{"id":1328,"date":"2023-02-26T07:48:34","date_gmt":"2023-02-26T06:48:34","guid":{"rendered":"https:\/\/e-ucebnice.ff.ucm.sk\/?page_id=1328"},"modified":"2023-02-26T10:33:59","modified_gmt":"2023-02-26T09:33:59","slug":"zaklady-pedagogiky-3","status":"publish","type":"page","link":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/zaklady-pedagogiky-3\/","title":{"rendered":"Z\u00e1klady pedagogiky-3"},"content":{"rendered":"\t\t
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Z\u00c1KLADY PEDAGOGIKY <\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Teoretick\u00e9 z\u00e1klady v\u00fdchovy<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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K\u013e\u00fa\u010dov\u00e9 slov\u00e1<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Te\u00f3ria v\u00fdchovy, procesu\u00e1lna str\u00e1nka v\u00fdchovy, ciele v\u00fdchovy, obsah v\u00fdchovy, zlo\u017eky v\u00fdchovy, rozumov\u00e1 v\u00fdchova, mravn\u00e1 (etick\u00e1) v\u00fdchova, prosoci\u00e1lna v\u00fdchova, estetick\u00e1 v\u00fdchova,\u00a0 pracovn\u00e1 v\u00fdchova, telesn\u00e1 v\u00fdchova, ekologick\u00e1 a environment\u00e1lna v\u00fdchova,\u00a0 glob\u00e1lna v\u00fdchova, multikult\u00farna v\u00fdchova, v\u00fdchova k\u00a0udr\u017eate\u013en\u00e9mu rozvoju. <\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Pojem te\u00f3ria je pod\u013ea Strouhala (2013, In Skarupsk\u00e1, 2016) produkt myslenia sprev\u00e1dzan\u00fd\u00a0 praxou, ktor\u00fa je mo\u017eno definova\u0165 ako svet rie\u0161enia probl\u00e9mov. Te\u00f3ria si mus\u00ed uchov\u00e1va\u0165 mieru otvorenosti, aby mohla pru\u017ene prebudov\u00e1va\u0165 a dopl\u0148ova\u0165 pojmy. Pedagogick\u00e1 encyklop\u00e9dia (2015, s. 661) vymedzuje te\u00f3riu v\u00fdchovy<\/strong> ako \u201ejednu zo z\u00e1kladn\u00fdch pedagogick\u00fdch discipl\u00edn, ktor\u00e1 sa zaober\u00e1 systematiz\u00e1ciou a usporiadan\u00edm vied o v\u00fdchove, ich cie\u013emi, met\u00f3dami, formami, prostriedkami a podmienkami. Predmetom te\u00f3rie v\u00fdchovy s\u00fa predov\u0161etk\u00fdm r\u00f4zne te\u00f3rie, smery a\u00a0v\u00fdchovn\u00e9 ideol\u00f3gie, poskytuj\u00face rad teoretick\u00fdch modelov a\u00a0sp\u00f4sobov myslenia o\u00a0v\u00fdchovnom procese\u201c<\/em>.<\/p>

Holou\u0161ov\u00e1 (2008) definuje te\u00f3riu v\u00fdchovy ako discipl\u00ednu, ktor\u00e1 sk\u00fama a objas\u0148uje v\u00fdchovn\u00e9 javy a deje v u\u017e\u0161om slova zmysle. Zameriava sa predov\u0161etk\u00fdm na ciele, \u00falohy, obsah, met\u00f3dy, formy a prostriedky v\u00fdchovy. <\/em>Gutek (2008) ch\u00e1pe te\u00f3riu v\u00fdchovy ako s\u00fabor generaliz\u00e1ci\u00ed ur\u010den\u00fdch k riadeniu v\u00fdchovnej praxe, ako discipl\u00ednu poskytuj\u00facu konceptu\u00e1lny referen\u010dn\u00fd r\u00e1mec v\u00fdchovn\u00e9ho p\u00f4sobenia a ako reflexiu ur\u010ditej viery a ide\u00ed t\u00fdkaj\u00facich sa \u010dloveka a \u013eudsk\u00e9ho sveta.<\/p>

