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1
Vinkler, Jonatan. "Komenský in »čas skrajnosti« pri Slovencih 1: Velika didaktika in Komenský v zadnji izdaji." Stati inu obstati, revija za vprašanja protestantizma 16, no. 32 (December 20, 2020): 333–53. http://dx.doi.org/10.26493/2590-9754.16(32)333-353.
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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
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Pavlas, Petr. "Lex secundum quam disponuntur omnia: Trichotomic Trees in Jan AmosKomenský’s Pansophical Metaphysics and Metaphorics." Journal of Early Modern Studies 9, no. 1 (2020): 9–31. http://dx.doi.org/10.5840/jems2020911.
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The goal of this article is to detail the opposition to “Ramean tree” dichotomic divisions which emerged in the age of swelling Antitrinitarianism, especially Socinianism. Scholars such as Bartholomaeus Keckermann, Jan Amos Komenský and Richard Baxter made a point of preferring the trichotomic to the dichotomic division of Petrus Ramus and the Ramist tradition. This paper tracks the origin of Komenský’s “universal triadism” as present in his book metaphorics and in his metaphysics. Komenský’s triadic book metaphorics (the notion of nature, human mind and Scripture as “the triple book of God”) has its source in late sixteenth-century Lutheran mysticism and theosophy, mediated perhaps by Heinrich Khunrath and, above all, by Johann Heinrich Alsted. Komenský’s metaphysics follows the same triadic pattern. What is more, Komenský illustrates both these domains by means of Ramist-like bracketed trees; regarding book metaphorics, clearly his sources are Khunrath and Alsted. Although inspirations from Lullus, Sabundus and Nicholas of Cusa are most probably involved, the crucial role has to be ascribed to the influence of Lutheran mysticism and Alsted’s “Lullo-Ramism.”
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Doležalová, Lucie. "THE BIBLIA PICTA VELISLAI AND LATIN BIBLICAL MNEMONICS IN 14TH AND 15TH C. BOHEMIA." Daphnis 41, no. 2 (March 30, 2012): 327–55. http://dx.doi.org/10.1163/18796583-90000884.
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After an overview of late medieval Latin biblical mnemonic tools with a special attention to those transmitted in Bohemia, the study moves to an analysis of the most singular biblical retelling from Bohemia, the Biblia picta Velislai (Velislav bible) from ca. 1340. While this “biblical comics” displays many inconsistencies both in its visual and textual aspects (e.g., there are only nine precepts of the Decalogue included), the author argues that such features were quite common during the Middle Ages and did not exclude its use for education and meditation. Like substantially later Manualník by Jan Amos Komenský (1623, printed 1658), the main aim of this and other biblical retellings was the moral edification of the readers.
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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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Melnikov, Georgy P. "BOOK REVIEW: PÁNKOVÁ M. JAN AMOS KOMENSKÝ IN CZECH AND WORLD FINE ART (1642–2016). PRAGUE: ACADEMIA, NATIONAL PEDAGOGICAL MUSEUM AND LIBRARY J. A. KOMENSKÝ, 2017. 267 P." Vestnik slavianskikh kul’tur [Bulletin of Slavic Cultures] 55 (2020): 303–7. http://dx.doi.org/10.37816/2073-9567-2020-55-303-307.
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Kocna, Petr. "PŮL STOLETÍ POČÍTAČŮ V MEDICÍNĚ." Medsoft 2020 32, no. 1 (March 6, 2020): 73. http://dx.doi.org/10.35191/medsoft_2020_1_32_73_78.
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"Cílem vzdělání a moudrosti je, aby člověk viděl před sebou jasnou cestu života, po ní opatrně vykračoval, pamatoval na minulost, znal přítomnost a předvídal budoucnost.“ (Jan Amos Komenský - O cestě, o minulosti, o budoucnosti, o vzdělání). Před 50ti lety jsme neměli osobní počítače, neexistoval Power-Point, internet, Google. Můžeme si z postupů a technologií pou-žívaných před půl stoletím odnést něco do dnešních dní? Tento materiál není ryze odbornou publikací, ale spíše procházkou po zákoutích vědy a techniky, a je především osobní vzpomínkou na uplynulých 50 let z pohledu lékaře, biochemika a informati-ka. Stimulací k předkládaným vzpomínkám je i toto přání, které jsem dostal před 5 lety, k šedesátinám "Začnou Ti říkat pamětník právě v době, kdy začneš zapomínat".
