. . "C\u00EDlem p\u0159\u00EDsp\u011Bvku je upozornit na n\u011Bkter\u00E9 neblah\u00E9 trendy v pojet\u00ED u\u010Den\u00ED a vzd\u011Bl\u00E1v\u00E1n\u00ED, v nich\u017E se obsah a podstata redukuje na formu. To je patrn\u00E9 zejm\u00E9na v sou\u010Dasn\u00E9m pojet\u00ED celo\u017Eivotn\u00EDho u\u010Den\u00ED, resp. sebevzd\u011Bl\u00E1v\u00E1n\u00ED. Text reflektuje v\u00FDznamov\u00E9 posuny, jich\u017E doznaly pojmy jako vzd\u011Bl\u00E1v\u00E1n\u00ED, vzd\u011Bl\u00E1vac\u00ED c\u00EDle a vzd\u011Blanost v dob\u011B akcentuj\u00EDc\u00ED v\u00FDznam praxe \u010Dasto na \u00FAkor teorie a v n\u00ED\u017E d\u016Fraz na v\u00FDkon a efektivitu jde mnohdy ruku v ruce se slepotou k formativn\u00EDmu v\u00FDznamu teorie a k nebezpe\u010D\u00ED rutinizace praxe. V\u0161\u00EDm\u00E1 si ideologick\u00FDch r\u00E1mc\u016F, do nich\u017E je koncepce celo\u017Eivotn\u00EDho u\u010Den\u00ED dnes zasazov\u00E1na, konkr\u00E9tn\u011B expertn\u00EDho \u010Di technokratick\u00E9ho ch\u00E1p\u00E1n\u00ED vzd\u011Blavatelsk\u00E9 profese; kritizuje zam\u011B\u0148ov\u00E1n\u00ED pozn\u00E1n\u00ED za informovanost \u010Di dovednost pr\u00E1ce s informacemi a upozor\u0148uje na formalistick\u00FD trend zam\u011B\u0148uj\u00EDc\u00ED c\u00EDl vzd\u011Bl\u00E1v\u00E1n\u00ED za prost\u0159edek (dle hesla %22je p\u0159edev\u0161\u00EDm t\u0159eba nau\u010Dit se u\u010Dit%22). V z\u00E1v\u011Bru je t\u00E9matizov\u00E1n probl\u00E9m hlub\u0161\u00ED motivace k celo\u017Eivotn\u00EDmu u\u010Den\u00ED. V souvislosti s t\u00EDm klade text ot\u00E1zku, do jak\u00E9 m\u00EDry dnes \u0161kola podporuje skute\u010Dn\u00E9 (sebe)vzd\u011Bl\u00E1v\u00E1n\u00ED a do jak\u00E9 m\u00EDry je pod ideologick\u00FDm tlakem nab\u00E1daj\u00EDc\u00EDm p\u0159edev\u0161\u00EDm k prakti\u010Dnosti a %22pou\u017Eitelnosti%22 \u0161koln\u00EDho v\u011Bd\u011Bn\u00ED." . "Jsou pojmy u\u010Den\u00ED a vzd\u011Bl\u00E1n\u00ED dostate\u010Dn\u011B komplexn\u00ED v soudob\u00E9m vzd\u011Bl\u00E1vac\u00EDm kurikulu?" . "Liberec" . . . "motivation; formalism; curriculum reform; praxis; theory; knowledge; ideology; professional learning; lifelong learning; learning; Education"@en . . "Strouhal, Martin" . . "978-80-905245-1-4" . "Jsou pojmy u\u010Den\u00ED a vzd\u011Bl\u00E1n\u00ED dostate\u010Dn\u011B komplexn\u00ED v soudob\u00E9m vzd\u011Bl\u00E1vac\u00EDm kurikulu?"@cs . . "Jsou pojmy u\u010Den\u00ED a vzd\u011Bl\u00E1n\u00ED dostate\u010Dn\u011B komplexn\u00ED v soudob\u00E9m vzd\u011Bl\u00E1vac\u00EDm kurikulu?"@cs . . "RIV/00216208:11210/12:10291277" . "Brno" . . "Are the Concepts of Learning and Education Complex Enough in the Contemporary Czech Curriculum?"@en . . . . . "1"^^ . "V" . "1"^^ . . "Are the Concepts of Learning and Education Complex Enough in the Contemporary Czech Curriculum?"