Zborník Pedagogickej fakulty Trnavskej univerzity

Séria D – VEDY O VÝCHOVE A VZDELÁVANÍ

Ročník 17

 

Trnava  2013

Zostavovateľ:

doc. PhDr. Andrej Rajský, PhD.

 

Redakčná rada

 

Predseda:

doc. PhDr. Ing. Blanka Kudláčová, PhD.

 

Členovia:

prof. PhDr. Viktor Lechta, PhD.

prof. Buguslaw Śliwerski (Poľsko)

doc. PaedDr. Ondrej Kaščák, PhD.

doc. PhDr. Andrej Rajský, PhD.

doc. PhDr. Pavel Vacek, PhD. (ČR)

doc. Mgr. art. Mgr. Jaroslava Gajdošíková Zeleiová, PhD.

PhDr. Zuzana Petrová, PhD.

PhDr. Jiří Pospíšil, PhD. (ČR)

Mgr. Miroslava Adamík Šimegová, PhD.

 

Recenzenti:

prof. PhDr. Viktor Lechta, PhD.

doc. PaedDr. Martin Dojčár, PhD.

doc. Mgr. art. Mgr. Jaroslava Gajdošíková Zeleiová, PhD.

doc. PhDr. Ing. Blanka Kudláčová, PhD.

doc. PhDr. Andrej Rajský, PhD.

doc. PaedDr. Kristína Žoldošová, PhD.

PhDr. Zuzana Petrová, PhD.

Mgr. Andrea Lehenová, PhD.

Mgr. Marek Wiesenganger, PhD.

 

Technický redaktor:

Mgr. Marek Wiesenganger, PhD.

Obálka:

Ing. Mgr. Roman Horváth, PhD.

Vydala:

Trnavská univerzita, Pedagogická fakulta

ISBN 978-80-8082-760-1

Kontakt na redakciu:

Pedagogická fakulta Trnavskej univerzity v Trnave

Oddelenie pre vedu, výskum a zahraničné styky

Priemyselná 4, P.O. Box 9

918 43 TRNAVA

Slovensko

e-mail: andrej.rajsky@truni.sk

Telefón:

+421 33 5516 047, kl. 580

Obsah – Content

EDITORIÁL

A. Rajský, B. Kudláčová: Editorial

4

  

 

ŠTÚDIE

 

Laluhová Zuzana: We Don’t Need No Education. O pojme a ideových zdrojoch „antipedagogiky“

6

Sedliaková Ivana: O pojme „čierna pedagogika“

15

Dolejš Veronika: Žiak s postihnutím a ľudská dôstojnosť

21

Skala Andrej: Ambivalencia krízy v personálnom rozvoji

28

Brestovanský Martin – Kolárová Katarína:  Proaktivita učiteľov etickej výchovy

37

Neupauerová Dominika: Faktory ovplyvňujúce pohlavné rozdiely v strachu a odpore z hadov

50

Kvasničák Radoslav: Vplyv metodiky zberu zoologického materiálu na určovanie druhového názvoslovia živočíchov žiakmi základných škôl

58

Margaret Przybysz-Zaremba: Pedagogické determinanty edukačných neúspechov žiakov na základných školách v Poľsku

72

    

 

SPRÁVY A RECENZIE

Správa zo 6. medzinárodného sympózia liečebnej a špeciálnej pedagogiky. (Šuhajdová)

85

V.  JEŽKOVÁ,  a kol. Školní vzdělávání ve Švédsku. (Malatinská – Sedliaková)

87

Abstrakty – Abstracts

 

WE DON’T NEED NO EDUCATION. O POJME A IDEOVÝCH ZDROJOCH ANTIPEDAGOGIKY

We don’t need no education. Concept and ideas of Schoenebeck antipedagogy

Zuzana Laluhová

Katedra školskej pedagogiky

Pedagogická fakulta

Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

 

Ústav pre výskum sociálnej komunikácie SAV,

Dúbravská cesta 9, Bratislava

zuzana.laluhova@savba.sk

 

Abstract: Paper discusses main problems of antipedagogy of Hubertus von Schoenebeck. Explaining concepts of antipedagogy and search it’s ideological sources. Antipedagogy appeared in the late 1960s and 1970s and referred to the achievements of humanist psychology (C. R. Rogers) and the American Children’s Rights Movement (A. Miller, R. Farson, J. Holt). Antipedagogy argues against the soundness of educating man and does not regard man as homo educandus. Articel represents relationship between antipedagogy and classical education and also between anipedagogy and also alternative pedagogy.

