Building stone, its deposits, its extraction, and its use represents an element that may be considered a bridge between cultural and natural heritage of a given area. The research on building materials includes numerous aspects such as geological and geomorphological settings of the deposits, cultural aspects, overlaps with geoconservation efforts and urban geotourism development. The case study from Brno (Czech Republic) presents examples of building stones used in the city with an emphasis on Crinoidea Limestone and Old Red Conglomerate and Sandstone. These materials have been extracted since Middle Ages and they have left an imprint in the identity and look of the city. Both extraction sites and building stones present several mutually interconnected aspects, including the specifics of the deposits, history of mining, use of the stone in architecture, its importance within archaeological and historical research, its reflection in toponyms, the importance of old quarries (landforms) for geoconservation and their role in urban development. Based on the research and assessment of extraction sites, geotourist and geoeducational activities are designed with an emphasis on the complex promotion of natural and cultural heritage. Proposals for the activities which could be available even during the times of social distancing are also outlined.
Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
Geological paths (geopaths, geotrails) represent a type of educational paths that connect sites which are interesting from the Earth-sciences point of view. These sites (e.g. outcrops, old quarries, historical buildings built of local stone or viewpoints) often represent the links between geodiversity and other phenomena within a region (which is in accordance with a holistic approach to geotourism). Thus, they can give complex information not only about the abiotic nature but also about biodiversity, history or culture of the region, usually through narrative. Suitable interpretation of geodiversity and its relationships to the biodiversity and cultural heritage allows to identify regional specifics, it helps to find the mutual connections between particular phenomena within the region and it supports the holistic perception of a given region. The contribution presents an example from the Brno city where the urban geopath can be used for teaching regional geography of Brno and its surroundings.
Every human behavior is under the influence of many factors, for example, personal preconditions, ambitions, education, in addition to certain time and the enviroment in which human beings live and work. From the social point of view, the first place in the regulation of behaviour is occupied by the normative regulátory systems. The contemporary time and society are often denominated as postmodern or postindustrial. Among others, there are crisis of various kind, first of all the crisis of traditional value systems reflected in the crisis of moral and law, which is connected with the current period. In this article, we analyse contemporary society, its characteristic features, in addition to comparison with the earlier period called modern or industrial. Both these periods have some characteristic elements which are mutually antagonistic. However, they have something in common at the same time. Apart from that, both societies have met a crisis. Moreover, there were changes in values and regulatory systems during these periods. With respect to the value systems, it is obvious that they have undergone fundamental changes which society has to settle up. Furthermore, it is necessary to assume a certain position when considering moral and legal aspects.
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