@en . "[D8C2C4AA8AE0]" . . "143926" . "RIV/00216208:11210/12:10291277!RIV15-MSM-11210___" . "This critical essay on the contemporary conception of lifelong learning draws attention to the fact that the present concept of lifelong learning is not a novelty. It reflects upon the shifts in meaning of notions such as education, educational objectives and cultivation in an era which often puts praxis before theory, and in which the emphasis on performance and effectiveness is many a time accompanied by blindness to the meaning of contemplation and profound thought. The essay attends to the ideological frameworks in which the contemporary conception of a life-long learning is embedded. Furthermore, it ponders upon the extend to which school encourages (self-) education, and to which it is under an ideological pressure promoting practicality and %22usability%22 of school erudition."@en . . "Koncepce vzd\u011Bl\u00E1v\u00E1n\u00ED v sou\u010Dasn\u00E9 kurikul\u00E1rn\u00ED diskusi: Kudy vede cesta kurikul\u00E1rn\u00ED reformy." . . . . "11"^^ . "Jsou pojmy u\u010Den\u00ED a vzd\u011Bl\u00E1n\u00ED dostate\u010Dn\u011B komplexn\u00ED v soudob\u00E9m vzd\u011Bl\u00E1vac\u00EDm kurikulu?" . "\u010Cesk\u00E1 pedagogick\u00E1 spole\u010Dnost" . . "C\u00EDlem p\u0159\u00EDsp\u011Bvku je upozornit na n\u011Bkter\u00E9 neblah\u00E9 trendy v pojet\u00ED u\u010Den\u00ED a vzd\u011Bl\u00E1v\u00E1n\u00ED, v nich\u017E se obsah a podstata redukuje na formu. To je patrn\u00E9 zejm\u00E9na v sou\u010Dasn\u00E9m pojet\u00ED celo\u017Eivotn\u00EDho u\u010Den\u00ED, resp. sebevzd\u011Bl\u00E1v\u00E1n\u00ED. Text reflektuje v\u00FDznamov\u00E9 posuny, jich\u017E doznaly pojmy jako vzd\u011Bl\u00E1v\u00E1n\u00ED, vzd\u011Bl\u00E1vac\u00ED c\u00EDle a vzd\u011Blanost v dob\u011B akcentuj\u00EDc\u00ED v\u00FDznam praxe \u010Dasto na \u00FAkor teorie a v n\u00ED\u017E d\u016Fraz na v\u00FDkon a efektivitu jde mnohdy ruku v ruce se slepotou k formativn\u00EDmu v\u00FDznamu teorie a k nebezpe\u010D\u00ED rutinizace praxe. V\u0161\u00EDm\u00E1 si ideologick\u00FDch r\u00E1mc\u016F, do nich\u017E je koncepce celo\u017Eivotn\u00EDho u\u010Den\u00ED dnes zasazov\u00E1na, konkr\u00E9tn\u011B expertn\u00EDho \u010Di technokratick\u00E9ho ch\u00E1p\u00E1n\u00ED vzd\u011Blavatelsk\u00E9 profese; kritizuje zam\u011B\u0148ov\u00E1n\u00ED pozn\u00E1n\u00ED za informovanost \u010Di dovednost pr\u00E1ce s informacemi a upozor\u0148uje na formalistick\u00FD trend zam\u011B\u0148uj\u00EDc\u00ED c\u00EDl vzd\u011Bl\u00E1v\u00E1n\u00ED za prost\u0159edek (dle hesla %22je p\u0159edev\u0161\u00EDm t\u0159eba nau\u010Dit se u\u010Dit%22). V z\u00E1v\u011Bru je t\u00E9matizov\u00E1n probl\u00E9m hlub\u0161\u00ED motivace k celo\u017Eivotn\u00EDmu u\u010Den\u00ED. V souvislosti s t\u00EDm klade text ot\u00E1zku, do jak\u00E9 m\u00EDry dnes \u0161kola podporuje skute\u010Dn\u00E9 (sebe)vzd\u011Bl\u00E1v\u00E1n\u00ED a do jak\u00E9 m\u00EDry je pod ideologick\u00FDm tlakem nab\u00E1daj\u00EDc\u00EDm p\u0159edev\u0161\u00EDm k prakti\u010Dnosti a %22pou\u017Eitelnosti%22 \u0161koln\u00EDho v\u011Bd\u011Bn\u00ED."@cs . "11210" . "2012-03-21+01:00"^^ . . . .