(CZ) Škola a vzdělání v roce 400. výročí narození Jana Amose Komenského
(EN) School and education in the year of 400. anniversary of J. A. Comenius birth

Dvojí přístup J. A. Komenského ke vzdělání: kolektivní a uniformní vzdělávací systém na straně jedné a individualizovaná vzdělávací praxe založená na zkušenostech žáků na straně druhé. Srovnání Komenského a Brunerovy ideje reprezentace. Pedagogický realismus Komenského a realistické pojetí vyučování matematice holandské školy. Mechanický, strukturalistický, empirický a realistický přístup k vyučování.

The study consists of three parts.
1. Since J. A. Comenius to the present days. Some ideas of Comenius work are important also for contemporary school. These are e.g.: individual characteristics of the learning process, learning by means of all senses and various methods, learning by means of pupils practice, with adaptation of the subject to the pupils talent.
2. J. A. Comenius and the idea of representation. J. S. Bruner formulated 320 years after J. A. Comenius the idea of representation of phenomena by means of activity, pictures and symbols which is very similar to the idea of Comenius representation by means of hand, languague and thinking. The new approach to the idea of representation is possible by using modern computer technology.
3. The pedagogical realism and realistic education. The pedagogical realism of Comenius is a reaction on the scholastical formalism and verbalism of his time. The realistic education of H. Freudenthal is the result of an important didactical school which is in operation in the Netherlands. In realistic instruction the learner is given tasks that proceed form reality. The individual and group progress in the learning process - how far and how fast — is determined by the spectrum of differentiation of the learning output and by the position of the individual learner in this process.