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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.
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Technický
redaktor: |
Mgr. Marek Wiesenganger, PhD. |
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Obálka: |
Ing. Mgr. Roman Horváth, PhD. |
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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
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EDITORIÁL |
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A. Rajský, B. Kudláčová: Editorial |
4 |
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ŠTÚDIE |
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Laluhová Zuzana: We Don’t Need No Education. O pojme a ideových zdrojoch „antipedagogiky“ |
6 |
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Sedliaková Ivana: O pojme „čierna pedagogika“ |
15 |
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Dolejš Veronika: Žiak s postihnutím a ľudská dôstojnosť |
21 |
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Skala Andrej: Ambivalencia krízy v personálnom rozvoji |
28 |
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Brestovanský Martin – Kolárová Katarína: Proaktivita učiteľov etickej výchovy |
37 |
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Neupauerová Dominika: Faktory ovplyvňujúce pohlavné rozdiely v strachu a odpore z hadov |
50 |
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Kvasničák Radoslav: Vplyv metodiky zberu
zoologického materiálu na určovanie druhového názvoslovia živočíchov žiakmi
základných škôl |
58 |
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Margaret Przybysz-Zaremba: Pedagogické determinanty edukačných neúspechov žiakov na základných školách v Poľsku |
72 |
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SPRÁVY A RECENZIE |
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Správa
zo 6. medzinárodného sympózia liečebnej a špeciálnej pedagogiky. (Šuhajdová) |
85 |
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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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 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 |