{"id":5219,"date":"2023-03-28T18:22:52","date_gmt":"2023-03-28T16:22:52","guid":{"rendered":"https:\/\/e-ucebnice.ff.ucm.sk\/?page_id=5219"},"modified":"2023-03-28T20:14:33","modified_gmt":"2023-03-28T18:14:33","slug":"problematizovanie-edukacnej-reality-2","status":"publish","type":"page","link":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/problematizovanie-edukacnej-reality-2\/","title":{"rendered":"Problematizovanie eduka\u010dnej reality-2"},"content":{"rendered":"\t\t
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PROBLEMATIZOVANIE EDUKA\u010cNEJ REALITY.
PRAKTICK\u00c1 METODOL\u00d3GIA<\/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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Problematizovanie eduka\u010dnej reality<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u00davod<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Nikdy asi s istotou nemo\u017eno poveda\u0165, \u010do sa sk\u00f4r objav\u00ed v hlave v\u00fdskumn\u00edka: z\u00e1mer spojen\u00fd s konceptualiz\u00e1ciou, alebo aj problematizovanie reality. Mo\u017eno oba tieto procesy prebiehaj\u00fa s\u00fa\u010dasne. Tak alebo onak, v pr\u00edru\u010dke je potrebn\u00e9 prija\u0165 ur\u010dit\u00e9 poradie prezent\u00e1cie obsahu. Preto problematizovanie na\u0161lo svoje miesto v druhej kapitole, aj ke\u010f to m\u00f4\u017ee by\u0165 diskutabiln\u00e9.<\/p>

Pripomeniem, \u017ee problematizovanie eduka\u010dnej reality je tak\u00e1 jej kritick\u00e1 anal\u00fdza, ktor\u00e1 odha\u013euje nezrozumite\u013en\u00e9 aspekty, a preto vy\u017eaduj\u00fa vysvetlenie. <\/em>Kritick\u00e1 anal\u00fdza je neoddelite\u013en\u00e1 od prem\u00fd\u0161\u013eania o t\u00e9me v\u00fdskumu. Ak sa n\u00e1m zd\u00e1, \u017ee v\u0161etko je jasn\u00e9 v niektorej ot\u00e1zke, to znamen\u00e1, \u017ee mus\u00edme za\u010da\u0165 prem\u00fd\u0161\u013ea\u0165. V eduka\u010dnej realite je toti\u017e tak ve\u013ea komplikovan\u00fdch spojen\u00ed medzi javmi, ktor\u00e9 ju tvoria, \u017ee pocit istoty je len znakom nevedomosti. Ak sa pozrieme na eduka\u010dn\u00fa realitu, vytv\u00e1rame jej opis, teda pozn\u00e1vame, ako funguje. Ak na diagnostikovan\u00fd stav vec\u00ed kladieme nejak\u00e9 ot\u00e1zky, znamen\u00e1 to, \u017ee za\u010d\u00edname kritick\u00fa anal\u00fdzu. P\u00fdtame sa \u2013 v na\u0161om pr\u00edklade \u2013 pre\u010do sa deti spr\u00e1vaj\u00fa agres\u00edvne po\u010das hry, pre\u010do sa \u00farove\u0148 ich agresivity zvy\u0161uje, ke\u010f sa z\u00fa\u010dast\u0148uj\u00fa \u0161portov\u00fdch hier, od \u010doho z\u00e1vis\u00ed zmier\u0148ovanie agres\u00edvneho spr\u00e1vania, \u010do by sme mali urobi\u0165, aby sa zabr\u00e1nilo agresii vo verejn\u00fdch situ\u00e1ci\u00e1ch. Prv\u00fdm krokom vypl\u00fdvaj\u00facim z realiz\u00e1cie takejto kritickej anal\u00fdzy je h\u013eadanie odpoved\u00ed na tieto ot\u00e1zky v doteraz zhroma\u017eden\u00fdch vedomostiach. Ak existuj\u00fa tieto odpovede, a v\u010faka nim dok\u00e1\u017eeme pochopi\u0165 eduka\u010dn\u00fa realitu, znamen\u00e1 to, \u017ee sme na\u0161li vysvetlenie. Ak ich nenach\u00e1dzame, mus\u00edme urobi\u0165 problematiz\u00e1ciu ter\u00e9nu v\u00fdskumu. Pr\u00e1ve ot\u00e1zky smerovan\u00e9 k zn\u00e1memu stavu vec\u00ed definuj\u00fa oblas\u0165 vysvet\u013eovania. Vysvet\u013eovanie je anal\u00fdza, ktor\u00e1 vedie k poznaniu podmienok javov, alebo