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Ethical issues in preschool education
SVITÁKOVÁ, Alena
The thesis deals with the concept of ethical education in Czech nursery and primary schools. The theoretical part of the thesis focuses on the explanation of the basic terms and on the characterization of the preschool and the junior school age from the psychological point of view as well as with respect to the moral development. In the following chapters, the thesis deals with the historical development of the moral education at schools from Jan Amos Komenský up to the present. The methodical part describes the goals and methods of ethical education as defined by Pavel Vacek in comparison with Prof. PhDr. Zdeněk Matějček, CSc. The methodical part focuses on the topics of ethical education according to R. Roche Olivar and on the applicability of ethical education by achievement of the key competencies of children based on the "General education program for preschool education". The purpose of the study is a questionnaire survey, in order to determine how important is ethical education for the respondents and what topics are according to the teachers the most beneficial for children and pupils. The results show clearly that the teachers nowadays find the ethical education important, but they usually do not work with it purposefully. In their opinion, the most important topics are those which guide the children to prosocial behaviour.
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The understanding of the religious form of speech in the religious education of the children of higher school age.
SVITÁKOVÁ, Alena
The thesis deals with the understanding of metaphors and symbols by children of older school age, i.e. the period of adolescence. Subsequently it turns to the conception of metaphors and symbols in individual areas of human life and thinking. It is concerned with the area of aesthetics, in particular with art, drama, music and literature. Further, it studies the conception of metaphors and symbols in philosophy, sociology, psychology (especially social and depth psychology), religion and bible studies. The practical part sums up the findings introduced in the theoretical part and infers from them the consequences for the religious pedagogy and didactics of symbol focused on the older school age. In the final part, several exemplary teaching lessons are outlined, which correspond to the introduced theoretical and practical pedagogical findings and which aim at helping the adolescents to disclose the world of metaphors and symbols not only in religious sphere.
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