Číslo 2/2020
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- ItemGerta Figulusová – „dcera českého národa“ z rodu Komenského: životní příběh pohledem komeniologie(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Pánková, Markéta; Technická univerzita v Liberci
- ItemHistoria scholastica No. 2/2020(Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci, ) Fakulta přírodovědně-humanitní a pedagogická, Technická univerzita v Liberci; Národní pedagogické muzeum a knihovna J. A. Komenského
- ItemHudba jako inspirace Komenského konceptu harmonické společnosti(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Přívratský, Vladimír; Přívratská, Jana; Technická univerzita v Liberci
- ItemIdeje Komenského a výtvarná výchova(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šobáňová, Petra; Technická univerzita v Liberci
- ItemIdeové východiská pedagogického myslenia na Slovensku v 40. rokoch 20. storočia a ich vyústenie do socialistickej pedagogiky(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Kudláčová, Blanka; Technická univerzita v LiberciThe paper is a historical-educational study that aims to survey changes in conceptual foundations of educational thought in the 1940s and their form at the beginning of Communism. It was a complicated period with several overlapping ideological levels: the ideas of the interwar democratic Czechoslovakia “retired”, the national socialist ideology of the Slovak state was established in the situation of the war, and the Marxist-Leninist ideology, which was fully implemented after the Communist coup in 1948, was being gradually shaped. The change of direction in the educational thought and in its foundations is demonstrated mainly through two leading figures of pedagogy of the given period: Juraj Čečetka (1907–1983), the first Slovak professor of pedagogy and Ondrej Pavlík (1916–1996), the creator of the socialist pedagogy and education. The first part of the paper focuses on a broader socio-political context that suggested changes in ideological orientation of educational thought in the 1940s, the second part of the paper discusses educational thought in the 1950s when only the socialist variant can be considered. The study is based on source literature of both mentioned representatives of the period and on existing research of their work (Krankus, Kudláčová, Faktorová, Valkovičová, Wiesenganger) and life (Mihálechová, Michalička, Londáková).
- ItemLidství, věda a svět jako konstituenty Evropy a jejich proměna ve 20. století. Příklad marxistické pedagogiky(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Rybák, David; Technická univerzita v LiberciThis article tries to highlight main characteristics of the metaphysical frame of Marxist pedagogy. At first, it is important to see that the concept of ideology alone (in the question regarding totalitarian ideologies) presupposes a very specific metaphysic, i.e. metaphysic of the representing subject and subject of representations-ideas. In such a metaphysic a specific decision about humanity of man as well as worldliness of the world is introduced in the form of re-presentation and objectifying. How the humanity of man is understood? Is there not, under the political rhetoric of ideologies (totalitarian and not- -totalitarian) a deeper common ground hidden, as our reference to the metaphysics of the subject was supposed to indicate? Insofar as upbringing in the European tradition has a sense of bringing man up to his own humanity, there is an implicit concept of human being in every concept of education. And insofar as man is not only an object in the world but also the “subject for the world” (Husserl), every such concept is arising from the correlation man-world. We would like to look more closely at the conditions of this correlation man-world in 20th century.
- ItemŠkola a sociální pomoc ve druhé polovině 19. století(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Halířová, Martina; Technická univerzita v LiberciThe paper deals with the forms of social assistance provided to poor children and youth in schools. The specific examples are illustrated by the example of Pardubice town. The article mainly deals with the second half of the 19th century, when under the influence of social changes the charitable activities aimed at children and young people were developed. The article mentions also the end of the 18th century, when education and social care reforms took place, and influenced the development of social assistance in the following century. Two types of institutions were established at schools; on one hand, associations providing financial or material support, on the other, groups providing out-of-school activities for children and youth. These organizations had the same goal – the discipline of the poor in society.
- ItemSociálna a postpenitenciárna starostlivosť o ťažko vychovateľnú mládež na Slovensku v 70. rokoch 20. storočia – ako sa riešil „neexistujúci“ problém?(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Šuhajdová, Ivana; Technická univerzita v LiberciThe Socialist society had a clear idea on an education and on a direction of the development of children as the future generation. Children were expected to become physically and morally developed citizens according to the requirements of the then government in power. Even though the governing political representation promoted the claim that social problems were a capitalist advancement and had no place in the socialist society, the opposite was true. The idea of the perfect society without social problems was only a political bubble, bursting of which, besides other areas, was very quickly manifested also in lives of some children and youth in a form of a delinquency. The contribution aims to describe the activities of social workers and social curators of the national committees in terms of a social and post-penitentiary care for difficult youngsters in Slovakia in the 1970s.
- Item„Stručná historie Literatury české“. K osudu nevydané učebnice rajhradského benediktina Bedy Dudíka k dějinám české literatury z roku 1847(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Mahel, Richard; Technická univerzita v LiberciIn the years 1841–1854 the Benedictine Beda Dudík (1815–1890) worked as a teacher at the Episcopal Institute of Philosophy in Brno and then at the Higher Grammar School in Brno. As a teacher and a supporter of a development of the Czech national movement in Moravia he strove for the introduction of teaching of the Czech language and literature in the Moravian church education. He succeeded in his efforts and the Court study commission and the Episcopal ordinariate in Brno permitted teaching of the Czech language within the school curriculum of the Institute of Philosophy. For the successful completion of the teaching, Dudik compiled a textbook for his students about history of the Czech language and book writing and he intended to publish it in print at “Matice česká” in Prague. The textbook was approved successfully in a censorship procedure; however, it was not finally published in print due to disagreements with the authors of the compiled works. Nevertheless, it was significant for the development of national efforts in Moravia and it, first and foremost, revealed the young Beda Dudík as a great supporter of the then minority Czech national movement in Moravia, which changed later when he left his pedagogical experience in favour of his better-known historiographical, official and diplomatic practice.
- Item„Učitelstvo zakousnuté do pokroku“: reakce Věstníku katolického učitelstva československého na školské reformy za první Československé republiky(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Širl, Radim; Technická univerzita v LiberciThis study focuses on the perspective of the Czechoslovak periodical Věstník katolického učitelstva československého (The Bulletin of Czechoslovak Catholic Teachers) on the new reform of the school system introduced during at the end of the 1920s by Václav Příhoda, who was the leading figure of such changes. Authors connected to this periodical took a quite strong stance on this issue and criticized the introduced reform in many ways and on many levels. The aim of this study is to create an overview of the most relevant and frequent opinions presented by the authors during the years 1928–1935 and to try to find common threads and themes of their positions. This includes providing a historical, pedagogical and religious context of the newly formed Czechoslovak Republic.