. "18"^^ . . "2013" . . "1213-3809" . . "Sou\u010Dasn\u00E1 \u010Desk\u00E1 (ale nejen \u010Desk\u00E1) pedagogika je nesm\u00EDrn\u011B pokro\u010Dil\u00E1. Ale i stagnuj\u00EDc\u00ED. Je rozvinut\u00E1 i zavinut\u00E1. V rozmachu i v krizi. Progresivn\u00ED i regresivn\u00ED. Kr\u00E1\u010D\u00ED m\u00EDlov\u00FDmi kroky kup\u0159edu, ale i dozadu. C\u00EDlem t\u00E9to studie je objasnit tuto ambivalenci. Probl\u00E9m sou\u010Dasn\u00E9 pedagogiky a \u0161kolstv\u00ED nespo\u010D\u00EDv\u00E1 a\u017E tolik v p\u0159ehmatech, omylech \u010Di selh\u00E1n\u00ED profesion\u00E1ln\u00EDch pedagog\u016F, ale v prom\u011Bn\u011B filosofick\u00E9ho paradigmatu \u010Di tzv. metanarace, kter\u00E1 z\u00E1sadn\u00EDm zp\u016Fsobem p\u0159edefinovala soci\u00E1ln\u00ED normy, priority, hodnoty, struktury, vztahy atd. na\u0161\u00ED z\u00E1padn\u00ED spole\u010Dnosti. Tyto zm\u011Bny se t\u00FDkaj\u00ED i peadagogiky. D\u00EDl\u010D\u00EDm c\u00EDlem je nast\u00EDnit metanarativn\u00ED r\u00E1mec, ve kter\u00E9m Jan Amos Komensk\u00FD utv\u00E1\u0159el sv\u016Fj pedagogick\u00FD projekt formov\u00E1n\u00ED humanity a srovnat jej s p\u0159evl\u00E1daj\u00EDc\u00ED metanarac\u00ED sou\u010Dasnosti." . . . . . "H\u00E1bl, Jan" . . "%22Don't allow the human being to be overturned to non-human being%22 or About Comenius and the Sense of Educational Practice."@en . . . "CZ - \u010Cesk\u00E1 republika" . "RIV/44555601:13430/13:43885374!RIV14-MSM-13430___" . . "1"^^ . "%22Aby \u010Dlov\u011Bk neupadal v ne\u010Dlov\u011Bka.%22 Aneb o Komensk\u00E9m a smyslu pedagogick\u00E9ho po\u010D\u00EDn\u00E1n\u00ED."@cs . . "%22Don't allow the human being to be overturned to non-human being%22 or About Comenius and the Sense of Educational Practice."@en . "Contemporary Czech (but not only Czech) pedagogy is enormously developed and stagnating at the same time. She is advanced, but also decaying. Flowering, but also declining. She is in progress, but also in regress. How could it be? The goal of this essay is to explain this ambivalence. The problem which contemporary school and education experience is not a result of mistakes or failures of professional teachers and educators, but it is related to the change of philosophical paradigm or meta-narrative, which significantly affected social norms, priorities, values, structures, relations etc. of our western society. These changes affect the area of pedagogy as well. Partial goal of the work is to outline the meta-narrative framework in which Jan Amos Comenius developed his outstanding educational project of forging-place of humanity, and to compare it with the contemporary meta-narrative."@en . "1"^^ . "Paidagogos - \u010Dasopis pro pedagogiku a s n\u00ED souvisej\u00EDc\u00ED v\u011Bdy" . "59268" . "%22Aby \u010Dlov\u011Bk neupadal v ne\u010Dlov\u011Bka.%22 Aneb o Komensk\u00E9m a smyslu pedagogick\u00E9ho po\u010D\u00EDn\u00E1n\u00ED." . . "N" . "13430" . . "[139C6405F4C7]" . "2" . "%22Aby \u010Dlov\u011Bk neupadal v ne\u010Dlov\u011Bka.%22 Aneb o Komensk\u00E9m a smyslu pedagogick\u00E9ho po\u010D\u00EDn\u00E1n\u00ED." . "http://paidagogos.net/" . "%22Aby \u010Dlov\u011Bk neupadal v ne\u010Dlov\u011Bka.%22 Aneb o Komensk\u00E9m a smyslu pedagogick\u00E9ho po\u010D\u00EDn\u00E1n\u00ED."@cs . . . . "pedagogy, education, Comenius, metanrratives, didactic, human being, humanity"@en . "Sou\u010Dasn\u00E1 \u010Desk\u00E1 (ale nejen \u010Desk\u00E1) pedagogika je nesm\u00EDrn\u011B pokro\u010Dil\u00E1. Ale i stagnuj\u00EDc\u00ED. Je rozvinut\u00E1 i zavinut\u00E1. V rozmachu i v krizi. Progresivn\u00ED i regresivn\u00ED. Kr\u00E1\u010D\u00ED m\u00EDlov\u00FDmi kroky kup\u0159edu, ale i dozadu. C\u00EDlem t\u00E9to studie je objasnit tuto ambivalenci. Probl\u00E9m sou\u010Dasn\u00E9 pedagogiky a \u0161kolstv\u00ED nespo\u010D\u00EDv\u00E1 a\u017E tolik v p\u0159ehmatech, omylech \u010Di selh\u00E1n\u00ED profesion\u00E1ln\u00EDch pedagog\u016F, ale v prom\u011Bn\u011B filosofick\u00E9ho paradigmatu \u010Di tzv. metanarace, kter\u00E1 z\u00E1sadn\u00EDm zp\u016Fsobem p\u0159edefinovala soci\u00E1ln\u00ED normy, priority, hodnoty, struktury, vztahy atd. na\u0161\u00ED z\u00E1padn\u00ED spole\u010Dnosti. Tyto zm\u011Bny se t\u00FDkaj\u00ED i peadagogiky. D\u00EDl\u010D\u00EDm c\u00EDlem je nast\u00EDnit metanarativn\u00ED r\u00E1mec, ve kter\u00E9m Jan Amos Komensk\u00FD utv\u00E1\u0159el sv\u016Fj pedagogick\u00FD projekt formov\u00E1n\u00ED humanity a srovnat jej s p\u0159evl\u00E1daj\u00EDc\u00ED metanarac\u00ED sou\u010Dasnosti."@cs . "RIV/44555601:13430/13:43885374" . .