Obsah te\u00f3rie v\u00fdchovy je mo\u017eno vymedzi\u0165 nasleduj\u00facimi tematick\u00fdmi okruhmi: sk\u00fama z\u00e1konitosti v\u00fdchovn\u00e9ho procesu (s oh\u013eadom predov\u0161etk\u00fdm na zlo\u017eku emoci\u00e1lnu a\u00a0konat\u00edvnu) objas\u0148uje podstatu v\u00fdchovy s oh\u013eadom na zmienen\u00e9 zlo\u017eky v s\u00favislosti s vn\u00fatorn\u00fdmi i\u00a0vonkaj\u0161\u00edmi determinuj\u00facimi faktormi. Zaober\u00e1 sa mo\u017enos\u0165ami realiz\u00e1cie v\u00fdchovn\u00fdch cie\u013eov, ktor\u00e9 sa t\u00fdkaj\u00fa zmienen\u00fdch zlo\u017eiek. Sleduje obsah v\u00fdchovy s oh\u013eadom na vekov\u00e9 zvl\u00e1\u0161tnosti. Charakterizuje obsah v\u00fdchovy pod\u013ea jednotliv\u00fdch oblast\u00ed spolo\u010densk\u00e9ho \u017eivota (zlo\u017eiek v\u00fdchovy). Rozpracov\u00e1va s\u00fastavu v\u00fdchovn\u00fdch met\u00f3d, ktor\u00e9 mo\u017eno uplatni\u0165 pri formovan\u00ed charakteru. Sk\u00fama \u010dinnos\u0165 vychov\u00e1vate\u013ea i vychov\u00e1van\u00fdch v konkr\u00e9tnych v\u00fdchovn\u00fdch situ\u00e1ci\u00e1ch. Analyzuje mo\u017enosti a podiel jednotliv\u00fdch v\u00fdchovn\u00fdch in\u0161tit\u00faci\u00ed na utv\u00e1ran\u00ed charakteru (Kraus, 2006). S\u00fahrnne mo\u017eno kon\u0161tatova\u0165, \u017ee te\u00f3ria v\u00fdchovy sa zaober\u00e1 popisom v\u00fdchovy z r\u00f4znych uhlov poh\u013eadu, jej probl\u00e9mami a sna\u017e\u00ed sa n\u00e1js\u0165 ich rie\u0161enie.<\/p>

Pedagogicko-psychologick\u00e1 te\u00f3ria i konkr\u00e9tna pedagogick\u00e1 prax sa v s\u00favislosti s v\u00fdchovou zameriava na jej procesu\u00e1lne ch\u00e1panie<\/strong> i na v\u0161estrann\u00fd rozvoj osobnosti \u017eiaka, rozvoj jeho potrieb, sk\u00fasenost\u00ed, postojov a z\u00e1ujmov. V\u00fdchovn\u00fd proces ako v\u00fdchovn\u00e9 p\u00f4sobenie je<\/em> zlo\u017eit\u00fd proces, kde p\u00f4sob\u00ed na jednej strane vychov\u00e1van\u00fd, na ktor\u00e9ho je v\u00fdchova zameran\u00e1, a na druhej strane t\u00ed, ktor\u00ed ho ovplyv\u0148uj\u00fa. V\u00fdchovn\u00fd proces sa t\u00fdka jedinca v priebehu cel\u00e9ho jeho \u017eivota. Vo form\u00e1lnej v\u00fdchove m\u00e1 tento proces ur\u010den\u00fa zlo\u017eku riadiacu (u\u010dite\u013e, vychov\u00e1vate\u013e), ur\u010den\u00fa zlo\u017eku riaden\u00fa (\u017eiak) a mal by sa vyzna\u010dova\u0165 sp\u00e4tnou v\u00e4zbou. Prebieha v etap\u00e1ch<\/strong> \u010di f\u00e1zach. \u00davahy o priebehu v\u00fdchovn\u00e9ho procesu m\u00f4\u017eu by\u0165 veden\u00e9 v z\u00e1sade z dvoch aspektov. V\u00fdchova m\u00e1 za \u00falohu formova\u0165 osobnos\u0165 v priebehu cel\u00e9ho jej v\u00fdvoja. Z tohoto h\u013eadiska sa uva\u017euje o \u0161pecifik\u00e1ch v\u00fdchovn\u00e9ho prisp\u00f4sobenia v\u00a0jednotliv\u00fdch obdobiach v\u00fdvoja (etapy v\u00fdchovn\u00e9ho procesu z\u00a0h\u013eadiska ontogen\u00e9zy). Druh\u00fd aspekt, ktor\u00fd m\u00f4\u017ee vies\u0165 k anal\u00fdze priebehu v\u00fdchovn\u00e9ho procesu sa t\u00fdka konkr\u00e9tnych jednotliv\u00fdch v\u00fdchovn\u00fdch situ\u00e1ci\u00ed. I tu sa potom rysuj\u00fa ur\u010dit\u00e9 etapy, v ktor\u00fdch prebieha nap\u013a\u0148anie stanoven\u00fdch v\u00fdchovn\u00fdch z\u00e1merov (f\u00e1zy v\u00fdchovn\u00e9ho procesu z\u00a0h\u013eadiska metodick\u00e9ho).<\/p>

