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.
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Technický
redaktor:
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Mgr. Marek Wiesenganger,
PhD.
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Obálka:
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Ing. Mgr. Roman Horváth, PhD.
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Vydala:
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Trnavská univerzita, Pedagogická fakulta
ISBN 978-80-8082-934-6
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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
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
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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
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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
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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
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AKÉ SÚ V SÚČASNOSTI
VEDOMOSTI A PREDSTAVY ŽIAKOV O RASTLINÁCH OSVOJENÝCH S VYUŽITÍM
OBRÁZKOV, FOTOGRAFIÍ A HERBÁROVÝCH POLOŽIEK RASTLÍN?
What are now the
pupils’ knowledge 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
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