jednoduch\u0161ie, n\u00e1jdeniu odpoved\u00ed na ot\u00e1zku \u201epre\u010do\u201d. Samozrejme, \u017ee nie v\u017edy sme schopn\u00ed, alebo dokonca v\u00f4bec nedok\u00e1\u017eeme vysvetli\u0165 dan\u00fd jav ako celok. Naj\u010dastej\u0161ie sa zameriavame na nejak\u00fd jeho aspekt. A op\u00e4\u0165, ke\u010f sa vr\u00e1time k agres\u00edvnemu spr\u00e1vaniu det\u00ed, m\u00f4\u017eeme \u2013 na z\u00e1klade tvrden\u00ed te\u00f3rie soci\u00e1lneho u\u010denia \u2013 rozm\u00fd\u0161\u013ea\u0165, \u010di sa deti m\u00f4\u017eu u\u010di\u0165 agres\u00edvne spr\u00e1vanie od dospel\u00fdch, ktor\u00ed s\u00fa v tejto te\u00f3rii pre nich modelmi, a teda \u013eu\u010fmi, ktor\u00fdch spr\u00e1vanie opakuj\u00fa v analogick\u00fdch situ\u00e1ci\u00e1ch. Pr\u00e1ve problematizovanie spo\u010d\u00edva v analyzovan\u00ed, napr. v situ\u00e1cii, ke\u010f rodi\u010dia sleduj\u00fa spolo\u010dne so svojimi de\u0165mi boxersk\u00fd z\u00e1pas, \u010di deti nenapodob\u0148uj\u00fa ich agres\u00edvne spr\u00e1vanie pri fanden\u00ed jedn\u00e9mu z hr\u00e1\u010dov, o\u010dak\u00e1vaj\u00fac, \u017ee zbije, poraz\u00ed s\u00fapera: \u201epridaj mu, zabi dareb\u00e1ka\u201d. Te\u00f3ria soci\u00e1lneho u\u010denia toti\u017e predpoklad\u00e1 tak\u00fato mo\u017enos\u0165. Toto kon\u0161tatovanie m\u00f4\u017ee by\u0165 z\u00e1kladom formulovania ot\u00e1zky, ktor\u00e1 sa t\u00fdka rozdielov v spr\u00e1van\u00ed agres\u00edvnych det\u00ed v z\u00e1vislosti od reakcie ich rodi\u010dov na agresiu v analogick\u00fdch situ\u00e1ci\u00e1ch. Ak by niekto uskuto\u010dnil tak\u00fato \u00favahu, ktorej v\u00fdsledkom by bolo formulovanie ot\u00e1zky alebo hypot\u00e9zy, ako aj my\u0161lienky na v\u00fdskum, vlastne by uskuto\u010dnil problematiz\u00e1ciu eduka\u010dnej reality. Problematiz\u00e1cia je takmer v\u017edy kritickou anal\u00fdzou praktickej reality z h\u013eadiska nejakej te\u00f3rie, alebo sk\u00f4r vo\u013en\u00e9ho zhroma\u017e\u010fovania tvrden\u00ed. Kombin\u00e1cia empirick\u00fdch \u00fadajov s teoretick\u00fdmi tvrdeniami je z\u00e1kladom problematizovania reality. Existuj\u00fa r\u00f4zne cesty problematiz\u00e1cie v z\u00e1vislosti od toho, ak\u00e9 vysvetlenie potrebujeme.<\/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":"

PROBLEMATIZOVANIE EDUKA\u010cNEJ REALITY. PRAKTICK\u00c1 METODOL\u00d3GIA Problematizovanie eduka\u010dnej reality \u00davod Nikdy asi s istotou nemo\u017eno poveda\u0165, \u010do sa sk\u00f4r objav\u00ed v hlave v\u00fdskumn\u00edka: z\u00e1mer spojen\u00fd s konceptualiz\u00e1ciou, alebo aj problematizovanie reality. Mo\u017eno oba tieto procesy prebiehaj\u00fa s\u00fa\u010dasne. Tak alebo onak, v pr\u00edru\u010dke je potrebn\u00e9 prija\u0165 ur\u010dit\u00e9 poradie prezent\u00e1cie obsahu. Preto problematizovanie na\u0161lo svoje miesto v druhej […]<\/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-5219","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/5219","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=5219"}],"version-history":[{"count":13,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/5219\/revisions"}],"predecessor-version":[{"id":5313,"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/pages\/5219\/revisions\/5313"}],"wp:attachment":[{"href":"https:\/\/e-ucebnice.ff.ucm.sk\/index.php\/wp-json\/wp\/v2\/media?parent=5219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}