Te\u00f3ria v\u00fdchovy pojedn\u00e1va tie\u017e o v\u00fdchovn\u00fdch z\u00e1sad\u00e1ch a princ\u00edpoch. Z\u00e1kladn\u00e9 v\u00fdchovn\u00e9 princ\u00edpy<\/strong> vych\u00e1dzaj\u00fa zo z\u00e1kladn\u00e9ho predpokladu, \u017ee stredom pozornosti je \u017eiak \u2013 vychov\u00e1van\u00fd, t.j. jedinec ako s\u00fa\u010das\u0165 sveta. Osobnos\u0165 \u010dloveka v procese v\u00fdchovy sa vyzna\u010duje jedine\u010dn\u00fdmi fyzick\u00fdmi, psychick\u00fdmi, intelektu\u00e1lnymi a emocion\u00e1lnymi schopnos\u0165ami a potrebami. Uzn\u00e1va jednotlivca, jeho individualitu, originalitu a \u0161pecifick\u00e9 hodnoty. V\u00fdchovn\u00e9 princ\u00edpy a v\u00fdchovn\u00e9 z\u00e1sady pom\u00e1haj\u00fa pedag\u00f3govi, aby vedel, ak\u00fdm sp\u00f4sobom m\u00e1 pracova\u0165 s vychov\u00e1van\u00fdm, ale i so spolupracovn\u00edkmi a \u010fal\u0161\u00edmi odborn\u00edkmi. V niektor\u00fdch pr\u00e1cach sa stret\u00e1vame s pojmom v\u00fdchovn\u00fd princ\u00edp, v in\u00fdch v\u00fdchovn\u00e1 z\u00e1sada ako synonymum a niektor\u00ed ich rozli\u0161uj\u00fa. Za princ\u00edpy s\u00fa pova\u017eovan\u00e9 najv\u0161eobecnej\u0161ie po\u017eiadavky v\u00fdchovy, z\u00e1sady s\u00fa konkr\u00e9tnej\u0161ie. V\u00fdchovn\u00e9 z\u00e1sady uv\u00e1dza mno\u017estvo autorov, napr. Kraus (2006) popisuje nasledovn\u00e9:\u00a0 z\u00e1sada \u00facty ku ka\u017ed\u00e9mu \u010dloveku<\/strong>; z\u00e1sada oh\u013eadu na vekov\u00e9 a individu\u00e1lne zvl\u00e1\u0161tnosti<\/strong>; z\u00e1sada opory o kladn\u00e9 rysy osobnosti<\/strong>; z\u00e1sada aktivity;<\/strong> z\u00e1sada n\u00e1zornosti<\/strong>; z\u00e1sada d\u00f4slednosti<\/strong>; z\u00e1sada spojenia v\u00fdchovy so \u017eivotom;<\/strong> z\u00e1sada jednotn\u00e9ho p\u00f4sobenia v\u0161etk\u00fdch vychov\u00e1vate\u013eov<\/strong>.<\/p>

