(CZ) Teória výchovy v čase mimo vyučovania v systéme pedagogickej vedy
(EN) The theory of education in the time not devoted to the teaching in the system of the science of pedagogics
Autor / Author: Kratochvílová, E.
Klíčová slova / Key words:
The system of the science of pedagogics is a reflection of the dynamics of its evolution. Similarly to other sciences integrational and differential tendencies manifest themselves in this area. Individual pedagogical disciplines are being developed here in a follow-up to the development of the theory and practice of the given area of education.
The problems concerning the theory of education during the time which is not devoted to the teaching or the time spent outside school as a specific pedagogical discipline is being investigated by the means of the historical and logical analyses. At the time present the theory of education during the time aside from the teaching has not got any stabilized place in the system of the pedagogical sciences, though it complies with the demands put on a relatively independent pedagogical discipline. Its object is the education under conditions of children’s and young people’s leasure time realized voluntarily through different educational factors within the social system of the communist education, school, different educational institutions within and outside the frame of school, through the means of the mass communication media. At the stage of its present evolution it is still stigmatized by a number of „children’s diseases“ which manifest themselves in non-homogenous teachers’ attitudes and in an unprecise terminology. Elementary concepts such as "education aside from the teaching", "out-of-school education", "out-of-classroom education" often express the same area of pedagogics and the pedagogical theory and practice in an ununited and unprecise defining. The need of a more expressive differenciating the time aside from the teaching as an activity, as a theory of this activity, and as a pedagogical discipline manifests itself, the pedagogical discipline being the object of investigating. — It is necessary to elaborate a conception which would unify the attitudes to those problems of the education aside from the teaching, and to the out-of-school pedagogics. As for the problems a such comparatively rich pedagogical literature is available but what lacks is elaborating the problems from the point of view of the system approach with respect to the whole educational system, both at and outside scool. Children’s and young people’s education aside from school and the teaching covers important tasks and it is necessary to pay more attention to its theory so that it may support effectively the educational practice.
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