{"id":1344,"date":"2023-02-26T08:00:56","date_gmt":"2023-02-26T07:00:56","guid":{"rendered":"https:\/\/e-ucebnice.ff.ucm.sk\/?page_id=1344"},"modified":"2023-02-26T10:13:20","modified_gmt":"2023-02-26T09:13:20","slug":"zaklady-pedagogiky-1-4","status":"publish","type":"page","link":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/zaklady-pedagogiky-1-4\/","title":{"rendered":"Z\u00e1klady pedagogiky-1-4"},"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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Vz\u0165ah pedagogiky k in\u00fdm ved\u00e1m<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Ako ka\u017ed\u00e1 veda, aj pedagogika \u010derp\u00e1 inform\u00e1cie z\u00a0viacer\u00fdch vedn\u00fdch discipl\u00edn a\u00a0vyu\u017e\u00edva ich ako zdroje poznania. V\u00a0minulosti sa ozna\u010dovali ako pomocn\u00e9 vedy pedagogiky. <\/strong><\/p>\n

Vedy, ktor\u00e9 maj\u00fa s\u00favz\u0165a\u017enos\u0165 s\u00a0pedagogikou \u010dlen\u00edme nasledovne:<\/p>\n\n

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  1. filozofick\u00e9:<\/em> filozofia (veda<\/a> o najv\u0161eobecnej\u0161\u00edch z\u00e1konoch bytia, myslenia a procesu poznania), etika (veda o\u00a0mor\u00e1lke a\u00a0mravnosti), estetika (veda o\u00a0kr\u00e1se), logika (veda o\u00a0z\u00e1konoch a\u00a0form\u00e1ch spr\u00e1vneho myslenia), gnozeol\u00f3gia (te\u00f3ria pozn\u00e1vania) a\u00a0in\u00e9 pom\u00e1haj\u00fa pedagogike vyty\u010dova\u0165 ciele, obsah vzdelania a\u00a0v\u00fdchovy;<\/li>\n \t
  2. vedy o \u010dloveku<\/em> (antropologick\u00e9): psychol\u00f3gia<\/strong> (psychol\u00f3gia napom\u00e1ha pedagogike lep\u0161ie pozn\u00e1va\u0165 vychov\u00e1van\u00e9ho jednotlivca z\u00a0h\u013eadiska psychick\u00fdch procesov), sociol\u00f3gia<\/strong> (pom\u00e1ha pedagogike pozn\u00e1va\u0165 soci\u00e1lne prostredie, v ktorom sa v\u00fdchova uskuto\u010d\u0148uje, a soci\u00e1lne faktory, ktor\u00e9 p\u00f4sobia na rozvoj jednotlivca), biol\u00f3gia<\/strong> (zaober\u00e1 sa p\u00f4vodom a v\u00fdvojom \u010dloveka, sleduje vn\u00fatorn\u00fa stavbu \u013eudsk\u00e9ho tela, \u010dinnos\u0165 a funkciu org\u00e1nov \u013eudsk\u00e9ho tela a genetiku a z\u00e1konitosti dedi\u010dnosti a premenlivosti organizmov) umo\u017e\u0148uj\u00fa pozn\u00e1va\u0165 objekt z\u00e1mern\u00e9ho p\u00f4sobenia, a\u00a0t\u00fdm aplikova\u0165 \u010di korigova\u0165 p\u00f4sobenie z\u00a0h\u013eadiska individu\u00e1lnych a\u00a0vekov\u00fdch osobitost\u00ed \u017eiaka, \u010di anal\u00fdza prostredia v\u00fdchovn\u00e9ho procesu;<\/li>\n \t
  3. integruj\u00face vedy<\/em>:\u00a0 kybernetika\u00a0pom\u00e1ha pedagogike sk\u00fama\u0165 v\u0161etky oblasti, kde sa uplat\u0148uj\u00fa procesy riadenia;<\/li>\n \t
  4. historick\u00e9 a\u00a0liter\u00e1rne<\/em>: v\u0161eobecn\u00e9 dejiny, dejiny filozofie a\u00a0umenia, literat\u00fara a\u00a0in\u00e9 pom\u00e1haj\u00fa vysvet\u013eova\u0165 v\u00fdchovn\u00e9 javy v\u00a0\u0161ir\u0161\u00edch historick\u00fdch s\u00favislostiach.<\/li>\n<\/ol>\n

    Okrem vy\u0161\u0161ie uveden\u00fdch, najv\u00fdraznej\u0161\u00edch vedn\u00fdch discipl\u00edn, s\u00a0pedagogikou s\u00favisia aj \u010fal\u0161ie vedy ako napr. hygiena, matematika, pr\u00e1vne vedy, ekonomick\u00e9 vedy<\/em> at\u010f., ktor\u00e9 umo\u017e\u0148uj\u00fa \u010do najoptim\u00e1lnej\u0161iu a\u00a0najefekt\u00edvnej\u0161iu realiz\u00e1ciu v\u00fdchovy a\u00a0vzdel\u00e1vania.<\/p>\n

