Zborník Pedagogickej fakulty Trnavskej univerzity

Séria D – VEDY O VÝCHOVE A VZDELÁVANÍ

Ročník 19

 

Trnava  2015

Zostavovateľ:

doc. PhDr. Andrej Rajský, PhD.

 

Redakčná rada

 

Predseda:

prof. 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. Ing. Blanka Kudláčová, PhD.

doc. PaedDr. Martin Dojčár, PhD.

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

doc. PhDr. Andrej Rajský, PhD.

doc. PaedDr. Kristína Žoldošová, PhD.

PaedDr. Jana Fančovičová, PhD.

Mgr. Ivan Podmanický, PhD.

 

Technický redaktor:

Mgr. Marek Wiesenganger, PhD.

Obálka:

Ing. Mgr. Roman Horváth, PhD.

Vydala:

Trnavská univerzita, Pedagogická fakulta

ISBN 978-80-8082-934-6

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: Editorial

4

  

 

ŠTÚDIE

 

Mari Giuseppe:  Výchova, zrelosť a manželstvo

6

Pintassilgo Joaquim: Revolúcia, vzdelávanie a občianstvo. Pohľad na prínos portugalskej revolúcie v 70. rokoch k prehodnoteniu úlohy učiteľa

15

Medveďová Romana: Kritika moderného vzdelávania: odlišné pohľady a návrhy na príklade kritických vzdelávacích konceptov K.P. Liessmanna a P. Freireho

27

Guillame Michaela: Výtvarná edukácia ako súčinný faktor environmentálnej výchovy

34

Kvasničák Radoslav:   Aké sú v súčasnosti postoje, vedomosti a predstavy žiakov o rastlinách osvojených s využitím obrázkov, fotografií a herbárových položiek rastlín?

45

 

RECENZIE

A. MACINTYRE, Dependent Rational Animals. Why human beings need the virtues. (Kaššovicová)

 

 

60

SPRÁVY

 

 

Interkulturalita, migrácia a xenofóbia – aktuálne výzvy pre pedagogiku (Dojčár)

64

Pedagogická fakulta zakladá centrum JAMA!  (Brestovanský)

66

Nové výzvy v práci s mládežou: inklúzia, prijatie odlišnosti, chápanie rovnosti (Brestovanský)

69

Projekt „Škola pre každého – škola na každý deň“. Inovácie v súčasnej školskej edukácii a príprava učiteľov (Podmanický)

72

Človek človeku – k prameňom etickej výchovy (Kusý)

75

Osobnosť v kontexte kognícií, emocionality a motivácií V. (Kusý)

77

Trnavští patnáctiletí žáci základních škol a víceletých gymnázií jako vzorek výzkumu čtenářských strategií (Vicherková)

79

 

 

Abstrakty – Abstracts

 

VÝCHOVA, ZRELOSŤ A MANŽELSTVO

Education, Maturity and Marriage

Giuseppe Mari

Dipartimento di Pedagogia

Facoltà di Scienze della Formazione

Università Cattolica del Sacro Cuore, Milano

email: giuseppe.mari@unicatt.it

 

 

Abstract: Marriage isn’t only a contract between two partners: above all it is something very deep from the symbolical point of view. The contribution wants to show the anthropological meaning of the matrimonial institute interpreted as metaphor of liberty. What does it mean to be free? Being the human creature structurally relational, liberty itself – as the typical and the peculiar among human characteristics – must be structurally relational too. For this reason to be free doesn’t mean to destroy bonds, but – on the contrary – to create them and to do it without any coercion. But marriage is precisely this kind of thing. For this reason it is necessary to educate in order to prepare men and women to choose marriage as the proof of their liberty and maturity.

 

Key words: marriage, education, freedom, man, woman, maturity

 

Späť – Back                                                                                                                                                                                                                                                                                                                                   Článok – Paper

 

REVOLÚCIA, VZDELÁVANIE A OBČIANSTVO. POHĽAD NA PRÍNOS POSRUGALSKEJ REVOLÚCIE V 70-TYCH ROKOCH K PREHODNOTENIU ÚLOHY UČITEľA

Revolution, Education and Citizenship: A Look at the Contribution of the Portuguese Revolution of the 70s to Reassertion the Teacher’s Role

Joachim Pintassilgo

 

Instituto de Educação

Universidade de Lisboa

Alameda da Universidade
1649-013 Lisboa

Portugal

email: japintassilgo@ie.ul.pt

 

Abstract: The revolutionary period in the 70s of the 20th century brought new visions and topics to educational discourses. Some authors believe this period to be the unique time for changes in education. The paper follows the changes in the perception of a teacher role during this period – the teacher position as civic educator, the teacher as a cultural dynamo”, the teacher as an observer of children’s life capable of understanding socio-cultural circumstances, the teacher as a completely educated person, as a well-educated professional. Using the analysis of period documents, especially educational journals, we give evidence of changing role of teachers and the contribution to social and community life.

