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Filozofie pro děti jako pomoc mezigeneračnímu dialogu o charakteru společnosti "dříve" a "dnes"
MEDALOVÁ HŮDOVÁ, Václava
This bachelor thesis aims to discover, whether the method of Philosophy for children can be used for facilitating the intergenerational dialog. Theoretical part describes principles of this method in connection to its history, philosophical basis, development of three-dimensional thinking and thinking skills. Further, it defines basic characteristics of life period of adolescence and old age with focus on the process of discovering self-identity, the importance of adolescent peer groups for this age group and adaptation to the old age by seniors. Within the question of the intergenerational conflict it also discusses mutual conflicts between these age groups and their causes, in particular regard to the ageism, age segregation of negative stereotypes. Research part of this theses aims to answer following question by quantitative research in focus groups: "Is it possible to perceive the elements of philosophical dialog during the discussion in focus group?" and "Is it possible to perceive the problems concerning characteristics of "before" and "now" time period that are being discussed by the focus group during the discussion?". The research is being conducted in the form of lesson of Philosophy for children, during which a discussion between 2 focus groups takes place - an adolescent group and a senior group. Gathered data are analysed by coding and subsequently interpreted in relation to the established research questions.
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Moral reasoning of older school age children
Oborná, Denisa ; Klusák, Miroslav (advisor) ; Neuwirthová, Barbora (referee)
The thesis deals with researching the ethical judgement in middle-school children, i.e. boy/girl scouts at the ages of eleven to fifteen years. I have gathered the underlying data by regularly attending the meetings of a boy/girl scout squad, observing and interviewing the children and, most importantly, consulting their scoutmasters, thereby gaining a comprehensive idea of the ethically ambiguous situations the children face during their time in the squad. I have defined my research area as a result of this. Together with the scoutmasters, we have then devised an activity that allowed us to have discussions with the children within the scope of the scout law, with the aim to gain an understanding of their ethical judgement. I have gained my theoretical sensitivity and overview of the general subject primarily from the works of Jean Piaget and Lawrence Kohlberg.
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Feuerstein's Instrumental Enrichment Program from the Point of View of Primary School Teachers
Lipská, Ludmila ; Štech, Stanislav (advisor) ; Pavelková, Isabella (referee) ; Mareš, Jiří (referee)
FEUERSTEIN'S INSTRUMENTAL ENRICHMENT PROGRAM FROM THE POINT OF VIEW OF PRIMARY SCHOOL TEACHERS The presented doctoral work covers the programme of cognitive stimulation created by Reuven Feuerstein. It aims to describe the effects that the teachers are triggered with by this programme. The work presents Feuerstein's Instrumental Enrichment (FIE) in context of all the Feuerstein's work. It explains its theoretical grounds in detail, and connects them with broader questions from educational psychology field, that are related to the teaching of thinking skills. There is compared the Feuerstein's theory of Mediated Learning Experience (MLE) with L. S. Vygotsky's theory of mediation in the work. It also refers to the work of J. Piaget in many passages. The research part of the work is based on interviews and two small semantic- differential scales. The research group contained 9 experimental and 6 control teachers from primary schools. The main aim of the carried research was to map what form gain the influences that FIE has on the teachers. We also worked on the teachers' opinions regarding the implementation of this programme at mainstream schools. Besides the description of effects, we were also describing and comparing opinions of both groups on teaching thinking. The closing part of the work is...
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The development of intellectual skills through education experience
JANDEJSKOVÁ, Markéta
The bachelor thesis deals with development of intelectual skills through education of experiences in various forms. By this way positive results in self-development, current skills extension and gain of experiences can be achieved. The education process is hidden before student who are educated. Learning through experiences leads to better results than theoretical education. The practical part presents the project dedicated to student of primary school which is focused on development of intellectual skills in area of healthy lifestyle. It provides particular method how to introduce students to topic of healthy lifestyle, how to deal with childhood obesity and how to build positive attitude to health nutrition. Students develop their intellectual skills in logical thinking, social interactions and dealing with problems demonstrated by provided examples.
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Developing competence to tackle the problems of philosophizing with children
HOFFMAN, Ivo
. This Bachelor?s thesis represents the platform of Philosophy for children and its ability of development competence to tackle the problems. First of all, the terms as competence and key competence with its importance in educational system will be introduced. The influence of pragmatic philosophy for the origin of pragmatic education and later on the platform itself will be discussed. The thesis introduces J. Dewey as one of the most significant representative of pragmatic education. The thesis also describes the history and characteristic of philosophy for the children and the difference between the discussion and dialogue. M. Lipman as a founder of this program will be also introduced. The main part of thesis is focused on the term of critical, creative and caring thinking just as thinking skills which are important tools for solving the problems. Some deficiencies which were made by the author as a facilitator are introduced in the final self-reflection of an educator.
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