 

Key words: antipedagogy, alternative pedagogy, classical education, homo educandus

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                             Článok – Paper

 

O pojme ,,Čierna pedagogika“

Conception of ,,black pedagogy“

Iveta Sedliaková

 

Katedra školskej pedagogiky

Pedagogická fakulta

Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

sedliakova.iveta@gmail.com

 

Abstract: It is very difficult choose the most appropriate educational methods or approaches in education of children. The submitted text refers to just such approaches in education asserted to children which are connected with marking of black pedagogy. In text, we explain term black pedagogy and who representatives have critical views on this pedagogy. Simultaneously we clarify link between first German textbook for children ,,Der Struwwelpeter“ (Peter with bristly haired) and black pedagogy.

 

Key words: black pedagogy, cruel pedagogy, inhumanity, Rutschky, Miller, der Struwwelpeter

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                               Článok – Paper

 

ŽIAK S POSTIHNUTÍM A ĽUDSKÁ DÔSTOJNOSŤ

Pupil with disabilty and human dignity

Veronika Dolejš

 

Katedra pedagogických štúdií, Pedagogická fakulta, Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

dolejs.veronika@gmail.com

 

Abstract: When discussing about pupils with disabilities are increasingly more often we face with problems linked to their education in segregated and basic conditions and with access of teachers to these pupils. These problems may be related not only with material and technical equipment of schools, but also with experience and access of teachers, parents, and the public. Problems are related well with the onset postmodern times, which entails a new view of the world and predispose people orient in the world of consumerism. Human dignity, the right to life, and non-discrimination are concepts which its content undertake every member of society and constitute a fundamental principle of human existence.

 

Key words: Pupil with disability, postmodern times, human dignity

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                               Článok – Paper

 

AMBIVALENCIA KRÍZY V PERSONÁLNOM ROZVOJI

Ambivalence of the crisis in the personal development

Andrej Skala

 

Katedra pedagogických štúdií, Pedagogická fakulta, Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

andrej.skala@gmail.com

 

Abstract: Currently, the term crisis is used very frequently during the ordinary dialogues, in the media, but also among experts in different scientific disciplines. We hear about the crisis in the economy, on the crisis in education, on the crisis in families. Perhaps there is no department or area in respect of which the word crisis does not. Is it coincidence or necessity? Many people perceive the crisis as a negative phenomenon, which would most like to avoid. Dahlke (2001, p. 11) writes that delimits the crisis only if its negative aspect, our view remains very limited. In this paper the author deals with the concept of crisis in terms of pedagogy. Author in the understanding of the concept of crisis tends to those who see it as a necessity to the development and hopes that the contribution can help many educated, but also bringing up, to look at the crisis as a chance for development.

 

Key words: crisis, development, chance, pedagogy

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                             Článok – Paper

 

PROAKTIVITA UČITEĽOV ETICKEJ VÝCHOVY

Proactivity of moral education teachers

Martin Brestovanský, Katarína Kolárová

 

Katedra pedagogických štúdií, Pedagogická fakulta, Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

martin.brestovansky@truni.sk

 

Abstract: Authors describe the process in construction of teacher’s proactivity scale both from the pupil’s point of view as well as the self-evaluation. They discuss validity aspects and modifications needed to be done in some items, based on correlation analysis. Proactivity is considered to be an aspect of man’s selftranscendency, his ability to view the situation from a distance and to assume responsibility for an action, consistent with the principles and values of functionable conscience. The study uses a sample of N = 187 pupils and 28 teachers of moral education, some of preliminary findings are discussed. In most of the items teachers show supernormal score and their self-evaluation is evidently higher than that from pupils.