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Misseri, Lucas Emmanuel. "Komenský, Jan Amos: "Spisy o první filosofii", edición preparada por Vojtěch Balík y Věra Schifferová, OIKOYMENH, Praga, 2017, pp. 765." Anales del Seminario de Historia de la Filosofía 35, no. 3 (September 18, 2018): 777–80. http://dx.doi.org/10.5209/ashf.61544.
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Tomčić, Lana. "PRINCIP OČIGLEDNOSTI KROZ DELO „ORBIS SENSUALIUM PICTUS“." Педагошка стварност 66 (June 9, 2020): 44–58. http://dx.doi.org/10.19090/ps.2019.0.44-58.
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Koreni današnjeg sistema obrazovanja potiču od jednog od najznačajnijih pedagoga svih vremena, Jana Amosa Komenskog (1592-1670). Cilj ovog rada jeste analiza primene principa očiglednosti u delu „Orbis sensualium pictus“ Jana Amosa Komenskog. Cilj se ostvaruje na teorijskom nivou, primenom metode teorijske analize i istorijske metode, uz tehniku analize sadržaja. U ovom radu poseban akcenat se stavlja na važnost Komenskog za formulisanje i primenu principa očiglednosti. Sredinom XVII veka Jan Amos Komenski je formulisao princip očiglednosti u delu „Velika didaktika“, nazivajući ga „zlatnim pravilom didaktike“. U radu se razmatraju misli Komenskog o značaju senzorne percepcije iznete u delu „Velika didaktika“, kao i objašnjenje opštepoznatog stava „da se pred čula iznosi što god se može“. U pogledu primene „zlatnog pravila didaktike“ posebna pažnja je posvećena delu „Orbis sensualium pictus“ („Svet u slikama“), prvom ilustrovanom udžbeniku za decu. U radu su predstavljene ilustracije pojedinih apstraktnih pojmova i elemenata udžbenika koji su značajni za izučavanje inovativnosti pristupa učenicima, sadržaju i primeni principa očiglednosti, kao što su: uvod, čula u čoveka, duša u čoveka, škola i učionica, moral. Nakon analize, izvodi se zaključak da je primenom principa očiglednosti u delu „Orbis sensualium pictus“ Komenski uspeo u zamisli da decu upozna ne samo sa spoljašnjim, već i sa unutrašnjim svojstvima posmatranih predmeta i pojava.
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Kosman, Marceli. "Markéta Pánková, Jan Amos Komenský v českém a světovém výtvarném umění (1642–2016), Academia – Národní Pedagogické Muzeum a Knihovna J.A. Komenského, Praha 2017, ss. 267 (Marceli Kosman)." Historia Slavorum Occidentis 23, no. 4 (December 31, 2019): 135–39. http://dx.doi.org/10.15804/hso190407.
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Fedorova, Ekaterina. "Jan Amos Komensky. Mathetica." St.Tikhons' University Review. Series III. Philology 64 (September 2, 2020): 121–38. http://dx.doi.org/10.15382/sturiii202064.121-138.
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Popov, Lev Vladimirovich. ""Eternal Restless Wandering" Jan Amos Komensky." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 3–16. http://dx.doi.org/10.51314/2073-2635-2016-4-3-16.
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Krulj, Jelena, Slađana Vidosavljević, and Nataša Mladenović. "John Amos Comenius: The teacher of nations and the founder of didactic principles." Зборник радова Филозофског факултета у Приштини 50, no. 3 (2020): 101–21. http://dx.doi.org/10.5937/zrffp50-26235.
