Dewey a "český Dewey", pedagogika a ideologie
| Title in English | Dewey and "Czech Dewey", education and ideology |
|---|---|
| Authors | |
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Web | Dewey a "český Dewey" |
| Doi | http://dx.doi.org/10.14712/23362189.2015.723 |
| Field | Pedagogy and education |
| Keywords | alternative education; Dewey; aims and means continuum; continuum of experience; pragmatic education; social control |
| Attached files | |
| Description | On the basis of analyses of the text and follow-up comparison with the reality, the author of the text demonstrates that Dewey was not in the Czech environment properly understood and therefore, in fact, not applied. This may lead to a denial of the alleged "Dewey's pedagogy". In the second part of the text the author deals with the epistemological metalevel of a continuum of aims and means as the background that shapes the pragmatist education. Under this background, he differentiates an important distinction: teaching through meaningful vigorous activity (occupation), and teaching for job training (vocation) and stresses tha Dewey's works with the concept "occupation". In the third part presents two basic principles Dewey's pedagogy - 1) the continual and interactive nature of the experience and 2) the social control as an intellectualization of the original impulses of pupils. On these principles the author demonstrates that Dewey's pedagogy can not be considered as "child-centered". The author shows that to take Dewey's approach as an example of "child-centered education" is a manifestation of ideology. In the fourth part, he pointed out how Dewey's works was ideologized already in the American progressivist movement. In the fifth part, the author draws attention to the analogous tendencies in Czech pedagogical discourse. |
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