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The benefits of outdoor course for social relatioships development in school classes
Kalkusová, Lucie ; Slepička, Pavel (advisor) ; Janíková, Marcela (referee) ; Macků, Richard (referee)
Title: The benefits of outdoor course for social relationships development in school classes Objective: The aim of the thesis was to examine how the outdoor course focused on teambuilding and social relationships development influences the structure and quality of social relationships in adolescent school classes. Methods: The research sample was created by 211 13 years old secondary school students (128 girls; 83 boys; average age 13.3±SD years) who participated on a 6-days outdoor course. The course was designed using the principles of dramaturgy to meet its objectives - let the students get to know each other and their teachers better, induce positive social relationships, a cooperative atmosphere, a sense of trust and safety in the class. The students filled in the questionnaire before the course, straight after the course and 3 months after finishing the course. It was a combination of preferential record, sociometric questions (choosing classmates for a birthday party and deserted island), B3 test and two open-ended questions mapping the preference of programme resources. The results were first analysed for each class to see what happened in each group and then all classes were summarized. Primary data were analysed by non-parametric Friedman's test, statistical significance between the...
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Doing Philosophy with Children as a Way of Experience-Based Leisure Education
MACKŮ, Richard
The thesis presents possibilities and hazards resulting from the combination of experience-based education methods and those of doing philosophy with children. Having defined the terms used, it introduces the aims, key features and basic methods of leisure education; furthermore, experience-based education is described in more detail together with its fundamental elements: dramaturgy, adventure, reflection and games. The latter two elements are understood to be the links between experience-based education and Philosophy for children program. Then, the follow-up reflection on the interface between Philosophy with children and experiential activities is the substantial part of the thesis. Besides other topics, the philosophical aspects of games and reflection (review) as possible ways of experience-based philosophical inquiry are dealt with. Thus, in the closing part of the thesis, the potential for connecting philosophical inquiry and the experience itself is outlined.
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