    T\u00fdm, \u017ee pedagogika vstupuje do vz\u00e1jomn\u00fdch vz\u0165ahov s\u00a0in\u00fdmi discipl\u00ednami (tzv. pomocn\u00fdmi vedami pedagogiky<\/strong>) doch\u00e1dza aj k\u00a0nevyhnutn\u00e9mu prel\u00ednaniu sa predmetu v\u00fdskumu jednotliv\u00fdch vied a\u00a0ich vz\u00e1jomnej spolupr\u00e1ci. Interdisciplinarita a\u00a0transdisciplinarita je v\u00a0oblasti vied nevyhnutn\u00fdm predpokladom ich s\u00fa\u010dasn\u00e9ho i\u00a0bud\u00faceho rozvoja.<\/p>\n

    \u00a0<\/em><\/strong><\/p>\n

    Ot\u00e1zky a\u00a0\u00falohy na opakovanie: <\/strong><\/p>\n\n

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    1. Pre\u010d\u00edtajte si nasleduj\u00face charakteristiky pedagogick\u00fdch discipl\u00edn a\u00a0spr\u00e1vne k\u00a0nim prira\u010fte n\u00e1zov discipl\u00edny. Pri pr\u00e1ci vyu\u017e\u00edvajte pedagogick\u00e9 slovn\u00edky a\u00a0u\u010debnicu.<\/em><\/li>\n
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      1. je to discipl\u00edna, ktor\u00e1 sa zaober\u00e1 v\u00fdvojom n\u00e1zorov na v\u00fdchovu a vzdel\u00e1vanie, zaober\u00e1 sa v\u00fdznamn\u00fdmi osobnos\u0165ami pedagogiky, sk\u00fama prednosti a nedostatky vzdel\u00e1vac\u00edch syst\u00e9mov v predch\u00e1dzaj\u00facich obdobiach;<\/em><\/li>\n \t
      2. sk\u00fama sp\u00f4soby vzdel\u00e1vania v na\u0161ich podmienkach, porovn\u00e1va \u0161kolsk\u00e9 syst\u00e9my s in\u00fdmi \u0161t\u00e1tmi a medzi \u0161t\u00e1tmi navz\u00e1jom;<\/em><\/li>\n \t
      3. je samostatnou vednou discipl\u00ednou v r\u00e1mci vied o\u00a0v\u00fdchove-antropogogiky, zaober\u00e1 sa vzdel\u00e1van\u00edm a poradenstvom pre dospel\u00fdch;<\/em><\/li>\n \t
      4. zaober\u00e1 sa v\u00fdchovou a\u00a0vzdel\u00e1van\u00edm \u017eiakov s\u00a0ur\u010dit\u00fdm druhom postihnutia <\/em>alebo jedincov so \u0161peci\u00e1lnymi v\u00fdchovno-vzdel\u00e1vac\u00edmi potrebami<\/em> (napr. zrakovo \u2013 tyflop\u00e9dia, sluchovo \u2013 surdopp\u00e9dia, re\u010dovo \u2013 logop\u00e9dia, rozumovo – psychop\u00e9dia);<\/em><\/li>\n \t
      5. je to z\u00e1kladn\u00e1 <\/em>pedagogick\u00e1<\/em><\/a> vedn\u00e1 discipl\u00edna, ktor\u00e1 sa zaober\u00e1 z\u00e1konitos\u0165ami vyu\u010dovania a vzdel\u00e1vania, zaober\u00e1 viacer\u00fdmi oblas\u0165ami s\u00favisiacimi s\u00a0vyu\u010dovan\u00edm: obsahom a rozsahom <\/em>vzdelania<\/em><\/a> a vzdel\u00e1vania; met\u00f3dami, z\u00e1sadami a formami vyu\u010dovania; interakciou medzi <\/em>u\u010dite\u013eom<\/em><\/a> a <\/em>\u017eiakom<\/em><\/a>;<\/em><\/li>\n \t
      6. veda o <\/em>pedagogick\u00fdch met\u00f3dach<\/em><\/a>,<\/em> syst\u00e9m teoretick\u00fdch princ\u00edpov, met\u00f3d a sp\u00f4sobov opisu, anal\u00fdzy a objas\u0148ovania pedagogick\u00fdch javov;<\/em><\/li>\n \t
      7. discipl\u00edna, ktor\u00e1 sk\u00fama vz\u0165ahy medzi jednotlivcom a spolo\u010dnos\u0165ou. Sk\u00fama v\u00fdchovn\u00e9 procesy, formy soci\u00e1lnej pomoci de\u0165om, ml\u00e1de\u017ei a dospel\u00fdm. Jej \u00falohou je h\u013eadanie \u00fa\u010dinn\u00fdch foriem prevencie a kompenz\u00e1cia nedostatkov spolo\u010dnosti. Prostredn\u00edctvom \u0161t\u00fadia v\u00fdchovy a pedagogiz\u00e1cie prostredia sa sna\u017e\u00ed o kultiv\u00e1ciu soci\u00e1lnych skup\u00edn a komun\u00edt a minimaliz\u00e1ciu rozporu medzi nimi; <\/em><\/li>\n \t
