(CZ) Učiteľské pôsobenie a pedagogické názory Ľudovíta Štúra (K 170. výročiu narodenia)
(EN) The Teaching Activity and Pedagogical Ideas of Ľudovít Štúr (Honoring the 170th Anniversary of His Birth)
Autor / Author: Mátej, J.
Klíčová slova / Key words:
The author deals in his contribution with the teaching activities and pedagogical ideas of Ludovít Stúr (October 29, 1815 — January 12, 1856), the renowned Slovak politician, writer, philosopher, journalist, scientist and pedagogue. After a short introduction he surveys his life and work, in the following part of the article he analyses his educational activities at the Evangelical Lyceum in Bratislava and stresses the fact that he unfolded his educational work in a national and Slavic spirit and based his activities on Herder’s nioral principles and on Kolláťs humanism. His educational program was concrete and he was seeking ways for its realization. He considered literature, books, libraries, correspondence between young people and common people in their native tongue very important for spreading national enlightenment and consciousness within the nation. Stúr taught his pupils to consider their school studies as a preparation for life.
The author devotes great attention to Ludovít Stúťs educational and teaching program and to his views on the upbringing and education of the people. He defined his views on the upbringing and the education of the people primarily in his remarkable articles in Slovenské národné noviny in the years 1845—1847. He demanded that Slovak children should be taught in their mother tongue in the schools. He called for text-books, made demands on the teachers and their education, called for the establishment of national schools for girls and industrial schools with instruction in the Slovak language. He demanded the institution of Sunday schools and expressed himself critically also about the one-sided choice of studies made by the young Slovak people. The author of this contribution stresses the fact that Ludovít Stúťs pedagogical views were infiltraded with ideas of a democratization of education and enlightenment of the people.
In the concluding part of his article the author mentions Ludovít Stúťs significance for the history of Slovak pedagogy and calls attention to the fact that such an exceptional personality active in the field of education can seldom be found in the history of Slovak pedagogical thinking. Admirable teaching activity and progressive pedagogical views of Ludovít Stúr merit careful and creative research and can serve as a stimulus for the upbringing and education of young people and of adults in the socialist society.
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