Academic literature on the topic 'Dílo Jana Amose Komenského'

Komenský and “Age of Extremes” among Slovenes 1: Didactica magna (The Great Didactic) and Komenský in its latest Edition The discussion presents a semantic, rhetorical, historiographical, methodological and editorial analysis of the only edition of Jan Amos Komenský’s fundamental work in the modern Slovene language—Didactica magna or The Great Didactic (Sl. Velika didaktika, Novo mesto, 1995)—that was met with reception (i.e., was accessible to the public). The analysis suggests that this edition—for reasons unexplained—lacks the basic determinants of scientific work and thus cannot be a valid ground for the reception of Jan Amos Komenský, either for the reader-expert or for the general reader. From the editorial point of view, the edition does not provide clear information about the original text, and there is no editorial report or comment on individual passages of the original / translation, e.g. unravelling citations in the original—all of which have been the standard knowledge repertoire of scientific editions of sources, even scholarly critical editions of translations since the early 19th century. The edition is not based on the scientific publication Dílo Jana Amose Komenského 15/1 (Academia: Praha, 1986), which since its publication has been the primary textual base for every reader-expert’s understanding of The Great Didactic and a mandatory textual starting point for re-creative reception in the form of translation. The analysed edition does not include comments, and since it only provides translation without any additional knowledge apparatus, it cannot be considered as popularizing either. The current situation impedes a full reception of Komenský and indicates the need to prepare a new critical translated edition of his selected didactic writings, where optimal results could be achieved by collaboration of experts from various disciplines (different branches of historiography, didactics, pedagogy, history of science). The edition should be 1) written in modern literary language and based on the historical-critical edition of Dílo Jana Amosa Komenského. 2) It should include selected fundamental didactic writings of Komenský, 3) obligatory editorial and translation report, 4) explanatory comments and translations, and 5) European studies on Komenský in his time, as well as 6) discussions on the reception of Komenský in Slovenia. Keywords: Komenský (Comenius), Didactica magna (The Great Didactic), reception, editology, edition

Vážení čtenáři, milé kolegyně a kolegové, přátelé celoživotního vzdělávání, právě jste otevřeli první číslo časopisu Lifelong Learning – Celoživotní vzdělávání vydané v roce 2020, tedy v roce, který si budeme jistě všichni ještě dlouho pamatovat. Myslím si, že obsah tohoto čísla je velice zajímavý. Mohu říci, že jsme si na jeho přípravě dali záležet, ale nebylo jednoduché jej vzhledem k dramatickým událostem letošního jara sestavit. Číslo 1 / 2020 je polytematické a obsahuje tři studie, jeden diskusní příspěvek, zprávu z konference a recenzi odborné publikace. O jakých konkrétních tématech se tedy vlastně dočtete? Teoretická studie Martina Kopeckého z Filozofické fakulty Univerzity Karlovy navazuje (řečeno jeho slovy) na bohatou diskusi o smyslu celoživotního vzdělávání a učení, která je v politické, praktické i akademické sféře vedena v souvislosti s přístupy mezinárodních organizací. Autor se ve svém příspěvku snaží rekonstruovat myšlenky Jana Amose Komenského s cílem využít jich jako zdroje pro inspiraci v současné době změn a krizí globalizovaného světa. Ve své studii kontextuálně propojuje myšlenky tohoto velikána pedagogiky se vzdělávací politikou UNESCO a její obsah je skutečně inspirativní. Kolegyně Bohdana Richterová a Hana Kubíčková z Pedagogické fakulty Ostravské univerzity reflektují ve své studii jedno z témat cyklů participačního akčního výzkumu na příkladu roční spolupráce skupiny dvanácti pedagogů z ostravských základních škol a dvou akademických pracovnic Ostravské univerzity. Přínosem této studie je identifikace základních limitů a možností vzájemné spolupráce, sdílení zkušeností z problémových situací v praxi pedagogického prostředí a také nástin možností rozvoje sebereflexe a zdravého sebeprosazení jednotlivých aktérů. Velmi zajímavý příspěvek zaslali kolegové z Filozofické fakulty Masarykovy univerzity, konkrétně Jiří Zounek, Klára Záleská a Libor Juhaňák z Ústavu pedagogických věd. Jejich studie se zabývá tím, jak je ve školské politice tří evropských zemí (Česko, Slovensko, Polsko) formulována problematika ICT, a současně nahlíží na školskou realitu – tedy na skutečné vnímání a využívání digitálních technologií učiteli při práci. Autoři při zpracování příspěvku vycházeli z výsledků tří mezinárodních srovnávacích výzkumů. Diskusní příspěvek Kamila Janiše ml. z Fakulty veřejných politik Slezské univerzity v Opavě se zabývá zajímavým tématem, které se týká volného času. Přináší zde téma tzv. polovolného a antivolného času a zabývá se jím s ohledem na populaci seniorů. Zatímco většině z nás jsou dobře známy pojmy „volný čas“ nebo „volnočasové aktivity“, pojmy „polovolný čas“ a „antivolný čas“ jsou dosud využívány spíše úzkou skupinou odborníků. I proto bude určitě zajímavé si tento diskusní příspěvek prostudovat včetně závěrečných otázek a polemik. Součástí prvního letošního čísla je také recenze odborné publikace nazvané Andragogické aspekty využívania voľného času. Autor recenze Michal Koricina z Pedagogické fakulty Univerzity Konštantína Filozofa v Nitre oceňuje zejména komplexnost obsahu publikace, především s ohledem na teoretická východiska pro různorodou kulturně-výchovnou práci a také na potřebnost obohacení portfolia odborných publikací pro pracovníky v oblasti kulturněosvětové andragogiky, zaměřených na tuto problematiku. V roce 2019 si na Slovenské polnohospodárské univerzitě v Nitře připomněli 55 let pedagogického vzdělávání prostřednictvím mezinárodní vědecké konference pod názvem Universitas Moderna. Je nám ctí, že můžeme na stránkách našeho časopisu uveřejnit stať kolegyně Timeí Šeben Zaťkové z tamějšího Centra pedagogiky a psychologického poradenství, ve které shrnuje nejpodstatnější informace o této události včetně zajímavých a inspirativních závěrů. Přeji vám příjemné a podnětné chvíle ve společnosti našeho časopisu, hlavně hodně zdraví, a těším se na vaše příspěvky, kterých není nikdy dost. Petr Adamec předseda redakční rady

