(CZ) Determinácia obsahu vzdelávania pedagogickými cieľmi
(EN) Determination of the Content of Education by Pedagogical Goals
Autor / Author: Švec, Š.
Klíčová slova / Key words:
This paper deals with the fundamental problems of pedagogical goal. Solution of these problems — in spite of their priority — has been neglected so far. The concept of goal is defined in the context of the time dimension of generic concepts: task - goal — ideal. Each of these three concepts exists on three hierarchical levels of decision-making and control of education: on the societal, institutional and individual planes. The ideal of a all-round and harmoniously developed personality is interpreted, on the pedagogical-philosophical plane, in the sense of K. Marx’s conception of the substance of man as a „sum total of social relationships“. This conception results in the identification of seven components of the communist education goal aimed at life activities and social relationships i. e. at schooling and selfteaching, citizenship, occupation, marriage and parenthood, housekeeping, health protection and promotion, and active participation in the cultural, political and economic life of society. These main goals of communist education take a concrete form on the general didactic level, where approporiate elements of a sociocultural content are selected for these goals. The higher the frequency of the content component of the goal in the abovementioned categories of education goals aimed at life activities, the more relevant and general this content component, and consequently the greater its pedagogical value, too. The content components to be distinguished are the following: components relating to health, recreation and sports, language, art, information and media, education, atheism, science, technology, economics, politics, morals, law, defence and protective security. Mutual relationship between the psycho-active and socio-content components of the pedagogical goal is clearly shown by the continuum of generality-specificity. In the end, the necessity of overcoming the existing extremes in pedagogical theory and practice — content without goal and goal without content — is explained and accounted for.
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