Search results

1

The socio-pedagogical thinking of J.A. Comenius as inspiration for social pedagogy

100%

Hroncová J.

The New Educational Review

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2015

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vol. 39

39-50

EN

John Amos Comenius (1592-1670) belongs to the most important persons in the European culture, philosophy, theology and in particular pedagogy, which is also reflected in the fact that the 400-th anniversary of the birth of the “Teacher of Nations“ in 1992 was celebrated across the world under the auspices of UNESCO. Comenius was the founder of the education system, it is to his credit that pedagogy became independent and singled out from the framework of philosophy. With his works, he laid foundations of several pedagogical sciences, in particular didactics, theory of education, pre-school education, education organisation and management, etc. He became famous especially for his didactic works (in particular – Janua linguarum reserata, Janua linguarum vestibulom, Didactica magna, Orbis sensualium pictus, Schola ludus) which brought him fame all over the world and were also used in many countries worldwide already during his life. However, his work has also a strong socio-pedagogical aspect, so far insufficiently studied from the position of social pedagogy and particularly pedagogy of social care as its part.

2

Modern interpretation of psychodidactic ideas of J.A. Comenius

88%

Tkachuk M., Osadchenko I., Kobernyk A.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2018

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vol. 5

61-73

PL

The article analyzes and compares modern scientific sources and the Great Didactic of John Amos Comenius and thus interprets his psychodidactic ideas in the modern context. It is found that Comenius’ psychodidactic ideas are nowadays effectively interpreted in the context of two concepts: universal education, that is without coercion (the imitation of nature; the introduction of inclusive education; an individual approach to every child) and the importance of teachers (the subject-subject interaction between the teacher and pupils; a humanistic approach to teaching; pedagogy of partnership; pedagogy of success). Based on the analysis of Comenius’ psychodidactic ideas, the relevance of approaches proposed by the educator is justified. Consequently, the trends in the modern development of the educational environment and its future prospects are determined. It is proved that the leading psychodidactic ideas of John Amos Comenius serve as the basis for the current concept of the new Ukrainian school, which is actively implemented today.Keywords: education, the importance of teachersАнотаціяУ статті шляхом аналізу та порівняння сучасних наукових джерел й Великої дидактикиЯна Амоса Коменського нами здійснено сучасну інтерпретацію його психодидактичихідей. Обгрунтовано, що психодидактичні гасла видатного педагога успішноінтерпретуються у чинних освітніх документах та на практиці у контексті реалізації двохідей: ідеї вільного навчання та виховання – без примусу (пріоритетність принципуприродовідповідності; запровадження інклюзивного навчання; індивідуальний підхід докожної дитини) та ідеї значущості ролі вчителя (суб’єкт-суб’єктні стосунки учителяі учнів; гуманізм педагога; застосування педагогіки партнерства; застосуванняпедагогіки успіху). На основі аналізу психодидактичної спадщини КоменськогоAlexander Kobernyk, Inna Osadchenko, Myroslava Tkachuk62виокремлено актуальність підходів, запропонованих ученим. На цій основі визначаютьсятенденції сучасного розвитку освітнього середовища і його подальші перспективи.Констатовано, що провідні психодидактичні ідеї Я. А. Коменського закладені в основучинної Концепції «Нова українська школа», що нині активно реалізується.Ключові слова: Ян Амос Коменський, Велика дидактика, психодидактика, ідея вільногонавчання, ідея значущості ролі вчителя

3

Pansophism and pedagogy in the work of John Amos Comenius from the angle of pedagogy in Serbia

88%

Maksimović J., Osmanović J., Simonović N.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2020