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The origin of didactics as a science discipline dates from as far back as the ancient slave states, so the very term didactics (didaskein) comes from the ancient Greek language, meaning to teach. This term later underwent certain changes and the term didactica (didactics) originated in Latin. Today, all scientific vocabulary comes from these two languages (Latin and Greek). The first, more precise definition of this concept was given by Wolfgang Ratke (1571-1635) and John Amos Comenius (1592-1670), who are also considered the founders of didactics. The aim of this paper is to emphasize the importance of didactic principles and the great importance and contribution of Comenius as their founder and the founder of didactics in general. We have to mention that Comenius dedicated his entire life and work to the search for the overall improvement of the teaching process and the education of people, and how successful he was can be seen in the fact that his didactic principles still stand the test of time. He is considered to be one of the greatest educational reformers.
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Perić Prkosovački, Bojana, and Tatjana Ivezić Vukasović. "Žan Pijaže : JAN AMOS KOMENSKI (1592 - 1670)." Педагошка стварност 66 (June 9, 2020): 81–96. http://dx.doi.org/10.19090/ps.2019.0.81-96.
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Vinkler, Jonatan. "Beri skrbnu dobre bukve, de ti postaneš vučen, moder inu brumen ... Bug tebi dodeli duha te modrosti, pejdi, živi inu jimy se dobru ...« Jan Amos Komenský in njegova dela pri Slovencih: recepcija v 19. stoletju." Stati inu obstati, revija za vprašanja protestantizma 31, no. 16 (June 25, 2020): 71–94. http://dx.doi.org/10.26493/2590-9754.16(31)71-94.
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Mihajlović, Tatjana V., and Slaviša V. Jenjić. "DRUŠTVENO-ISTORIJSKI KONTEKST, NAUČNI DOMETI I AKTUELNOST ŠKOLSKOG I NASTAVNOG PROCESA JANA AMOSA KOMESNKOG." Педагошка стварност 66 (June 9, 2020): 19–33. http://dx.doi.org/10.19090/ps.2019.0.19-33.
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Jan Amos Komenski u pedagoškoj zaostavštini važi za jednog od najznačajnijih mislilaca u oblasti pedagogije. Iako je u vreme kada je živeo osuđivan zbog svojih stavova i uverenja koja je utkao u svoja dela, važi za mislioca svoga vremena koga je krasila pedagoška strast sa kojom je delovao u oblasti teorije i prakse vaspitanja i obrazovanja. Renesansni način mišljenja došao je do izražaja u pedagoškim idejama Komenskog koji se zalagao za napuštanje jednostranosti starih sholastika, za obrazovanje čoveka za nebesko, ali i za zemaljsko carstvo. U želji da prevaziđe intelektualnu jednostranost stare škole, njegova pansofijska koncepcija vaspitanja i obrazovanja doprinela je kvalitenijem sticanju znanja, usvajanju veština i navika. Nova škola želi da implementira naučna saznanja u vaspitno-obrazovni proces, podstiče aktivnost i samoaktivnost učenika.
Cilj našeg rada jeste da ukažemo na naučne domete i aktuelnost školskog i nastavnog procesa Komenskog. Za potrebe rada primenjena je metoda teorijske analize i istorijska metoda sa tehnikom analize sadržaja. Proučavanje primarnih i sekundarnih izvora zahvaljujući primenjenim metodama, eksplicitno ukazuje da je rad Komenskog bio i ostao predmet proučavanja i istraživanja s obzirom na pregršt korisnih ideja, misli, saveta i uputstava na kojima današnji pedagozi i praktičari temelje svoj rad. Pored epohalnog dela Velike didaktike, knjiga Orbis Sensualium Pictus ukazuje na neophodnost povezivanja čulnih utisaka sa aktivnostima učenika. Predstavlja jednu vrstu metodičkog udžbenika u kojoj se na inovativan način učenicima pruža mogućnost da efiksno usvoje nastavne sadržaje.
U zaključku autori ukazuju da u prošlosti uvek nalazimo i deo savremenosti koja se tiče Komenskog i njegovih saznanja.
