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Cultivation of humanity as a task of education
VOVSÍKOVÁ, Edita
The thesis of a theoretical character deals with the cultivation of humanity as a task of education. The work summarizes the areas affecting the topic of humanity and education. Firstly, the work describes the meaning of humanity which is present in one of modern philosophical disciplines called philosophy of education. It also introduces the educational process forming an integrated system of precise rules. Within the process, factors forming the process are described. These are: educator who is a guide in the educational process; the educated person who is not only the object but also the subject of the process; environment which plays a significant role in education and involves a variety of participants. The last part of the thesis deals with education as a process of humanization and describes various aspects affecting the process of humanization.
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Philosophical aspects of environmental aducation and consulting
Marková, Kateřina ; Hogenová, Anna (advisor) ; Semrádová, Ilona (referee) ; Švecová, Milada (referee)
TITLE: Philosophical aspects of environmental education and consulting AUTHOR: Mgr. et Mgr. Kateřina Marková DEPARTMENT: Department of civics and philosophy SUPERVISOR: Prof. PhDr. Anna Hogenová CSc. ABSTRACT: This Dissertation deals with philosophical bases of environmental education. It conducts a survey of a historical development from nature protection education, through environmental care, ecological education, and environmental education up to education for sustainable development in the Czech Republic. In the chapter "The Reasons of environmental education" certain until now nonanswered questions are formulated, following the chapter where Fink's educational antinomies are discussed. Environmental schools are described by Činčera like ecological education - positivistic stream, global education, deep ecological education and way back to roots, education for sustainable development, and education for ecoliteracy. The crucial theme of the Dissertation is the chapter of a philosophical base of the environmental education. According to Patočka and Palouš we are living just now in an era that can be called as ecological one. From the presented theoretical analysis under a help of philosophy, or more exactly said philosophy of education, followed cardinal philosophic topics of ecologic education, that...
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Philosophy of Education by John Amos Comenius
GONZÁLEZOVÁ, Martina
The thesis presents philosophy of education by John Amos Comenius. The main part of it deals with the description of his philosophies basic the way he thought about education then an origin of his conception of education for him that was the only way to being humane plus to improve to all society.
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Ethics as a Class Subject and its Resources in Comparison with the Teaching of Ethics in the Slovak and the Czech Republic.
SPIŠÁKOVÁ, Mária
This thesis deals with the bases of Ethics in comparison with the practice of Ethics in the Slovak and the Czech Republic. The first part describes and discusses the philosophical, pedagogical and psychological bases of teaching subject called Ethics. It presents a chronological overview of ethical theories and their comparison of the base of morality. It deals with the philosophy of education and dialogue as the principles of teaching. It represents Piaget's theory of moral development of the child, states stages of moral reasoning by Kohlberg and characterizes Frankl's logotherapy. The second part analyzes and compares the approaches to Ethics in primary and secondary education in the Slovak Republic and the Czech Republic due to the bases of ethics set out in the first part. It represents the Slovak koncept of Olivar's prosocial education, the activities of Ethical Forum Czech Republic and the programme Philosophy for children.
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The Process of Decion-making in Ethical Context As an Educational Task with Pupils of 8th and 9th Classes
RAZIMOVÁ, Veronika
The thesis presents a process of decision-making in ethical context as an educational task and considers pupils of 8th and 9th classes in particular. The questions which this thesis focuses on while achieving the aim can be formulated as follow: How is a pubescent able to consider possibilities of their action, and what can influence their thinking? In which way can we as educators help them? In which measure is our decision-making truly independent? Are there any rules which need to be respected while taking a decision? Which problems of decision-making emerge in the contemporary "competence attitude" in education? On the basis of summarising knowledge of developmental field, philosophy of education, and ethics, the conclusion of this thesis was arrived at untenability of contemporary educational system, in the fields of moral values and attitudes in particular.
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Psychological deprivation in old age. Effort to apply developmental psychological theory of Josef Langmeier and Zdeněk Matějček.
BERNARDOVÁ, Alena
The thesis is focused on problematics of psychological deprivation in childhood and in old age. Theoretical part reflects Langmeier/Matějček theory of psychological deprivation in childhood, old age and the problematics in terms of philosophy of education. The practical part is and effort to apply developmental psychological theory in childhood to the period of old age. In conclusion the valid assumptions are formed. Those justify to formulate the hypotheses about the analogy between the psychological deprivation in childhood and in old age and the possibilities of education for their prevention and remedy, as materials for the qualitative research. Its outcomes could result in improving the current model of institutional care of the elderly persons and validate legitimacy of the pedagogical accompaniment in the stages of their way of life and so far unappreciated importance of existentialist conception of education.
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Reflections on the crisis of authority in terms of philosophy of education.
VAŇKOVÁ, Karolína
The thesis analyzes the crisis of authority in education. The first part deals with an analysis of the contemporary concept of authority; the definition of dimensions, legitimacy, power, bureaucracy, charisma, obedience to authority, authoritarianism, and the definition of the crisis of authority in society. The second part evaluates the knowledge, defines crisis of authority in education, analyses the roots of this crisis, and offers a solution. The final part deals with the definition of animation as a third dimension of education and defines its potential benefits in the issue of crisis of autority.
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The Report to Education in Antiquity. Plato and his Conception of education.
STIBOROVÁ, Pavla
The paper deals with the Plato´s conception of education. It is divided into three parts. The first part includes the interpretation of Plato´s life, the survey of his dialogues and the influence of Socrates on the Plato´s life and philosophy. The second part deals with the very conception of education and it includes chapters on the perception of the child in antiquity, on the impact of society of education in Plato´s time. The third part is devoted to reference works of Plato ideas for future pedagogues. This part includes Plato´s supporters and his opponents. The objective of my paper is understanding of the fundamental aspects of the Plato´s life and his educational concept is one of the most important articles in the history of education.
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Kanťs Influence in Brezink´s Education Approach
HÖLZEROVÁ, Libuše
This work engage in Kanťs influence of german classical philosophy as a potential source of education philosophy in Brezink{\crq}s education approach. The purpose of this work is to describe Brezink{\crq}s education philosophy and to find main junction points between Kant{\crq}s and Brezink{\crq}s education approach. For the first chapter is important the description of Brezink{\crq}s education philosophy, including his view on pedagogy, education and education factors. It is possible to find comparison of Brezink{\crq}s and Dewey{\crq}s concept goals in this part. The second chapter is devoted to Kant{\crq}s person, thought to his philosophy and his view on education. For the third chapter is the most important short comparison of Brezink{\crq}s and Kant{\crq}s education concept. For the main parts, I take view on pedagogy, goals, ideal approach etc. I also advert to Kant as one of the most important sources of Brezink{\crq}s apologetical philosophy approach od education.
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On the Comeniological Studies by Jan Patočka
Schifferová, Věra
The paper concentrates on the topic of Patočka´s Comeniological conception. Patočka, in his lifelong work on Comenius, sought an answer to the question what position Comenius occupies in the development of European thinking. He saw Comenius´ contribution above all to be in his creation of a systematic philosophy of education and in his founding of a systematic pedagogy. Education is for Comenius a way in which mankind may be returned to the path of general order and panharmony. Comenius´ labyrinth is, in Patočka´s view, also the labyrinth of modern humanity. As a result we need, even today, a pedagogy of the universal conversion, the prototype of which is, according to Patočka, Comenius´general education.
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