Dewey a „český Dewey”, pedagogika a ideologie

Šíp, Radim

doi:10.14712/23362189.2015.723

Cited by 7 publications

References 5 publications

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An analysis of teacher’s didactical activity in the context of children’s preconception usage

Trávníčková

2018

Acta Educationis Generalis

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Introduction: This paper presents the results of research focused on identification of preschool teachers’ progress in relation to the use of children’s preconceptions in formal pre-elementary education. It represents the theoretical concepts that are applied in the work with children’s preconceptions in schools. It analyses them and creates a platform for their own empirical investigation. This research was carried out in the Czech Republic. Methods: The empirical part of the study was conducted in the form of a qualitative research. Participant observation and interviews with preschool teachers were used for the data collection. The research findings were analysed and a model for using children’s preconceptions was created and interpreted subsequently. Results: The presence of children’s preconception in educational activities in preschool was found in the realised participant observation. The ways and types of practice of preschool teachers in relation to using children’s preconception are interpreted based on the research findings. Afterwards, based on the participant observation, in-depth interviews were carried out. From the collected data, it was observed that the practices of the teachers in connection to using children’s preconceptions are determined by the agency of the child, the experience of the teacher and the overall philosophy of the preschool. Limitations: This research was realised in the Zlín region in the spring of 2017. Data from the research cannot be generalised for the whole population. However, the following research will address agency theory in connection with children’s preconceptions. Discussion and conclusions: The practices of teachers in relation to using children’s preconceptions in formal education in preschools. The results show that the approach of teachers in connection with using children’s preconceptions differs. There are three ways interpreted out of the research findings: 1. A preschool teacher notices the preconception but does not react to it. 2. A preschool teacher notices the preconception and reacts to it. 3. A preschool teacher intentionally identifies the preconception and uses it further during the educational activity. The results show that a child’s agency plays an important role in relation to using children’s preconception. Additionally, they show that the decision to use or not to use children’s preconceptions is influenced by the preschool teacher’s experience and the philosophy of the preschool

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An analysis of teacher’s didactical activity in the context of children’s preconception usage

Trávníčková

2018

Acta Educationis Generalis

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The Transformation of Modernity and Its Influence on the Style of Thinking and Acting in Education

2024

Advances in Educational Marketing, Administration, and Leadership

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The first chapter deals with the phenomenon of incomplete or unfinished modernity. The author starts from the notion of pragmatism, which stresses that it is impossible to distinguish between thinking and acting but that they form one particular style. The chapter focuses on three stages of modernity: the first two are taken over from Šíp (early and late modernity), and the third forms a new conceptual framework for the present, taking into account the reflections of Floridi. These styles of thought and action are not understood sociologically but are related to the philosophy of education. Throughout the book, they serve as specific models (pure types) to describe the changes in thinking about education that need to be made in the context of the information revolution.

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Phenomenological-Pragmatist Perspective of Philosophy of Education

2024

Advances in Educational Marketing, Administration, and Leadership

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The connection between pragmatism and phenomenology (Heideggrian) is not quite common in the history of philosophy. Partly because pragmatism is typically American and phenomenology continental, because of political developments in the 20th century and specific other emphases or schools of thought, this chapter aims to show their interconnection, not in general, but on themes and perspectives that are determinative for the philosophy of education. The latter can commonly be seen in pragmatism, less often in a phenomenological perspective, and quite rarely in considerations associated with Heideggrianism. However, the interconnection of these two worlds is fundamental to thinking about the nature of education, as this chapter illustrates through three themes: science and technology, the question of corporeality, and the emphasis on process rather than state or entity. These elements form the core of a new synthesizing philosophy of education.

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Dewey a „český Dewey”, pedagogika a ideologie

Cited by 7 publications

References 5 publications

An analysis of teacher’s didactical activity in the context of children’s preconception usage

An analysis of teacher’s didactical activity in the context of children’s preconception usage

The Transformation of Modernity and Its Influence on the Style of Thinking and Acting in Education

Phenomenological-Pragmatist Perspective of Philosophy of Education

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