 

Key words: education, revolution, teacher’s role, citizenship 

 

Späť – Back                                                                                                                                                                                                                                                                                                                                    Článok – Paper

 

KRITIKA MODERNÉHO VZDELÁVANIA: ODLIŠNÉ POHĽADY A NÁVRHY NA PRÍKLADE KRITICKÝCH VZDELÁVACÍCH KONCEPTOV AUTOROV K.P. LIESSMANNA A P. FREIREHO

Critique of modern education: different views and suggestions using the example of critical education concepts of K. P Liessmann and P. Freire

Romana Medveďová

 

Katedra školskej pedagogiky

Pedagogická fakulta

Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

 

Ústav pre výskum sociálnej komunikácie SAV,

Dúbravská cesta 9, Bratislava

email: romana.medvedova@savba.sk

 

 

Abstract: The paper presents two different critical concepts on modern education based on neoliberal ideology. The first concept is represented by Liessmann, who is criticizing the “capitalization of the mind” and claim serious lack of education in the society.  Liessmann highlights the ideas of Wilhelm von Humboldt and enforces a comeback of his traditional complex education form. On the other hand, the paper compares and presents the ideas of educational reformer Freire and his “pedagogy of the oppressed” from development context, which is also criticizing the modern education. However, the author puts more emphasis on the interactive learning process, which leads to humanization and emancipation of students.

 

Key words: neoliberal ideology, modern education, development, pedagogy of the oppressed, miseducation

 

Späť – Back                                                                                                                                                                                                                                                                                                                                    Článok – Paper

 

VÝTVARNÁ EDUKÁCIA AKO SÚČINNÝ FAKTOR ENVIROMENTÁLNEJ VÝCHOVY

Art education as an effective factor in environmental education

Michaela Guillame

 

Katedra pedagogických štúdií

Pedagogická fakulta

Trnavská univerzita v Trnave

Priemyselná 4, 918 43 Trnava

email: michaela.guillaume@truni.sk

 

Abstract: The current motion also called as a kind of modern, or any of its other definitions, despite the changing phenomenon of fundamental philosophical orientations, it is  represented by persistent theme of sustainable living, allowing only environmentally minded humanity. Deepening of the conflict of nature and culture stimulates both theoretical reflection and the need of "operational" environmental education. Ecological and environmental topics in education of children reflects the State education program in several educational areas and interdisciplinary issues. However, only their effective application in education of school is a guarantee of the desired effect. The world of visual art reflecting the situations of human population, provides a manifold of inspiration for artistic education. Educators can thus convey the environmental postulate of fundamental personalities from art to children and enable them to develop their own environmental thinking.

 

Key words: environmental crisis, environmental education, fine  art education, ecological thinking, sustainable living, transmodern, cultural identity

 

Späť – Back                                                                                                                                                                                                                                                                                                                                 Článok – Paper

 

AKÉ SÚ V SÚČASNOSTI VEDOMOSTI A PREDSTAVY ŽIAKOV O RASTLINÁCH OSVOJENÝCH S VYUŽITÍM OBRÁZKOV, FOTOGRAFIÍ A HERBÁROVÝCH POLOŽIEK RASTLÍN?

What are now the pupilsknowledge and ideas about the plants acquired by the images, photos and herbarium items of forest plant species?

 

Radoslav Kvasničák

 

Katedra biológie

Pedagogická fakulta

Trnavska Univerzita v Trnave

Priemyselná 4, 918 43, Trnava

r.kvasnicák@gmail.com

 

Abstract: The aim of this study is to analyze the level of knowledge and images about plants acquired by primary school pupils with the usage of plants demonstrations by pictures, photographs and herbarium. Following plants were chosen as model representatives in these categories: softwoods, hardwoods, blooming herbs, non blooming plants. The above mentioned classification was used in the making of three electronic presentations which were inspired by blooming plants in herbarium and biology textbooks for year 5 on primary schools before and after the reform period. Model species of plants were depicted here as colourful drawings (Hantabálová et al. 1997) and in the currently used biology textbook (Uhereková et al. 2008) where photographs of plants are used. The aim of this research is to find out which biology book and which demonstration of forest plants have positive influence on acquiring good knowledge and ideas about plants.

 

Key words: plants, pupil, knowledge, ideas, textbooks, photographs, pictures, herbarium

 

Späť – Back                                                                                                                                                                                                                                                                                                                                   Článok – Paper