Vo v\u00fdchovnom procese sa uplat\u0148uj\u00fa postupy, met\u00f3dy, ktor\u00e9 je mo\u017en\u00e9 vyu\u017e\u00edva\u0165 pre naplnenie cie\u013eov. Met\u00f3dy v\u00fdchovy<\/strong> s\u00fa mnohostrann\u00e9 a musia by\u0165 volen\u00e9 pod\u013ea konkr\u00e9tnych v\u00fdchovn\u00fdch situ\u00e1ci\u00ed a rie\u0161en\u00fdch probl\u00e9mov. V\u00fdchodiskom b\u00fdvaj\u00fa met\u00f3dy vysvet\u013eovania, presvied\u010dania a vyu\u017e\u00edvanie vzorov, ktor\u00e9 vychov\u00e1van\u00fdch motivuj\u00fa a informuj\u00fa. Naj\u00fa\u010dinnej\u0161\u00edm je v\u0161ak osobn\u00fd pr\u00edklad, cvi\u010denie v mravnom konan\u00ed i jeho hodnotenie, met\u00f3da povzbudzovania\u00a0 i trestania. V\u00a0odbornej literat\u00fare s\u00fa popisovan\u00e9 aj r\u00f4zne \u010fal\u0161ie v\u00fdchovn\u00e9 met\u00f3dy a\u00a0rozmanit\u00e9 krit\u00e9ri\u00e1 ich \u010dlenenia.<\/p>

V\u00a0pedagogickej literat\u00fare sa stret\u00e1vame aj s\u00a0pojmom prostriedok v\u00fdchovy<\/strong> vo viacer\u00fdch v\u00fdznamoch:<\/p>

  • prostriedkom sa ch\u00e1pe v\u0161etko, \u010do umo\u017e\u0148uje realizova\u0165 v\u00fdchovu napr. \u010dinnosti<\/em> (hra, u\u010denie, pr\u00e1ca), podmienky<\/em> (materi\u00e1lne, kult\u00farne a\u00a0soci\u00e1lne)<\/li>
  • za prostriedky sa pova\u017euj\u00fa in\u0161tit\u00facie<\/em>, ktor\u00e9 sa podie\u013eaj\u00fa na v\u00fdchove a\u00a0vzdel\u00e1van\u00ed (rodina, \u0161kola, masovokomunika\u010dn\u00e9 prostriedky, spolo\u010densk\u00e9 organiz\u00e1cie a\u00a0in\u0161tit\u00facie a\u00a0in\u00e9)<\/li>
  • \u010dinitele<\/em> procesu v\u00fdchovy (rodi\u010dia, u\u010ditelia, vychov\u00e1vatelia a\u00a0in\u00e9)<\/li>
  • postupy a\u00a0obsahy<\/em> (koncepcie, formy, met\u00f3dy a\u00a0obsahy v\u00fdchovy).<\/li><\/ul>

    Prostriedky v\u00a0u\u017e\u0161om zmysle slova budeme ch\u00e1pa\u0165 ako pom\u00f4cky, t.j. materi\u00e1lne prostriedky (in\u0161trumenty), ktor\u00e9 sa pou\u017e\u00edvaj\u00fa v\u00a0r\u00e1mci ur\u010ditej v\u00fdchovnovzdel\u00e1vacej formy a\u00a0met\u00f3dy (tabu\u013ea, videokamera a\u00a0in\u00e9).<\/p>

    Pre lep\u0161iu orient\u00e1ciu pou\u017e\u00edvame v\u00a0pedagogike pojem organiza\u010dn\u00e1 forma.<\/strong> Ka\u017ed\u00fa organiza\u010dn\u00fa formu charakterizuj\u00fa 2 dimenzie: priestor a\u00a0\u010das<\/em>. Forma je teda charakterizovan\u00e1 miestom, kde sa proces v\u00fdchovy realizuje (\u0161kolsk\u00e1 trieda, telocvi\u010d\u0148a, diel\u0148a, \u0161kolsk\u00fd pozemok, vo\u013en\u00e1 pr\u00edroda a\u00a0in\u00e9) a\u00a0d\u013a\u017ekou trvania (45 \u2013 90 min., cel\u00fd de\u0148 a\u00a0in\u00e9). Formy vo v\u00fdchove sa \u010dlenia na hromadn\u00e9, skupinov\u00e9 a\u00a0individu\u00e1lne.<\/p>