      8. vo v\u0161eobecnej rovine sk\u00fama z\u00e1kladn\u00e9 pedagogick\u00e9 kateg\u00f3rie (v\u00fdchova, vzdelanie, vzdel\u00e1vanie, u\u010denie at\u010f). Osobitne sk\u00fama spolo\u010densk\u00fa a historick\u00fa podmienenos\u0165 cie\u013eov a \u00faloh v\u00fdchovy;<\/em><\/li>\n \t
      9. discipl\u00edna, ktor\u00e1 prin\u00e1\u0161a psychologick\u00fd poh\u013ead na podmienky, priebeh a\u00a0v\u00fdsledky v\u00fdchovy a\u00a0vzdel\u00e1vania jednotlivca alebo skup\u00edn v\u00a0pedagogick\u00fdch situ\u00e1ci\u00e1ch;<\/em><\/li>\n \t
      10. discipl\u00edna, ktor\u00e1 sa zaober\u00e1 ot\u00e1zkami v\u00fdchovn\u00e9ho p\u00f4sobenia v rodine a v\u00fdchovn\u00fdmi vplyvmi rodinn\u00e9ho prostredia a<\/em> v\u00fdchovou k man\u017eelstvu a\u00a0rodi\u010dovstvu<\/em><\/li>\n \t
      11. sk\u00fama problematiku financovania \u0161kolstva a efekt\u00edvnos\u0165 prostriedkov, vz\u0165ahy medzi vzdelan\u00edm \u013eud\u00ed a ich uplatnen\u00edm na trhu pr\u00e1ce<\/em><\/li>\n \t
      12. t\u00e1to discipl\u00edna sa zaober\u00e1 komplexn\u00fdm poh\u013eadom na svet v\u00fdchovy, na vz\u0165ah \u010dloveka k\u00a0spolo\u010dnosti, definuje filozofick\u00e9 koncepcie \u010dloveka a\u00a0r\u00f4zne pr\u00edstupy k\u00a0vychovate\u013enosti.<\/em><\/li>\n \t
      13. te\u00f3ria u\u010dite\u013eskej profesie, analyzuje vlastnosti u\u010dite\u013ea, po\u017eiadavky na jeho osobnos\u0165 a\u00a0profesijn\u00fa \u010dinnos\u0165.<\/em><\/li>\n<\/ol>\n \t
      14. Identifikovan\u00e9 pedagogick\u00e9 discipl\u00edny z\u00a0predch\u00e1dzaj\u00faceho cvi\u010denia rozde\u013ete do troch skup\u00edn na z\u00e1kladn\u00e9, aplikovan\u00e9 a\u00a0hrani\u010dn\u00e9.<\/em><\/li>\n \t
      15. Vysvetlite, z\u00a0ak\u00e9ho d\u00f4vodu sa v\u00a0s\u00fa\u010dasnosti diferencuj\u00fa pedagogika a\u00a0andragogika ako samostatn\u00e9 vedy, ke\u010f v\u00a0minulosti bola pedagogika dospel\u00fdch s\u00fa\u010das\u0165ou pedagogiky? <\/em><\/li>\n<\/ol>\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 Vz\u0165ah pedagogiky k in\u00fdm ved\u00e1m Ako ka\u017ed\u00e1 veda, aj pedagogika \u010derp\u00e1 inform\u00e1cie z\u00a0viacer\u00fdch vedn\u00fdch discipl\u00edn a\u00a0vyu\u017e\u00edva ich ako zdroje poznania. V\u00a0minulosti sa ozna\u010dovali ako pomocn\u00e9 vedy pedagogiky. Vedy, ktor\u00e9 maj\u00fa s\u00favz\u0165a\u017enos\u0165 s\u00a0pedagogikou \u010dlen\u00edme nasledovne: filozofick\u00e9: filozofia (veda o najv\u0161eobecnej\u0161\u00edch z\u00e1konoch bytia, myslenia a procesu poznania), etika (veda o\u00a0mor\u00e1lke a\u00a0mravnosti), estetika (veda o\u00a0kr\u00e1se), logika […]<\/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-1344","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/1344","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=1344"}],"version-history":[{"count":7,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/1344\/revisions"}],"predecessor-version":[{"id":1465,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/1344\/revisions\/1465"}],"wp:attachment":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/media?parent=1344"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}