Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Pedagogika a škola Michaila Ščetinina

100%
Ries L.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2010
|
vol. 20
|
issue 3
82-100
EN
The unique boarding school of Michael Schetinin in Russia is an organic complex of primary and secondary education with an expressively spiritual conception of education. Essential features of education include: national cultural orientation, holistic concept of the man and the world; moral-spiritual self-development; absorption in cognition; practical labor activities; daily artistic activities; physical efficiency. Meeting, human relations, intercommunity help to determine teaching style in educational work groups of diverse age (there are no classes). Concentrated learning is focused on one field (subject) until the secondary school level is obtained (there are no lessons). Pupils play teacher’s roles along with their educators. Most pupils attend or graduate a co-operating university at the same time.
2
Content available remote

Rozumění pedagogickému jsoucnu: k duchovní obnově pedagogiky a škol

100%
Ries L.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2012
|
vol. 22
|
issue 3
353-366
EN
Similarly to all pedagogical activities, in view of the present situation of man and his world, pedagogical existence is expected to undergo profound transformations. Understanding the nature of the hierarchical structure of pedagogical existence is a potential precondition of these transformations. The hierarchical structure contains the following seven levels: 1. rectification of human circumstances; 2. interpersonal relations; 3. specificity of the spheres of cognition and behaviour; 4. interconnection between the spheres of cognition and behaviour; 5. the cultural, philosophical (ideological) potential of cognition and behaviour; 6. learning and experiencing the meaning, higher values and spirituality, 7. deeds, action, behaviour, utilisation. The first, basic level and the top levels, i.e. from the fifth to the seventh, can be considered preconditions of desirable transformations within education.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.