    D\u00f4le\u017eitou s\u00fa\u010das\u0165ou v\u00fdchovn\u00e9ho procesu s\u00fa v\u00fdchovn\u00e9 ciele<\/strong>, i ke\u010f niektor\u00ed autori dnes diskutuj\u00fa o tom, \u010di je spolo\u010dnos\u0165 v postmodernej dobe v\u00f4bec schopn\u00e1 stanovi\u0165 a zhodn\u00fa\u0165 sa na v\u0161eobecnom cieli v\u00fdchovy. R\u00e1mcov\u00e9 ciele v\u00fdchovy s\u00fa formulovan\u00e9 aj v\u00a0z\u00e1kladnej pedagogickej dokument\u00e1cii (\u0161t\u00e1tne vzdel\u00e1vacie programy, \u0161kolsk\u00e9 vzdel\u00e1vacie programy), ktor\u00e9 je v\u0161ak nevyhnutn\u00e9 \u010falej \u0161pecifikova\u0165 v\u00a0konkr\u00e9tnej v\u00fdchovnej \u010dinnosti. V\u00fdchovn\u00e9 ciele n\u00e1m ur\u010duj\u00fa, \u010do chceme v\u00fdchovou dosiahnu\u0165, na \u010do sa eduka\u010dn\u00fd proces zameriava. S\u00fa historicky a kult\u00farne podmienen\u00e9.<\/p>

    Pri stanoven\u00ed a tvorbe v\u00fdchovn\u00fdch cie\u013eov literat\u00fara rozli\u0161uje r\u00f4zne pr\u00edstupy. V\u00fdchodisk\u00e1 v\u00fdchovn\u00fdch cie\u013eov tak m\u00f4\u017eu by\u0165:<\/p>

    • Naturalistick\u00e9 \u2013 v\u00fdchovn\u00fd cie\u013e vych\u00e1dza z vroden\u00fdch dispoz\u00edci\u00ed vychov\u00e1van\u00e9ho,<\/li>
    • Sociologick\u00e9 \u2013 v\u00fdchovn\u00fd cie\u013e vych\u00e1dza zo spolo\u010denskej situ\u00e1cie,<\/li>
    • Kult\u00farne \u2013 v\u00fdchovn\u00fd cie\u013e reflektuje kult\u00faru spolo\u010denstva,<\/li>
    • Futurologick\u00e9 \u2013 v\u00fdchovn\u00fd cie\u013e je zameran\u00fd do bud\u00facnosti, vych\u00e1dza z progn\u00f3zy v\u00fdvoja (Skarupsk\u00e1, 2016).<\/li><\/ul>

      Ve\u013ek\u00fdm probl\u00e9mom je stanovenie nejakej jednotnej \u0161trukt\u00fary <\/strong>v\u00fdchovn\u00fdch cie\u013eov. Tu je odborn\u00e1 literat\u00fara asi najviac \u0161irok\u00e1, preto\u017ee ka\u017ed\u00fd autor pri tvorbe \u0161trukt\u00fary vych\u00e1dza z\u00a0in\u00e9ho h\u013eadiska. <\/strong>Preto sa m\u00f4\u017eeme stretn\u00fa\u0165 s cie\u013emi adapta\u010dn\u00fdmi <\/em>(zameran\u00fdmi na prisp\u00f4sobenie sa podmienkam), anticipa\u010dn\u00fdmi <\/em>(zameran\u00fdmi na pr\u00edpravu podmienok v\u00fdchovn\u00e9ho procesu), materi\u00e1lnymi <\/em>(venuj\u00face sa osvojeniu konkr\u00e9tneho obsahu), form\u00e1lnymi (zameran\u00fdmi na rozvoj schopnost\u00ed), auton\u00f3mnymi <\/em>(t\u00fdkaj\u00face sa sebav\u00fdchovy), heteron\u00f3mnymi <\/em>(stanoven\u00fdmi z vonku), v\u0161eobecn\u00fdmi <\/em>(ktor\u00e9 formuluje spolo\u010dnos\u0165), diel\u010dimi <\/em>(ktor\u00e9 formuluje napr. rodina, pedag\u00f3g), individu\u00e1lnymi <\/em>(ktor\u00e9 s\u00fa zameran\u00e9 na rozvoj jedinca), soci\u00e1lnymi <\/em>(zameran\u00fdmi na proces socializ\u00e1cie, inkultur\u00e1cie) a t\u00fdmi, ktor\u00e9 sa venuj\u00fa riadeniu v\u00fdchovn\u00e9ho procesu (strategick\u00e9, taktick\u00e9, operat\u00edvne<\/em>).<\/p>

