(CZ) Počátky české vysokoškolské pedagogiky
(EN) The Beginnings of Pedagogics of Czech Higher Learning

The study discusses the starting phases of Czech higher education pedagogics as reflected in the views of higher education, university teachers. In an effort to trace the continuity of its development the authors review the views on the problems of the institutions of higher learning from the second half of the 19th century almost to the present, starting with a preliminary chapter on the legacy of J. A. Comenius. The period of the bourgeois development in pedagogics is represented by conceptions and proposals of Fr. Čupr, J. E. Purkyně, G. A. Lindner, F. Drtina, O. Kádner, O. Chlup and V. Příhoda, it the survey on the period of the building of socialism attention is devoted to the activities of O. Chlup and K. Galla, founders of marxist higher learning pedagogics. The study is attempting to show the influence of social conditions on the constitution and development of this field by confronting periods before and after 1948. A critical analysis of sources further depicts the development of views on higher learning, starting with the conception of a purely educational institution to the conception of an all-around educational institution, it further discusses the shift from topics of a general character to a concrete application of the theory of higher learning pedagogics in practice, the transfer of primary interest in higher education from individual reflections to conceptual and organizational care manifested by the socialist state and thereby also a shift from individual solutions of problems to collective solutions, from a descriptive and speculative character of theoretical works to a creative approach. The study reviews at the same time the connection between the origins of the theory of partial discipline and development of pedagogics in the Czech lands in general, for primarily the outstanding Czech pedagogues interested themselves in the pedagogics of higher education and in the problem of higher education of teachers of all types of schools. The work aims to show, among others, the timeliness of historical stimulations for the pedagogics of higher learning under present conditions of reconstruction of the Czechoslovak educational system.