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vol. 7

153-173

PL

The roots of today's education system stem from one of the most significant peda-gogists and thinkers, John Amos Comenius (1592-1670). His entire comprehensive and sys-tematic work represents a turning point, not only in the field of the development of pedagogy, as a science and its disciplines, but also in the field of the development of human thought in general. After a brief review of life and work of John Amos Comenius, the paper presents the basic concepts of pedagogical theory through the chapters they cover – his reforming and educational mission, contribution to the establishment and development of didactics and methodology of pedagogy, contribution to school, preschool and family pedagogy. Of particu-lar importance is the chapter that deals with pansophism as an ideological concept of univer-sal wisdom and pedagogy, because the central theme of the paper is focused on the relations-hip between pansophism and his overall pedagogical work. The aim of this paper is to theore-tically research the connection between these problems, as well as to understand their broa-der implications and current scientific achievements. The paper uses the method of theoreti-cal and historical analysis with the technique of content analysis of available and relevant historical and pedagogical sources and documents. The concluding remarks point to the im-portance of Comenius as a reformer important for the overall development of pedagogy as a science. His pansophism is permanently imprinted as a seal with a reflexive echo and reper-cussions on all later occurrences in the field of teaching and pedagogical educational activities. The ideas of John Amos Comenius that are practically tested and attested, carry a special strength and vitality even after three centuries, which makes him one of the true pedagogical classics.

4

The significance of John Amos Comenius’ great ideas for the development of pedagogical research

88%

Osmanović Zajić J., Maksimović J., Petrović G.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2021

|

vol. 8

195-206

EN

This paper presents the pedagogical significance of John Amos Comenius and how his pedagogical ideas influenced the development of pedagogical research. By analyzing Comenius' ideas, we have shown their connection with the development of pedagogical research. Mankind still does not find more original ideas than his, but returns to his opus and finds more and more new knowledge in it, which builds on the existing educational theory and practice. The aim of this paper is to identify which of Comenius’ pedagogical ideas contributed to the development of pedagogical research and thus the Methodology of Pedagogy as a scientific discipline. Primarily, we want to place Comenius' philosophical and pedagogical views in the context of their importance for the development of pedagogical research. The tasks are formulated as follows: 1. Analysis of the pedagogical significance of John Amos Comenius, 2. Analysis of the historical development of pedagogical research in Serbia. 3. Pointing out the connection between the principles founded by John Amos Comenius and the development of pedagogical research. The meth-od of theoretical and historical analysis with the technique of content analysis of historical and pedagogical sources and documents was used. After presenting Comenius’ pedagogical ideas, the paper presents the development of pedagogical research in Serbia and the principles of Comenius in which we found the basis for the development of pedagogical research.

5

Значај великих идеја Jана Aмоса Kоменског за развој педагошких истраживања

88%

Osmanović Zajić J., Maksimović J., Petrović G.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2021

|

vol. 8

207-219

EN

This paper presents the pedagogical significance of John Amos Comenius and how his pedagogical ideas influenced the development of pedagogical research. By analyzing Comenius' ideas, we have shown their connection with the development of pedagogical research. Mankind still does not find more original ideas than his, but returns to his opus and finds more and more new knowledge in it, which builds on the existing educational theory and practice. The aim of this paper is to identify which of Comenius’ pedagogical ideas contributed to the development of pedagogical research and thus the Methodology of Pedagogy as a scientific discipline. Primarily, we want to place Comenius' philosophical and pedagogical views in the context of their importance for the development of pedagogical research. The tasks are formulated as follows: 1. Analysis of the pedagogical significance of John Amos Comenius, 2. Analysis of the historical development of pedagogical research in Serbia. 3. Pointing out the connection between the principles founded by John Amos Comenius and the development of pedagogical research. The method of theoretical and historical analysis with the technique of content analysis of historical and pedagogical sources and documents was used. After presenting Comenius’ pedagogical ideas, the paper presents the development of pedagogical research in Serbia and the principles of Co-menius in which we found the basis for the development of pedagogical research.

6

"ШКОЛА СТАРОСТИ" В НАСЛЕДИИ ЯНА АМОСА КОМЕНСКОГО

75%

Марчукова С.