This thesis is focused on healthy lifestyles of youth. It is divided into two parts, theory and research. The theoretical part defines terms related to health, lifestyle, healthy eating, eating disorders, health promotion programs in the Czech Republic and others. The practical part focuses on promoting healthy lifestyles and healthy eating for basic Jan Amos Komensky School in Carlsbad. On the basis of the institutional analysis according Bronislav Malinowski, it is determined whether the selected institution fulfills its mission. Part of this work is also a questionnaire focusing on a healthy lifestyle Youth and evaluation.

The main subject of the thesis is a revision of current area framing northwest part of Žerotín Square, that nowadays consists of so called White house (center for children health care and a seat of a medical school). The design is based on theoretical situation concerning the removal of White house and therefore it uses the newly existing place as a subject for new architectural solution. The solution emphasizes the completion of current block of buildings with large courtyard and corner between Žerotín Square and Veveří street, which is very important for traffic. The thesis is focusing on finding the right form, scale and functional content which would reflect the importance of the location, especially focusing on the Brno’s ring road that goes directly to Denisovy sady and accessibility of this city’s part. It also respects the design of the back side of the Red Church. The design uses the newly existing place as a location for new apartment building that reflects the scale of similar buildings in Marešov and other nearby streets and it also proposes administration building as an architectural solution for this location, which would be used as a seat for both municipal and national institutions.

Markéta Klosová Dramatic works by John Amos Comenius (abstract of the thesis) Submittcd thesis analyzcs IOdramatíc works writtcn by Comcnius from the point of view of both historical events and practicc of Centra! Europcan lheatre (especially of school type) of 16'11 and !7'11 ccnturics. firstlhe work discusscs lhc dramatic picccs pcrformcd in so called "gymnasium" in Lcszno, tbc inlroduction of which occurrcd in 1635. First documented pcrfonnances (since 1639) took placc just during thc Comcnius' rectorship. Dramatic pieces, being performcd in l.cszno in 17' 11 ccntury, followcd and wcrc in fl!ll compliance with conlemporary trcnds. Protestant picccs (bcing wrillcn cspccially in German and Latin) bccamc a sourcc oť inspiration i(Jr tbcir authors. llowever, they did not stand aloof from subjects, typical for Jesuit pbywrights. Comcnius' picccs Diogencs Cyniurs rcdivi\'11.\' (pcri(Jrmcd in 1640. issued in 1658) and Ahrahamus palriarch (pcrf(mned in 1641. issucd in 1661 /1662) took placc in Lcszno. as well. As for Diogencs. a part ol" rcsearchers cmphasizc humorous adaplation as well as choosing a peculiar antic topic. Tbc othcrs spcculatc ovcr lirct. why author choose jusl this philosophcr: cynicism is fealurccl with absolutc disallowing social convenlíons including the propcnsity for publicly donc...