 

Key words: moral education, teacher, proactivity, teacher’s interactional style

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                               Článok – Paper

 

FAKTORY OVPLYVŇUJÚCE POHLAVNÉ ROZDIELY V STRACHU A ODPORE Z HADOV

Factors influencing gender differences in fear and disgust of snakes

Dominika Neupauerová

 

Katedra biológie, Pedagogická fakulta, Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

r.kvasnicak@gmail.com, korecova.katarina@gmail.com

 

Abstract: Snakes are controversial creatures, pictured by many legends, and also influenced by human prejudice and fear. This fact is escalated by many myths and fairytales in which snakes are pictured as evil, treacherous, dangerous and repulsive creatures. We studied whether beliefs in myths, and the fear of snakes in secondary school students and adult women influences perception of snakes. We found that men show less fear of snakes than women, although disgust of snakes was rated similarly between genders. We found no evidence of a difference between mothers and childless women in fear/disgust of snakes. Our results support an idea that women believe in myths about these creatures more than men.

 

Keywords: snake, fear, disgust, myth, student

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                               Článok – Paper

 

VPLYV METODIKY ZBERU ZOOLOGICKÉHO MATERIÁLU NA URČOVANIE DRUHOVÉHO NÁZVOSLOVIA ŽIVOČÍCHOVŽIAKMU ZÁKLADNÝCH ŠKÔL

The Effect of Collecting Methodology of the Zoological Material on Determining the Animal Species Nomenclature by the Primary School Pupils

 

PaedDr. Radoslav Kvasničák, PhD.

 

Katedra biológie

Pedagogická fakulta

Trnavska Univerzita v Trnave

Priemyselná 4, 918 43, Trnava

r.kvasnicák@gmail.com

 

Abstract: In the presented research we examined on the lower secondary schools the impact of collection methodology in nature to the pupil’s knowledge about the species terminology of animals (insects). Acquired knowledge in collecting and determination of zoological material was compared to a group of pupils who had learned the species terminology of animals only in the school environment. The collecting of animals was performed by the pupils in four different biotops (water, land, meadow and forest). The subject matter of the research is to compare the knowledge acquired through passive (soil trap with a bait) and active methodology of collecting (net for insects, exhaustor, sift). The final evaluation was the score for the correct identification of species names of insects, their number and statement about an interesting information about the insect’s life. We’ ve found out that pupils, who obtained biological material in natural conditions, proved positive attitudes towards collecting animals and better knowledge of the species nomenclature, as pupils who have mastered their knowledge only in the school environment. Positive findings about the knowledge were found out with the use of active methods of collecting, regardless of size and color attractiveness of collected animals (insects) in a different type of natural biotop.

 

Key words: pupil, knowledge, attitudes, collecting, the species names, animals, insect

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                             Článok – Paper

 

PEDAGOGICKÉ DETERMINANTY EDUKAČNÝCH NEÚSPECHOV ŽIAKOV NA ZÁKLADNÝCH ŠKOLÁCH V POĽSKU

Pedagogical determinants of educational failures of pupils in primary schools in Poland

Małgorzata Przybysz-Zaremba

Fakulta managemantu, informatiky a sociálnych vied

Vyššia škola biznisu v Dąbrowe Górniczej

Nám. Cieplaka 1C, 41-300 Dąbrowa Górnicza

Poľsko

malgorzata.p_z@interia.pl

 

Abstract: The text presents selected educational determinants that cause educational failures of pupils at a primary school in Poland. Such determinants are followed as a teaching system, a failure to adapt a curriculum and organization of teaching to the needs of pupils, space conditions, equipment of the classes, etc. At the same time, we discuss determinants associated with educational and didactic competences of teachers, improper organization of work within school hours, application of inappropriate methods and forms of teaching, lack of individualization of teaching, etc. The study is concluded by a "triad" of didactic means necessary in preventing of pupils educational failures that cause factors present both at school and a teacher’s work.

 

Key words: failures, educational failures, grade retention, school, teacher

 

Späť – Back                                                                                                                                                                                                                                                                                                                                                                             Článok – Paper