Conversatoria Litteraria

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2017

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vol. 11

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issue XI

397-409

RU

The article is devoted to the basic provisions and the current value of the doctrine of the "school an old age" in Comenius heritage. For the study indicated problems the author uses the methodological principle of trinity, designed to help achieve a balance between the rational, emotional and intuitive aspects of knowledge. The semantic field of the system are considered the triad of three works of Comenius, Labyrinth of the World and Paradise of the Heart, Pampediya and The only thing you need.

7

Distribúcia českej protestantskej literatúry v priestore stredovýchodnej Európy v 17. storočí

75%

Čičaj V., Reischlová D.

Folia historica Bohemica

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2021

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vol. 36

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issue 2

219-242

EN

Distribution of book literature from the invention of the printing press up to the present contains many interesting moments of cultural, social and economic nature. A journey of a book from its creation to its final recipient can be best observed in an interesting triangle a printing office — a bookseller — a library. This study follows the distribution of Czech Protestant literature by observing how the works by a leading member of the Unity of Brethren and its most eminent representative, John Amos Comenius, were spreading in the area of the early modern Kingdom of Hungary in the period ranging roughly from the middle of the 17th century to the beginning of the 18th century. Research has confirmed a high share of Comenius’ works in private and institutional libraries of that time; this high share was ensured by activities of local pressmen and bookbinders as well as by imports from more distant foreign countries.

8

Pansophism as John Amos Comenius' idea of lifelong learning

75%

Sitarska B.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2020

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vol. 7

231-276

PL

Pansophia (omniscience) is John Amos Comenius' philosophical idea which, related to his idea of lifelong learning, can be described by the words To teach everybody... everything... about everything… with all the senses... with the use of natural methods... forever. These are the key thoughts of John Amos Comenius' two leading and closely interrelated ideas. According to the author, the idea of pansophism does not exist without the idea of lifelong learning, and the other way round: the idea of lifelong learning cannot exist without the idea of pansophism. In the article, the author attempts to present pansophism as the thinker’s idea of lifelong lear-ning, including the idea of self-cognition as a foundation of pansophic education, which lasts throughout everybody's life. Such education has two dimensions: institutional and symbolic with a philosophical overtone. The author mainly refers to the issues analyzed within her seven years' comeniological research, as well as to previous interpretations and reinterpreta-tions of available works by Comenius and about Comenius, aware of their deficiency.

9

Od Jana Amosa Komeńskiego do Jeana Frédérica Oberlina – od idei do praxis

75%

Kamińska K.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2021

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vol. 8

85-113

EN

Resulting from his reflections on education and shaped by the idea of pansophism, the phenomenon of Comenius' pedagogical thought for centuries not only had an impact on the development of the subsequent philosophical trends forming the (perennial) educational exemplar but also it indicated the direction of the essential educational reforms. One of the inheri-tors of Comenius' pedagogical visionary was the author of Poêles à tricoter - John Frederic Oberlin. In his archetype of kindergarten, a reflection of Comenius' idea related to the early education can be found, which was included in Informatorium scholae maternae ('On early education'), which Oberlin puts into a language of pedagogical praxis. Comenius' ideas of religious-ethical education, child’s multisided development and education leading to child's readiness to be a pupil were given not only an application character but also an institutional form by Oberlin. Initiated by Oberlin in Ban de la Roche in 1769 on the pages of Poêles à tricoter and referring directly to Comenius' reflections, the educational solutions commenced the new era in the history of education.

10

Jan Amos Komeński o powinnościach prozdrowotnych

63%

Nowacka M.

IDEA. Studia nad strukturą i rozwojem pojęć filozoficznych

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2015

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vol. 27/t.t.