Diploma thesis Philosophy in the work of John Amos Comenius is focused on demarcation main points in the work of John Amos Comenius, great thinker, philosopher, pedagogic and theologic authority. I deal with philosophy and with influences of most important people, atmosphere of 17th century, significant finding and inventions and his live on his work. Comenius was great thinker of education and pedagogue in praxis and metodology. This is another part of my work, I focused on education in praxis and of course his work in books. I mention ODO - Opera didactica omnia, huge work of pedagogic metodology and Obecná porada o nápravě věcí lidských - his masterpiece. This work have to unify his work in one big complex. Than I am trying to compare it with our today reality and find similar problems in our school and education proces.

Ethicsisoneofthekeytopics in Comenius'sworks. However, itispaidlittleattention these days. Theaimofthediploma thesis "TheConceptofVirtues in theWorkofJohn Amos Comenius"is to establish a clearstructureofComenius'sethics and to systematicallydescribe his concept and understandingofeachvirtue. The thesis outlinesthegroundsforComenius'sethicalthinking and givesreasonsforitsnecessity. Theworkdescribesthegoalsthatmoralbehaviourofindividuals and society shouldlead to, and explainsthenecessaryprerequisitesformoralbehaviour, especiallyprudence. Itfocuses on the term "virtue" according to theconceptofComenius. Closeattentionispaid to detailedcharacteristicsofparticularvirtues to befound in chosen prime works. Sixteenvirtues in total are dividedintotwocategories - thecategory "ethics" is a set ofvirtuesthatanindividualmaintains to himselfwhilethecategory "symbiotics" covers a set ofvirtuesmaintained in relationshipswithotherpeople. The thesis dealswiththeexpressionsofvirtues, theirpurpose, idealofhumanbehaviour, specificadvice on how to act, and oftenwithdescriptionofthecorrespondingvices. Keywords:virtue, vice, John Amos Comenius, prudence, individual, society, relationships, ethics

Comparison of Philosophies of Jan Ámos Komenský and René Descartes The aim of this work is comparison of philosophies of Jan Ámos Komenský and René Descartes based on their essential works, i.e."Labyrint světa a ráj srdce" (The Labyrinth of the World and the Paradise of the Heart) and "Úvahy o první filozofii" (Meditations on First Philosophy), in which God's existence and the difference between the human soul and body are proved. The philosophy of both contemporaries originated in the 17th century on the background of the Thirty Years' War and the Counter-Reformation. The rationalism of René Descartes, which starts Cartesian thinking, seems to be substantially different from the philosophy of Komenský based on Neoplatonism and Christianity. In the thought of Descartes analysis, mathematical operationalism, is principal, whereas Komenský synthesizes and puts the whole together. The first chapter of the thesis deals with the lives, period and works of Komenský and Descartes. It is possible to find significant similarities in their life stories. The second chapter deals with the interpretation of "The Labyrint of the World and the Paradise of the Heart" and the interpretation of "Meditations of First Philosophy", in which God's existence and the difference between the human soul and body are proved....

The main aim of the Diploma Theses is to prepare, verify in practice and evaluate museum educational programme for pupils from 12 to 18 (junior schools and secondary schools) which is devoted to the changes in schooling in 20th century. The aim is to introduce to pupils historical facts by the means of three educational programmes and interactive elements in the exhibition. Pupils work with topics covering World War II, 50s and so called normalization period. Throughout the educational process they will use period realia from the above mentioned periods, such as schoolbooks, educational boards and educational aids from the collection of Comenius National Pedagogical Museum and Library in Prague. Powered by TCPDF (www.tcpdf.org)

Anotation Personality Jan Amos Comenius is viewed from different sides. There are a number of expert works which accommodates the personality of assorted sides about Jan Amos's Comenius's professional activities and human destiny. Me, I have not concerned his professional public and even organizational activity and intrigued me rather its human searching security in life through faith. Therefore, the subject of my work are more or less his fictional writings, therefore Letters to Heaven, Mournful, and The Labyrinth of the World and the Paradise of the Heart. I believe that if real life Comenius uses the term "consolatory", you can search just finding his comfort in his own creating and then in the tone in these works. Although these works are subjects of the harshest reality in his time. I think an interesting document is his correspondence expressing his worries mostly, but also sometimes the joy of his own works, as well as its human joy of universal recognition of his work. I most relied on the autobiography of John Amos Comenius, the work of Jan Blahoslav Čapek, work by Jaroslava Pešková, Pavel Říčan, Jan Václav Novák and of course my own reading Comenius's works from the sources.

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.