Institutionalization of Czech Andragogy and International Scientific Discourse

Dopita, Miroslav; Vašťatková, Jana Poláchová

doi:10.5817/sp2017-1-3

Cited by 3 publications

(2 citation statements)

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“…28-29). Yet questions about the extent, quality, and impact of that research remain unanswered (Poláchová Vaštatková & Dopita, 2017).…”

Section: On the Way To Andragogy And Beyond (From 1990 To The Present)mentioning

confidence: 99%

Vzpostavljanje andragogike na Češkem

Kopecký,

Šerák

2023

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The paper focuses on the evolution of attempts to integrate adult education in the Czech academia from approximately the mid-20th century onwards as well as on the various approaches to the concept of andragogy in that period. It applies the historic method mixed with elements of theoretical and comparative research. The paper starts by describing extended time periods in which the term andragogy was not yet in use. Then it sheds light on attempts to establish andragogy as an independent scientific discipline that seeks to cultivate adult individuals by means of (not exclusively) learning and education. The subsequent section pays attention to the recent period in which Czech andragogy lost some of its previous ambitions. Thus, the paper shows the main shifts in approaches to andragogy as well as the differences between the dominant approaches in the Czech and Western (European) contexts. A delayed mirroring of European trends is characteristic of the Czech development.

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“…28-29). Yet questions about the extent, quality, and impact of that research remain unanswered (Poláchová Vaštatková & Dopita, 2017).…”

Section: On the Way To Andragogy And Beyond (From 1990 To The Present)mentioning

confidence: 99%

Vzpostavljanje andragogike na Češkem

Kopecký,

Šerák

2023

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“…Ačkoliv se CŽV v posledních letech stalo terčem častějších úvah ze strany tuzemské andragogické obce, ta se prozatím soustředila na obecné kontury vývoje výzkumu vzdělávání dospělých v Česku (Dopita & Poláchová Vašťatková, 2017;Průcha, 2010Průcha, , 2014 či na diskusi (zamlčených) filozofických a poznávacích předpokladů v tomto poli (Kalenda, 2013(Kalenda, , 2014Kopecký, 2012), respektive na ideologické předpoklady samotné politiky CŽV (Kopecký, 2013;Kopecký et al, 2013). Přehled vývoje mezinárodního výzkumu CŽV, včetně detailnějšího nahlédnutí teorií, na nichž je založen, prozatím postrádáme.…”

Section: úVodunclassified

Tři vlny: vývoj teorií účasti dospělých ve vzdělávání (1960 až 2019)

Kalenda¹

2021

Studia paedagogica

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The study deals with the transformation of theories explaining the participation of adults in education. Its main goal is to map and critically evaluate the development of the existing theoretical concepts from the 1960s to the present as an evolution and mutual critical interaction of three consecutive waves of theories. Each wave is connected with a different generation of researchers, as well as with a different dominant theoretical and methodological approach and a specific socio-cultural context in which it was formed. The first wave (1960 to 1989) is represented by theories focused on micro-educational determinants of adult participation in lifelong learning (LLL). The second wave (1990 to 2009) is represented by approaches focused primarily

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