79-90

EN

In his considerations of the appropriate course of the educational process, John Amos Comenius pays a lot of attention to the issues of health. This article demonstrates that Comenius’ argumentation proceeds along the following lines. Lifespan is important because of the nature of the developmental process of human beings – the development of the mind and acquisition of knowledge take time. Comenius assumes implicite that God gives every man the lifespan which is appropriate for him, i.e. sufficient to achieve the level of personal development which God planned for him, and to accomplish everything God intended him to accomplish. If a man does not lead his life the right way, if – because of his laziness or stupidity – he does not fill his life with the right substance or ruins his health by inappropriate lifestyle and shortens his earthly existence, then he acts against God’s intentions towards him. Thus, neglecting one’s own health and harming it intentionally becomes a sin, while concern for one’s health becomes a moral imperative.

11

Świat oczami Jana Amosa Komeńskiego: pansofia, uniwersalizm a współczesne przemiany w kontekście komeniologii

63%

Dobrowolska B.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2022

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vol. 9

47-64

EN

The article is an attempt to answer the question about the Comenius phenomenon and to determine the essence of the universalism of his pansophism. The universalism of Comenius' views and his vision of the world seem to be an acknowledgement of his genius. On the other hand, a question arises: is not the universalism of Comenius' pansophism a longing for a better world? It is understood as free from violence, safe, predictable, and bringing a sense of happiness, order, and social order, which were social paradigms for Comenius. In the context of comeniology, an assessment of contemporary education, its problems and threats was made. An attempt to reminisce the era of Comenius and a turn towards the future justify the importance and value of his work and its timeless dimension.

PL

Artykuł jest próbą odpowiedzi na pytanie o fenomen Komeńskiego oraz istotę uniwersalizmu jego pansofii. Z jednej strony uniwersalizm poglądów Komeńskiego i jego wizja świata wydają się uznaniem dla jego geniuszu. Z drugiej strony powstaje pytanie: Czy uniwersalizm pansofii Komeńskiego nie jest tęsknotą za lepszym światem? Rozumianym jako wolny od przemocy, bezpieczny, przewidywalny oraz dający poczucie szczęścia, porządku i ładu społecznego – co u Komeńskiego stanowiło społeczne paradygmaty. W kontekście komeniologii dokonano oceny współczesnej edukacji, jej problemów i zagrożeń. Próba reminiscencji epoki Komeńskiego i zwrot ku przyszłości ukazują znaczenie i wartość jego twórczości oraz jej ponadczasowy wymiar.

12

Pedagogika Jana Amosa Komeńskiego w kontekście wychowania resocjalizującego

63%

Moleda J., Sobczak S.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2022

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vol. 9

65-83

EN

The aim of the conducted discourse analysis was to find in Comenius's concept of education assertions that may also be present in the methodology of social rehabilitation education. Selected texts by Comenius were analysed and compared with contemporary concepts of social rehabilitation pedagogy. The analytical-critical method was used in the analyses. Results: The social rehabilitation pedagogy uses the methods of upbringing that Comenius proposed in education. These are the principles of acceptance, direct reciprocity, and motivating, activating, and stimulating methods. The themes of educational inclusion were found in Comenius' concept.

PL

Celem prowadzonych w artykule analiz było odnalezienie takich wątków w koncepcji edukacji Jana Amosa Komeńskiego, które mieszczą się w teorii i metodyce wy-chowania resocjalizującego. Przeanalizowano wybrane teksty i komentarze do pism Komeńskiego, a następnie – poprzez zastosowanie metody analityczno-krytycznej – zestawiono je ze współczesnymi propozycjami mieszczącymi się w obszarze teoretycznym i metodycznym pedagogiki resocjalizacyjnej. Wnioski jedynie uogólniono, stwierdzając, że do dnia dzisiejszego niektóre metody wychowawcze zaproponowane przez Jana Amosa Komeńskiego pozostają aktualne w wychowaniu resocjalizującym. Są to pedagogiczne zasady akceptacji i wzajemności oraz metody motywujące, aktywizujące, stymulujące i dramowe. Pośrednio odnaleziono u niego wątki inkluzyjne. W pozostałych przypadkach teorie wychowania resocjalizacyjnego są zasadniczo odmienne od koncepcji Komeńskiego.

