Relevant bibliographies by topics / Comenius, Johann Amos. Comenius, Johann Amos, Teaching. Education

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Academic literature on the topic 'Comenius, Johann Amos. Comenius, Johann Amos, Teaching. Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Comenius, Johann Amos. Comenius, Johann Amos, Teaching. Education"

1

Maksimović, Jelena, and Sanja Sretić. "Principle of evidence of John Amos Comenius as a basis for development of pedagogical research techniques and instruments." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 243–56. http://dx.doi.org/10.5604/01.3001.0013.6255.

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The methodology of pedagogy belongs to the youngest group of pedagogical disci-plines. The first thoughts about the basic postulates of the methodology of pedagogy were rec-ognized long ago, even in the pedagogical paradigm of John Amos Comenius (1592-1670), who created support for the methodology of pedagogy as an integral component of pedagogical science. After the presentation of the basic concepts of the pedagogical theory of this Moravian thinker, the principle of evidence in his pedagogical theory is considered in this paper. A review was made of the influence Comenius left on his followers Jean-Jacques Rousseau (1712-1778) and Johann Heinrich Pestalozzi (1746-1827), especially from the point of view of further devel-opment of the principles of evidence in their education theories. In this paper, we have con-firmed our hypothesis about the compatibility of the principle of evidence with research tech-niques and instruments. Proactively action by Comenius represents a turning point not only in the field of pedagogy development as a science and its disciplines, but also in the field of human development in general. Regarding that, there is a need for a new pedagogical discipline, Comeniology, which will give a new perspective to this pedagogical doctrine and will foster a critical review in relation to his pedagogical theory. According with our research subject, we have presented some of our dilemmas and questions to which the Comeniology as a new scien-tific discipline could give an answer, and therefore a kind of scientific contribution. Based on the previous methodological achievements, Comeniology remains committed to discovering the origins of other research techniques and methods in the pedagogical postulates of Comenius, to determine the applicability of the Comenius pedagogical principles with regard to the changes and challenges facing the contemporary teaching process, to open the issue of pedagogical psy-chological competencies of teachers for the application of the golden rule of Comenius and its other principles, to continue engagement of Comenius in the qualitative educational function of a modern school, but also to consider the influence of other factors (family environment) that may influence the choice of teaching principles and methods.
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2

Kuße, Holger. "Triadischer Universalismus: Repräsentation und Konsenspragmatik bei Johann Amos Comenius." Zeitschrift für Slawistik 64, no. 4 (October 30, 2019): 572–601. http://dx.doi.org/10.1515/slaw-2019-0033.

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Summary The paper deals with the ‘semantics of representation’ and the ‘pragmatics of consensus’ in the work of Johann Amos Comenius. The term ‘semantics of representation’ refers to the concept that things (all that can be referred to) are represented by thoughts in the mind, and thoughts are represented by words. ‘Pragmatics of consensus’ means that normative rules of communicative behaviour can be formulated which in practice lead to effective negotiation. The semantics of representation was a common sense view on language in Comenius’ time and can be seen as a presupposition in his arguing about learning, teaching, understanding and communicating in all his works, not only in the schoolbook Orbis sensualium pictus, but also in Via lucis or De rerum humanarum emendatione consultatio catholica (Consultatio catholica) and others. The pragmatics of consensus was developed mostly in latter works, especially in Consultatio catholica. At the beginning of the paper three of Comenius’ pictures (from the early novel Labyrint světa, the schoolbook Orbis pictus and the theoretical work Triertium catholicum) are compared. The famous drawing of the labyrinth of the world shows a confusing town landscape in a closed circle and symbolizes the chaotic life of man after his fall and the Babylonian language confusion. The didactic emblem for Orbis pictus shows the world in harmony with God’s will. The abstract scheme in Triertium catholicum visualizes the connections between things (res), thoughts (mens), language (lingua) and action (manus). They form a stable and universal order in which thoughts, language and action are interconnected in a triadic relation. Especially the drawing of the labyrinth and the scheme in the theoretical work Triertium catholicum build a contrast between chaos and order. But it is shown that the order of the latter one is also the underlying structure of the confused communication in the labyrinth. Therefore, in Comenius’ view the aim and the duty of the philosopher and teacher is to heal the unhealthy reality of communication, which should be done on the base of normative rules of harmonic and effective communication. These rules are developed by Comenius in his famous Consultatio catholica. The paper closes with a short discussion of the actuality and efficiency of Comenius’ suggestions.
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3

Hüllen, Werner. "Johann Joachim Becher (1635–1682), a little known opponent of Comenius’ Theory of Language and Language Learning." Historiographia Linguistica 23, no. 1-2 (January 1, 1996): 73–88. http://dx.doi.org/10.1075/hl.23.1-2.04hul.