      \u00a0<\/p>

      S\u00fa ist\u00e9 oblasti \u017eivota, ktor\u00e9 s\u00fa v\u00fdchodiskom pre formul\u00e1ciu v\u00fdchovn\u00fdch cie\u013eov, od nich sa potom odv\u00edjaj\u00fa \u00favahy o obsahu v\u00fdchovy v danej oblasti, o postupoch, ako tieto ciele dosahova\u0165. \u201ePre konkr\u00e9tnej\u0161ie vymedzenie cie\u013eov v\u00fdchovno-vzdel\u00e1vacieho procesu d\u00e1va v\u00fdchove predmetn\u00fa podobu obsah v\u00fdchovy. Obsah v\u00fdchovy<\/strong> je pedagogickou transform\u00e1ciou spolo\u010densk\u00fdch a\u00a0kult\u00farnych hodn\u00f4t, ktor\u00e9 by mali by\u0165 usporiadan\u00e9 tak, aby sa dosiahlo smerovanie rozvoja osobnosti v\u00a0zmysle cie\u013eov v\u00fdchovy. Osobnos\u0165 vychov\u00e1van\u00e9ho m\u00e1 obsah v\u00fdchovy zvl\u00e1dnu\u0165 u\u010den\u00edm, interiorizova\u0165 si ho do vedomia v\u00a0podobe poznatkov, presved\u010denia, postojov, foriem spr\u00e1vania sa, charakterov\u00fdch a\u00a0mravn\u00fdch vlastnost\u00ed a\u00a0sebarealiz\u00e1cie v\u00a0konkr\u00e9tnej \u010dinnosti\u201c (Gogov\u00e1, Kro\u010dkov\u00e1, Pint\u00e9s,\u00a0 2004, s. 161).<\/p>

      V\u00a0pedagogickej literat\u00fare sa ciele a obsah v\u00fdchovy naj\u010dastej\u0161ie konkretizuj\u00fa do obsahov\u00fdch zlo\u017eiek, subsyst\u00e9mov, respekt\u00edve s\u00fa\u010dast\u00ed v\u00fdchovy. V\u00a0subsyst\u00e9moch resp. zlo\u017ek\u00e1ch v\u00fdchovy s\u00fa zakomponovan\u00e9 konkr\u00e9tne po\u017eiadavky na rozvoj \u010dloveka, a\u00a0to z\u00a0h\u013eadiska telesn\u00e9ho, psychick\u00e9ho a\u00a0soci\u00e1lneho. Zlo\u017ekami v\u00fdchovy sa zaoberal u\u017e Aristoteles, ktor\u00fd vymedzil tri z\u00e1kladn\u00e9: rozumov\u00fa, mravn\u00fa a telesn\u00fa.<\/p>

      Zlo\u017eka <\/strong>\u201eje s\u00fa\u010das\u0165ou ur\u010dit\u00e9ho celku. Tvor\u00ed organick\u00fa, nedelite\u013en\u00fa a\u00a0potrebn\u00fa \u010das\u0165 s\u00fastavy. Z\u00a0tohto potom logicky vypl\u00fdva, \u017ee obsah celej s\u00fastavy zlo\u017eiek v\u00a0plnej miere zachyt\u00e1va v\u00fdchovu ako celok.\u00a0 Zlo\u017eka v\u00fdchovy je pedagogick\u00fd pojem, ktor\u00fd vyjadruje nevyhnutn\u00fa s\u00fa\u010das\u0165 ucelen\u00e9ho utv\u00e1rania \u010dloveka\u201c (Sirotov\u00e1, Vani\u0161, Ru\u010dkov\u00e1, 2011, s. 99).\u00a0 Je to schematick\u00fd pr\u00edstup, ktor\u00fd umo\u017e\u0148uje hlb\u0161iu anal\u00fdzu v\u00fdchovn\u00e9ho procesu, na druhej strane, sa zlo\u017eky v\u00fdchovy prel\u00ednaj\u00fa a\u00a0nemo\u017eno ich ohrani\u010di\u0165 (Bl\u00ed\u017ekovsk\u00fd, 1992). Napr\u00edklad Bl\u00ed\u017ekovsk\u00fd (1992) uv\u00e1dza nasledovn\u00e9:<\/p>

