education takes place, is necessary for the chosen successful implementation of educational objectives. The given assumption is monitored on the selected phenomenon of the analysis of the objectives and resources of the German Jewish...

The concept of general pedagogy on the Faculty of Education UP in Olomouc since 1980s till present times

Helena Grecmanová, Drahomíra Holoušová, Jana Kantorová

e-Pedagogium 2014, 14(3):63-81 | DOI: 10.5507/epd.2014.030  

In the text, some concepts of general education as one of the fundamental disciplines of education are considered. We follow the evolution of a concept in terms of three stages of development at the PdF UP. The course materials and texts that have been developed and used in teaching general education are analyzed. The inclusion of the subject of general education into the curricula available from the academic year 1989/1990 to the present is mentioned too.

"Měl bych" - Poznámky k potřebě etického vychovatelství

Jan Hábl

e-Pedagogium 2014, 14(3):82-91 | DOI: 10.5507/epd.2014.031  

This study deals with three fundamental questions about why we - as human beings - both have and need moral education. The three points are: 1) because human nature is endowed with moral capacity, 2) because there is an objective moral reality, 3) because of specific nature of our postmodern situation, in which we recognize the need for moral education. The sub-goal of this study is to present an argument for traditional moral realism, which not only presupposes any moral education but makes it possible in the first place.

Normative Education in Educational Science (Pedagogy) and Andragogy

Andrea Rozkovcová

e-Pedagogium 2014, 14(3):92-103 | DOI: 10.5507/epd.2014.032  

This article is focused on defining the term education in its normative meaning in Andragogy. Using Educational Science (Pedagogy) as a framework for this, similarities and differences of the term in both the fields are mentioned. The text includes some selected argumentations of leading andragogists in the Czech Republic. The aim of the contribution is to define normative education more solidly as normative educational objectives have not been focused on sufficiently. Intrinsic conditions of education as an important determinant of educational process are used to frame the leading idea of the text. The postulate is that Andragogy is not only a modern...

Školní poradenství

Petra Potměšilová

e-Pedagogium 2014, 14(3):104-105  

Připravenost dětí k zahájení povinné školní docházky v kontextu současného kurikula

Vladislava Marciánová

e-Pedagogium 2014, 14(3):106-108  

Poznávání učebních stylů

Tereza Gajďoková

e-Pedagogium 2014, 14(3):109-110