(CZ) Co neustale dlužíme J. Patočkovi aneb patočkův přirozený svět a současná pedagogika
(EN) Our Continuing Debt to J. Patočka orPatocka‘s Natural World and Contemporary Educational Theory

Stať pojednává o přirozeném světě Jana Patočky v kontrastu se světem fyzikálním tak, jak jej chápal /. Patočka. Autorka se snaží ve své stati poukázat na neúplnost v chápání pojetí vědy v současné pedagogice právě připomenutím tohoto Patočkova pojetí, které je podle jejího názoru v současné pedagogice kjejí vlastní škodě opomíjeno.

The article returns to Patočkas early concept of the natural and physical world. Against the background of Patočkas ideas about the natural world and in the context of the contemporary notion of „scientific educational theory“, questions arise that have been overlooked and forgotten from the contemporary standpoint. Educational theory is not just a science drawing on a modelled, theorised, physical world, but also a science that starts from the „natural“ world, based on the subjective picture of the world of our experience (and thus also the mysterious and in contrast to the natural scientific picture of the world the incalculable unpredictable world). The problem of educational theory today is that it deliberately refuses to take this natural world of the human being into consideration). The picture of man and his education is thus reduced in current educational theory to a mere model in a mathematically reconstructed world and so becomes an incomplete and insufficient model; it is the mere simplification of the original natural world. Why is the picture of man from the point of view of the physical world insufficient? Because according to Patočka he is a being whose consciousness is fragmented and lurches between the natural world and the scientific world and suffers an unhappy existence between these two positions, lived as mutual opposites. The current scientific world, however, - and so educational theory too - sees only one side of this, the physical position, but man, and so child, also lives in the natural world. How can we „accompany“ the children and others in general on their path if we do not know how, or do not want, to take into account their autonomous world as well?
The task of educational theory is to create for the future the principles of the kind of educational theory that will take into account not just the physical world but also the natural world in which we really love. This equilibrium between the physical and natural world is lacking in what is known as „scientific educational theory“ today. And this in my view is precisely what we owe to Jan Patočka...