e-Pedagogium, 2015 (vol. 15), issue 3

Editorial

Jednota súčasnosti a minulosti

Štefan Chudý

e-Pedagogium 2015, 15(3):5

Original articles

Is Formation of Historical Consciousness a Pedagogical Task? Nietzchean Inspiration for the Present Day

Martin Strouhal

e-Pedagogium 2015, 15(3):7-16 | DOI: 10.5507/epd.2015.029

The text deals with various approaches to thematising the past and the study of history. It is based on Nietzsche's second essay On the Uses and Disadvantages of History for Life from Untimely Meditations. Nietzsche ponders on the ambiguities of our comprehension of history and our insight into the past as well as a whole range of different approaches to history as a science. Nietzschean inspiration helps us to explain how important it is to be aware of this ambiguity while studying either history as such or history of education: understanding history lays responsibility on us because while the study of the past aids us to understand the present, it...

Current Issues and Contemporary Perspectives of History of Education

Lukáš Šlehofer

e-Pedagogium 2015, 15(3):17-25 | DOI: 10.5507/epd.2015.030

This article describes the current status of, and perspectives on history of education. The text seeks to contribute to the discussion about the future of this discipline and presents the answers to four important questions. The first question is, what role is played by history of education within the system pedagogical sciences. The next questions are what is the subject of the history of education, which methodological challenges are faced by this sub-discipline, and who will be the researches who will address this discipline in the future. The author proves that the fututre of the discipline is uncertain.

Notes on Methodological Issues of History of Education

Jaroslav Koťa

e-Pedagogium 2015, 15(3):26-39 | DOI: 10.5507/epd.2015.031

The author outlines the development of definitions of history of education in the introductory part. Subsequently, he points out its relation to comparative education; he further addresses the issue of understanding of history in the positivist and hermeneutic approaches. The text also pays attention to evaluation of issues which have got out of sight of the researchers in the field of history of education; what is also mentioned is the unacceptable nationalistic aspect of this history.

History of Education in the Work of Czech Professors of Pedagogy

Růžena Váňová

e-Pedagogium 2015, 15(3):40-49 | DOI: 10.5507/epd.2015.032

The text characterizes the concept of history of education in selected personalities of Czech pedagogy (G. A. Lindner, F. Drtina, O. Kádner, O. Chlup) of the 19th and the 1st half of the 20th centuries. It states the outcome of a historical survey: History of education had been viewed as a part of cultural history up to the middle of the 20thcentury; the main task of cultural history was to understand the contemporary pedagogy, or forecast of its future development.

K Deweyho pojetí dějin a jejich výuky

Markéta Čermáková

e-Pedagogium 2015, 15(3):50-55 | DOI: 10.5507/epd.2015.033

The text deals with a few problems Dewey focused on in his books Democracy and Education and Reconstruction in Philosophy, such as historical themes and the way in which history is taught. He points out the importance of history as a part of school curriculum. Dewey argues that history is one of the basic building blocks of a real education. He recommends reassessment of the current way of thinking as well as reinterpretation of that which we consider true and valuable. The starting point of this essay is Dewey's belief that as change is integral to life, education must pay attention to what is hidden below the surface of the current events in the...

Differences in Value-oriented Statements of Czech and Slovak Pupils

Helena Vomáčková, David Cihlář

e-Pedagogium 2015, 15(3):56-70 | DOI: 10.5507/epd.2015.034

This article comments on a part of the results of the exploratory study monitoring the differences and correspondences in the value-oriented statements of Czech and Slovak pupils of the fourth, fifth and sixth classes of primary schools. By means of a questionnaire inquiry, they were presenting their opinions about the selected situations and they specified their perceptions of the world and their position in it on a four-stage scale. The article deals with the analysis of statistically significant deviations which were found out among the reflections of Czech and Slovak boys and Czech and Slovak girls. With regard to the respondents' age and the level...

Specific Features of Cyberbullying in Czech Children in the Context of the General Primary Prevention System (Through the Eyes of Quantitative-qualitative Research)

Kamil Kopecký

e-Pedagogium 2015, 15(3):71-82 | DOI: 10.5507/epd.2015.035

This paper focuses on results of the research in risk behaviour of Czech children on the Internet (n = 28232), which was carried out in 2014 by the research team of the Centre for the Prevention of Risky Virtual Communication, Palacký University Olomouc. The text focused on a key part of the research - cyberbullying from the perspective of victims and attackers. The paper describes the most common forms of attacks, which Czech children are exposed to, while also focusing on switching of roles victim - attacker what happens quite frequently in the Czech population.

Seniors in the Information Society and the Phenomenon of Digital Exclusion in the Visegrad Countries

Łukasz Tomczyk

e-Pedagogium 2015, 15(3):83-95 | DOI: 10.5507/epd.2015.036

The main objective of this paper is to describe specific aspects of seniors' life in information society of the Visegrad countries. The fundamental question addressed in the text is what causes have led to the development of the phenomenon of digital exclusion in this region, and further, in what way this phenomenon influences the quality of seniors' lives. It will be possible to cover the issue formulated in this way by means of a detailed analysis of factors determining the existence of digital gap in the Czech and Slovak Republics, Poland and Hungary (V4).The paper consists of three basic parts. The first one is a theoretical introduction into...

Information and Communication Technologies in the Educational Process and Tasks of the Teacher

Peter Polakovič, Rozmarína Dubovská

e-Pedagogium 2015, 15(3):96-104 | DOI: 10.5507/epd.2015.037

Today we often encounter the view that the contemporary society is increasingly based on information work. The society based on the penetration of the information communication technologies, information into all the areas of life, is called information society. All aspects of life (technology, social issues, economz and politics) depend on access to information in such society. Therefore, it is natural that there are new and new requirements imposed on education in information society. The current trend in education and upbringing of pupils is the requirement for teachers' skills to effectively work with information and lead their pupils to it. It...

The Educational Function of Language in a Regional Community

Karolína Burešová

e-Pedagogium 2015, 15(3):105-115 | DOI: 10.5507/epd.2015.038

The aim of the text is to present functions and roles of language in local communities on the background of educational activities. Firstly, various paradigms of language and literacies are introduced, which creates the basis for the further analysis of the theme. The attention is paid to language in relation to global diversity, especially in the perspective of the United Nations initiatives. Language is in this sense viewed as an instrument providing local information in particular social and cultural context, which directly influences the development of regions and community activities. Other issues outlined in the text are the significance of information...

Sensation Seeking Tendency as a Learning Influence Factor

Dita Culková

e-Pedagogium 2015, 15(3):116-130 | DOI: 10.5507/epd.2015.039

This study deals with the sensation seeking tendency in connection with secondary grammar school students with extended sports preparation and physical education. According to Zuckerman(1994), sensation seeking is divided as follows: thrill and adventure seeking, experience seeking, boredom susceptibility and disinhibition. The study presents a theoretical context of sensation seeking which can have a direct or indirect influence on the learning process. The study shows that boys have a statistically higher tendency of sensation seeking, and on the contrary, the girls from the general secondary grammar school classes have the sensation seeking tendency...