13

Stručný exkurs vzniku a existence jednoty bratrské na území českých zemí

51%

Šonková M., Zpěvák A.

Polonia Journal

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2021

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issue 13

11-30

PL

Jedność Braterska (łac. Unitas Fratrum) należy do Kościoła protestanckiego, a jej początki sięgają 1457 roku, kiedy to został założony przez brata Grzegorza w Kunvald w dzisiejszych Czechach Wschodnich. Był to pod względem ilościowym niewielki, ale elitarny kościół, którego najważniejszymi przedstawicielami byli m.in. Petr Chelčický czy Václav Budovec z Budovy. Wśród ważnych członków był także Jan Amos Komenský (1592–1670), który był także ostatnim biskupem Jedności Braterskiej. Nauczanie Jedności Braci opiera się na trzech elementarnych postulatach, a mianowicie na ideale wiary, miłości i nadziei.

EN

Unity of Brethren (Latin Unitas Fratrum) belongs to the Protestant Church and its origin dates back to 1457, when it was founded by Brother Gregory in Kunvald (in present-day Eastern Bohemia). It as a quantitatively small, but elite church, among its most important representatives were, for example, Petr Chelčický or Václav Budovec from Budov. Among other important members was John Amos Comenius (1592–1670), who was also the last bishop of the Unity of Brethren. The teaching of the Unity of Brethren is based on three elementary postulators, namely, the ideal of faith, love and hope.

14

Świat uczonych w dziele Jana Amosa Komeńskiego: "Labirynt świata i raj serca" i płynące z niego przesłanie do współczesnego świata nauki i edukacji

51%

Jastrzębski M.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2021

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vol. 8

169-183

EN

This paper is part of the trend of reading the relevance of the works by John Amos Comenius for modern times. The author examines Labyrinth of the World and Paradise of the Heart, a unique literary work by the Czech scholar. The article aims to present the image of the world of scholars presented in the mentioned work and expose its message for the contemporary academic world. Although Comenius devoted many of his works to the project of transforming the world of academia, the examined work is rather an allegorical story criticising the condition of the scholars’ world than a project of its reform. In this article, the author chooses not to complement this critical vision with what can be learned from Comenius’ other works, and instead focuses only on the very picture of the world of scholars presented in the work under study. As a result, the author concludes that the most important message to the contemporary world of academia from Labyrinth of the World and Paradise of the Heart is a call for a moral-spiritual renewal.

15

"Wiedza", która szkodzi. Przesłanie dla współczesności płynące z Labiryntu świata i raju serca Jana Amosa Komeńskiego

51%

Jastrzębski M.

Siedleckie Zeszyty Komeniologiczne seria Pedagogika

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2022

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vol. 9

29-46

EN

The research focus of this article is the following problem: how what is socially regarded as knowledge can be used to spread disinformation, thus endangering the recipient. This phenomenon is referred to here as ‘harmful knowledge’ and is analysed with reference to John Amos Comenius’ The Labyrinth of the World and the Paradise of the Heart. The article aims to examine this work with regard to its application to the diagnosis of contemporary world problems.

PL

Przedmiotem badań w niniejszym artykule jest następujący problem: W jaki sposób to, co społecznie uchodzi za wiedzę, może być wykorzystane do szerzenia dezinformacji, stanowiąc niebezpieczeństwo dla odbiorcy? Zjawisko to nazwano tutaj „wiedzą szkodliwą” i przeanalizowano w odniesieniu do Labiryntu świata i raju serca Jana Amosa Komeńskiego. Celem badań jest egzegeza owego dzieła pod kątem zastosowania jej do diagnozy problemów świata współczesnego.

16

Żądza przejrzystości. Dwuznaczny urok Komeńskiego

45%

Maliszewski K.

