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Phenomenological notion of the body and its possible consequences for practice of body-oriented disciplines
Kříž, Petr ; Parry, Silvan James (advisor) ; Jirásek, Ivo (referee) ; Hurych, Emanuel (referee)
Title: Phenomenological notion of the body and its possible consequences for practice of body- oriented disciplines Objectives: This thesis aims to clarify the possible projection of phenomenological findings about the body into the body-oriented disciplines. The interpretation of René Descartes, Edmund Husserl and, above all, Maurice Merleau-Ponty comes to the postulate that the body itself is not an object, but rather it is that by which objects exist as objects in the first place. From this phenomenological postulate there follows the deep opposition of the phenomenological notion of the body to the notion on which body-oriented disciplines commonly (but usually only implicitly) base their theory and practice. The thesis thus presents not only the interpretation of positive phenomenological concepts, but also the interpretation of phenomenological criticism of the physiological and psychological (or psychologizing) concept of the body, which stand on the flaws and prejudices of the empiricist and intellectualist traditions of Western thought. Subsequently, the possible impacts of both phenomenological criticism and phenomenological concepts on the practice of body-oriented disciplines are discussed. Methodology: This dissertation is a philosophical treatise. The first part is a philosophical...
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Determinants of application of experiential education at Czech basic school
Hanková, Zdeňka ; Bendl, Stanislav (advisor) ; Kollárová, Dana (referee) ; Jirásek, Ivo (referee)
Hanková This thesis focuses on the experiential pedagogy about the implementation of personal and social education. The research aims to investigate and describe the determinants of the experiential pedagogy, particularly about the didactical thinking of group teachers who plan and implement teaching personal and social education in a Czech basic school. The theoretical grounds of this current study are based on the extensive comparison of heterogenous terminology of experiential pedagogy, general didactics, and didactics of personal and social education. This study adopts the qualitative research paradigm with multiple-case- studies research design. The data have been gathered from thematic writing and focus group interviews which were analysed by the content analysis method with the support of axial analysis. The analysis of didactical thinking is concerned with the objective and the experience as a means of learning and reflection and revealed that teachers determine their didactical thinking and practice by the knowledge of the group and individuals concerning psychological safety. The experience during the game is understood as a way of learning facilitated by reflection. The interpretations concur with the constructivist teaching practices based on a socio-cognitive conflict as a learning...
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Managing Bullying in the Framework of Personal and Social Education
Pospíšilová, Anna ; Valenta, Josef (advisor) ; Činčera, Jan (referee) ; Jirásek, Ivo (referee)
A B S T R A C T The text deals with bullying from the prospective of personal and social education. Personal and social education as a complex theory offers basic and methodical background for working with bullying. It is able to provide good reflexion of the educational reality. The aim of the work is to describe how the topics of personal and social education are personified in the programs of prevention of bullying. It concerns pupils in fifth, sixth and seventh grade of the elementary schools (12-14 years old). The research was performed as a field research of the etnographic character. In the theoretical section the study defines personal and social education as a theoretical framework and it is the basis for the research. The definition of the term personification follows as it is crucial for the work within the personal and social education. The following chapter describes bullying and explains how this term was understood earlier and how it is perceived today. The experimental section describes the methodology of the research. It gives basic information about the pertinent research and explains its results. The results are summarized in four categories: what leads to personification, what the obstacles to personification are, the lecturer's ideas on personification and methodical notes.
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