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The Problem of Individual Freedom in Rogers'Approach to Education
Kavalcová, Jana ; Kopecký, Martin (advisor) ; Mühlpachr, Pavel (referee)
This Bachelor's thesis covers the topic of freedom of an individual in the process of education, which American psychologist Carl Ransom Rogers (1902-1987) elaborated in his work. His person-centered approach, originally introduced as a psychotherapeutic concept, was applied in education later in 1960's and had, above all, an impact on adult education and learning. In the Czech Republic, though, Rogers's work is mainly understood in the context of psychotherapy. Therefore, this Bachelor's thesis addresses the less known area of Rogers's approach as applied in adult education and deals with it from the point of view of the philosophy of education. This thesis understands the related topics of the definition of roles of the educating and the educated, the meaning of personal experience, authenticity, freedom and self-actualization possibilities in the education process as the cornerstones of Rogers's concept of ideal education. Using the findings of the psychology of personality and pragmatic approach to education, the thesis discusses the most important findings and disputable points of Rogers's way of thinking.
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The Notion of Aesthetic Experience in American Philosophy after John Dewey
Špryňarová, Denisa ; Dadejík, Ondřej (advisor) ; Kaplický, Martin (referee)
John Dewey's philosophical work was establishing a continuum between human behavior and nature. Dewey advanced the theory that everything we experience comes through interaction with our surroundings - and articulating our experience by this interaction. Dewey uses experience even in the framework of art - and he stresses the importance of combining art and esthetic experience into our everyday life. The first part of my paper is meant to explain Dewey's philosophical concepts, his view on the issues relating to the common world, his analysis of normal/everyday experience, and his analysis of what he termed esthetic experience. Part two is a comparison between Dewey's philosophy of esthetic experience and Jerome Stolnitz's, another known aesthetic philosopher, and their theories on esthetics. The basic question I seek to answer is whether, despite their differences in theories, Stolnitz was coming from a different theoretical background with different traditions and assumptions, one can still trace certain consensus and mutually shared territory in which their theories merge. And so, I attempt to answer the question, can we find characteristics of esthetic experience that would be plausible to both of them? Or is it rather that their understanding of esthetic experience was so different, that we...
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Dewey´s problem solving koncept
SPERGEROVÁ, Petra
This thesis tries to present an important figure of the pragmatic education, John Dewey. It presents a detailed analysis of his work, in which he informs about his way of solving the problems. Also for comparison it presents other theories relating to the methods of solving problems. In conclusion, the thesis discusses pedagogical concepts, which resulted from Dewey´s lifelong research, i.e. problem and project based learning and, in particular, their current application in schools and the link with the educational requirements.
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John Dewey: pedagogical work
ŠMAJCLOVÁ, Tereza
The thesis focuses on development and influence of educational thinking of John Dewey. It tries to clarify why, upon what conditions and in what way Dewey strived for creation of new educational ideas. Consequently, it tries to compare them with the existing educational tendencies of Czech education system.
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