Edukacja Dorosłych

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2010

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issue 2(63)

36-53

PL

Tekst jest próbą konfrontacji z dziełem Jana Amosa Komeńskiego. Co w jego dorobku może nam się przydać w zmaganiu z pułapkami nowoczesno-ści, a co okazać się może balastem? Czeski uczony zapisał się w pamięci jako śmiały myśliciel wyprzedzający swój czas nowatorskimi ideami (dynamiczna natu-ra, edukacja całożyciowa, pokój i współpraca międzynarodowa, powszechna szko-ła, kształcenie kobiet, poglądowość w dydaktyce etc.). A jednak jest przedstawicie-lem myśli przedkrytycznej, co rodzi dystans między nim a współczesną wrażliwo-ścią. Dla Komeńskiego poznanie czyni świat całkowicie czytelnym, współczesność ma już w tej kwestii świadomość komplikacji, fragmentaryczności, zapośrednicze-nia kulturowego. „Żądza przejrzystości” to ukryty napęd myśli Komeńskiego, a to symboliczna zapowiedź i sukcesów, i porażek nowoczesności. Uczony jest prekur-sorem nie tylko wartościowych składników edukacji, ale także pułapek jej meto-dycznej i utopijnej orientacji. Zbyt wiele się wydarzyło od śmierci Komeńskiego, abyśmy mogli bez krytycznych pytań, bez zastrzeżeń, a czasem negacji, powoły-wać się na jego dzieło.

EN

The text is an investigation of John Amos Comenius. What part of his legacy could be useful in our struggles with modern traps, and what would be a burden? The Czech researcher has left an image of a daring thinker, ahead of his time with his novel ideas (dynamic nature, lifelong learning, peace and interna-tional cooperation, school open to everyone, education of women, clarity in didac-tics etc.). However he is also a representative of the precritical school of thought, which sets him apart from today's sensibilities. For Comenius knowing the un-iverse renders it completely clear, while modern thought is conscious of complica-tions, fragmentation, culture's intermediary nature. The „desire of transparency” is the hidden power behind Comenius' ideas and an omen of the successes and fail-ures of modernity. The researcher is not only the precursor of valuable elements of education, but also of the traps of its methodical and utopian orientation. Too much has happened since Comenius' death for us to call on his work without any critical questions, reservations and sometimes negation.

Refine search results

The socio-pedagogical thinking of J.A. Comenius as inspiration for social pedagogy

Modern interpretation of psychodidactic ideas of J.A. Comenius

Pansophism and pedagogy in the work of John Amos Comenius from the angle of pedagogy in Serbia

The significance of John Amos Comenius’ great ideas for the development of pedagogical research

Значај великих идеја Jана Aмоса Kоменског за развој педагошких истраживања

"ШКОЛА СТАРОСТИ" В НАСЛЕДИИ ЯНА АМОСА КОМЕНСКОГО

Distribúcia českej protestantskej literatúry v priestore stredovýchodnej Európy v 17. storočí

Pansophism as John Amos Comenius' idea of lifelong learning

Od Jana Amosa Komeńskiego do Jeana Frédérica Oberlina – od idei do praxis

Jan Amos Komeński o powinnościach prozdrowotnych

Świat oczami Jana Amosa Komeńskiego: pansofia, uniwersalizm a współczesne przemiany w kontekście komeniologii

Pedagogika Jana Amosa Komeńskiego w kontekście wychowania resocjalizującego

Stručný exkurs vzniku a existence jednoty bratrské na území českých zemí

Świat uczonych w dziele Jana Amosa Komeńskiego: "Labirynt świata i raj serca" i płynące z niego przesłanie do współczesnego świata nauki i edukacji

"Wiedza", która szkodzi. Przesłanie dla współczesności płynące z Labiryntu świata i raju serca Jana Amosa Komeńskiego

Żądza przejrzystości. Dwuznaczny urok Komeńskiego