      • vz\u0165ahy k\u00a0\u013eu\u010fom (mravn\u00e1 a\u00a0spolo\u010densk\u00e1 v\u00fdchova, v\u00fdchova vz\u0165ahov k\u00a0druh\u00e9mu pohlaviu),<\/li>
      • vz\u0165ahy k\u00a0pr\u00edrode (ekologick\u00e1 v\u00fdchova),<\/li>
      • vz\u0165ahy k\u00a0pr\u00e1ci a\u00a0k\u00a0aktivit\u00e1m vo\u013en\u00e9ho \u010dasu (pracovn\u00e1 v\u00fdchova, v\u00fdchova k\u00a0tvorivosti, v\u00fdchova k\u00a0\u00fa\u010deln\u00e9mu tr\u00e1veniu vo\u013en\u00e9ho \u010dasu\u2026),<\/li>
      • vz\u0165ahy k\u00a0domovu, k\u00a0vlastn\u00e9mu n\u00e1rodu a\u00a0\u0161t\u00e1tu, k\u00a0Eur\u00f3pskemu spolo\u010denstvu, v\u00fdchova region\u00e1lna, vlasteneck\u00e1, ob\u010dianska, v\u00fdchova k\u00a0medzin\u00e1rodn\u00e9mu porozumeniu\u2026<\/li>
      • vz\u0165ahy k\u00a0sebe (sebav\u00fdchova, sebav\u00fdcvik, sebavzdel\u00e1vanie\u2026),<\/li>
      • vz\u0165ahy ku kr\u00e1se (estetick\u00e1 v\u00fdchova),<\/li>
      • vz\u0165ahy k\u00a0telesnej kult\u00fare a\u00a0k\u00a0starostlivosti o\u00a0zdravie (telesn\u00e1 a\u00a0zdravotn\u00e1 v\u00fdchova),<\/li>
      • vz\u0165ahy k\u00a0svetu (sveton\u00e1zorov\u00e1 v\u00fdchova, interkult\u00farna v\u00fdchova\u2026).<\/li><\/ul>

        V\u00a0praxi sa v\u0161ak naj\u010dastej\u0161ie vyskytuje \u010dlenenie obsahu do oblast\u00ed: rozumov\u00e1, etick\u00e1, estetick\u00e1, pracovn\u00e1, telesn\u00e1, ekologick\u00e1.<\/p>

        V\u00a0s\u00fa\u010dasnosti sa objavuj\u00fa aj nov\u0161ie zlo\u017eky<\/em><\/strong>, ke\u010f\u017ee syst\u00e9m v\u00fdchovy je otvoren\u00fd,\u00a0 men\u00ed sa v\u00a0s\u00favislosti so zmenami a\u00a0potrebami spolo\u010dnosti. K\u00a0nov\u0161\u00edm zlo\u017ek\u00e1m v\u00fdchovy by sme mohli zaradi\u0165 napr. multikult\u00farnu v\u00fdchovu<\/strong>, glob\u00e1lnu v\u00fdchovu<\/strong>, medi\u00e1lnu v\u00fdchovu<\/strong>, sexu\u00e1lnu v\u00fdchovu<\/strong>, dopravn\u00fa v\u00fdchovu<\/strong>, v\u00fdchovu k\u00a0finan\u010dnej gramotnosti, v\u00fdchovu k zdraviu<\/strong> a in\u00e9.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        Z\u00c1KLADY PEDAGOGIKY Teoretick\u00e9 z\u00e1klady v\u00fdchovy K\u013e\u00fa\u010dov\u00e9 slov\u00e1 Te\u00f3ria v\u00fdchovy, procesu\u00e1lna str\u00e1nka v\u00fdchovy, ciele v\u00fdchovy, obsah v\u00fdchovy, zlo\u017eky v\u00fdchovy, rozumov\u00e1 v\u00fdchova, mravn\u00e1 (etick\u00e1) v\u00fdchova, prosoci\u00e1lna v\u00fdchova, estetick\u00e1 v\u00fdchova,\u00a0 pracovn\u00e1 v\u00fdchova, telesn\u00e1 v\u00fdchova, ekologick\u00e1 a environment\u00e1lna v\u00fdchova,\u00a0 glob\u00e1lna v\u00fdchova, multikult\u00farna v\u00fdchova, v\u00fdchova k\u00a0udr\u017eate\u013en\u00e9mu rozvoju. Pojem te\u00f3ria je pod\u013ea Strouhala (2013, In Skarupsk\u00e1, 2016) produkt myslenia sprev\u00e1dzan\u00fd\u00a0 praxou, […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1328","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/1328","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/comments?post=1328"}],"version-history":[{"count":7,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/1328\/revisions"}],"predecessor-version":[{"id":1489,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/1328\/revisions\/1489"}],"wp:attachment":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/media?parent=1328"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}