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Summary Concerning the methods of language teaching, Johann Joachim Becher (1635–1682), one of the encyclopedic philosophers of the 17th century, stood in opposition to Jan Amos Comenius (1592–1670), the pedagogue of Europewide influence. He published Methodus didactica (1668) and Novum organon (1672), the latter being a universal nomenclator as they were popular in the 17th century. This nomenclator is organised according to Aristotelian categories which Becher saw expressed in word-classes. It assembles groups of synonyms in Latin and German under headwords which were taken as the simple notions, i.e., the building-blocks, of the human mind. Becher demanded didactic principles to be developed out of these linguistic assumptions. Whereas Comenius shaped his teaching methods according to the situational learning abilities of the individual, Becher regarded them as being dominated by the structures of language seen as structures of the mind, thus foreshadowing Cartesian thinking.
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4

Misseri, Lucas E. "Comenius’ ethics: from the heart to the world." Ethics & Bioethics 7, no. 1-2 (June 1, 2017): 13–23. http://dx.doi.org/10.1515/ebce-2017-0004.

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Abstract This paper deals with the ethical views of the 17th century Czech thinker Jan Amos Komenský, also known as Johann Amos Comenius. Comeniologic studies are focused on different aspects of his contribution to education, theology and philosophy but surprisingly there are only a few studies on his ethical standpoints. Jan Patočka classified Comenius’s work in three periods: prepansophic, pansophic and panorthotic. Here the focus is on the panorthotic works in order to trace the different conceptions of ethics, virtue and other ethical concepts specially the virtue of prudence (prudentia/phronesis). Furthermore, to have a broader perspective, a short analysis of his prepansophic period book The Labyrinth of the World and the Paradise of the Heart is also included in order to contrast the evolution of the concept of prudence and the ethical sphere in his world-view. The methodology is based on conceptual analysis, the contrast of different references to ethics in his late period books. At the same time, this work is an attempt to extract secular elements for understanding his ethics, although the organic link between philosophy, theology and politics is recognized in his thought.
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5

Lurie, Z. A., and S. M. Mashevskaya. "The early dramatic works of Johann Amos Comenius in the context of his Pansophic pedagogical system: a reconciliation." Paedagogica Historica, March 8, 2021, 1–17. http://dx.doi.org/10.1080/00309230.2020.1864425.

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Dissertations / Theses on the topic "Comenius, Johann Amos. Comenius, Johann Amos, Teaching. Education"

1

Elich, Steven T. "Recovering a transformative perspective in theological education portraits in the history of education /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p002-0838.

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Šašinková, Miroslava. "Projektová výuka na 1. stupni ZŠ v kontextu regionálního muzea Jana Amose Komenského v Komni." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-327770.

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The thesis Project teaching at 1st grade of primary school in the context of regional museum John Amos Comenius, deals with linking subject matter of John Amos Comenius and project teaching, and utilizes the facilities of John Amos Comenius Memorial in Komňa. In the theoretical part are analysed information about the project method, its implementation in the teaching process, the importance and difficulties. The key part is the practical one, which is devoted to the design and realization of the project The footsteps of John Amos Comenius, which was made by pupils of John Amos Comenius Primary School in Komňa. Final projects were exhibited at the Municipal Office in Komňa. The enclosure contains the worksheets, which are intended for further use in the classroom.
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Books on the topic "Comenius, Johann Amos. Comenius, Johann Amos, Teaching. Education"

1

Dieterich, Veit-Jakobus. Johann Amos Comenius: Mit Selbstzeugnissen und Bilddokumenten. Reinbek bei Hamburg: Rowohlt, 1991.

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2

Förster, Christa. Johann Amos Comenius, 1592-1670: Bestandsverzeichnis, Auswahl. Berlin: Pädagogische Zentralbibliothek, 1991.

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3

Lischewski, Andreas. "Omnia sponte fluant - ": Johann Amos Comenius über Selbsttätigkeit und Freiwilligkeit : eine Provokation. Dettelbach: J.H. Röll, 2010.

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Comenius: Une pédagogique à l'échelle de l'Europe. Berne: P. Lang, 1992.

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5

Palouš, Radim. Comenius aus Patočkas Sicht: Jan-Patočka-Gedächtnisvorlesung des Collegium Europaeum Jenense am 16.4.1992. Jena: Collegium Europaeum Jenense, 1993.

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6

Johann Amos Comenius und die pädagogischen Hoffnungen der Gegenwart: Grundzüge einer mentalitätsgeschichtlichen Neuinterpretation seines Werkes. Amsterdam: Rodopi, 2010.

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7

Guski, Alexandra. Metaphern der Pädagogik: Metaphorische Konzepte von Schule, schulischem Lernen in pädagogischen Texten von Comenius bis zur Gegenwart. Bern: Lang, 2007.

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Guski, Alexandra. Metaphern der Pädagogik: Metaphorische Konzepte von Schule, schulischem Lernen in pädagogischen Texten von Comenius bis zur Gegenwart. Bern: Lang, 2007.

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Metaphern der Pädagogik: Metaphorische Konzepte von Schule, schulischem Lernen in pädagogischen Texten von Comenius bis zur Gegenwart. Bern: Lang, 2007.

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10

Kʻomeniusŭ wa Yulgok ŭi chŏninsŏng kyoyungnon tʻamgu: A Study on the whole-personality educational theory of Johann Amos Comenius and Yulgok Lee. Kyŏnggi-do Pʻaju-si: Hanʼguk Haksul Chŏngbo, 2008.

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