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Stalla, Bernhard Josef. "Das Zusammenwirken von »Wissen – Handeln – Glauben« als Grundlage für die Verbesserung der Welt in der »Pansophia Humana« von Jan Amos Komenskỳ." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 189–208. http://dx.doi.org/10.5604/01.3001.0013.6253.
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Die Fragestellung „Auf dem Weg zur Comeniologie als Wissenschaft - Diskussionen - Polemik - Dilemmata" beinhaltet wissenschaftliche Analysen, Diskussionen, Stellungnahmen zu aktuellen Forschungsfragen und zur wissenschaftlichen Anwendung der wissenschaftlichen Werke des Theologen, Philosophen und Pädagogen Jan Amos Komenskỳ. Die „Comeniologie“ integriert und verwendet die Forschungserkenntnisse wissenschaftlicher Fachdisziplinen in Bezug auf die Erforschung, Dokumentation und Anwendung im Hinblick auf die Biographie, Familiengeschichte, Ideengeschichte, auf die die Bezugspunkte zu Ländern, Persönlichkeiten aus Wissenschaft, Politik, Gesellschaft, auf die geistigen Tendenzen, Positionen und Einflüsse und auf die Einordnung und Auswer-tung der Schriften und Werke von Jan Amos Komenskỳ als Quellen für die Erforschung der Entwicklung von Kultur, Wissenschaft und Gesellschaft. Die Begründung einer menschli-chen Allweisheit »Pansophia Humana« als Befähigung des Menschen zur Vervollkomm-nung seiner wahren Menschlichkeit stellt für Jan Amos Komenskỳ eine notwendige Voraussetzung zur Verbesserung der Welt dar. Das Zusammenwirken von »Wissen, Han-deln, Glauben« besteht in der Zielsetzung durch das Erkenntnis der Zusammenhänge der Ordnung des ganzen Kosmos universale Weisheit zu erlangen, durch gutes Handeln ein Leben in Tugend und Sittlichkeit zu führen und durch einen lebendigen Glauben das eigene Leben in Frömmigkeit und im Vertrauen auf die Liebe und Gnade Gottes sinnvoll zu gestal-ten. Der Theologe, Philosoph und Pädagoge Jan Amos Komenskỳ erklärt das Zusammen-wirken von »Wissen – Handeln – Glauben« in den menschlichen Aufgabenbereiche und Handlungsfelder Wissenschaft/Philosophie – Religion – Politik, als Voraussetzung für die Gewinnung von philosophischer Erkenntnis bei der wissenschaftlichen Suche nach Weisheit und Wahrheit, als Grundlage in Bezug auf religiöse Frömmigkeit und christliche Lebensführung bei der menschlichen Verantwortung für die göttliche Schöpfung und als Wirkungskraft für das politische und gesellschaftliche Handeln des Menschen zur Beratung, Verbesserung und Lösung aller Probleme, Schwierigkeiten und zum Nutzen der ganzen Menschheit. Komenskỳ fordert, dass alle Menschen Zugang zum Wissen erhalten, um Erkenntnisse über den Menschen und die Welt zu gewinnen, das Wesen und den Sinn aller Dinge in der Grundordnung des Kosmos zu verstehen und ein friedliches Zusammenleben mit anderen Menschen zu erlernen. Für die Verbesserung der Welt ist ein gutes Handeln erforderlich, deshalb sollen Menschen befähigt werden, Verantwortung für die Welt zu übernehmen, friedlich miteinander umzugehen und für alle Probleme und Schwierigkeiten durch sachkundige Gespräche und gemeinsame Beratungen miteinander gute Lösungen zu finden. Durch den Glauben besteht die Hoffnung, dass die Welt zum Guten verbessert werden kann. Gott, als der Ursprung, Grund und Ziel allen Seins, hat bei der Erschaffung der Welt eine Idealordnung, vollzogen hat. Durch sein Streben nach Macht, Herrschaft, Gewinn, Einfluss, Geltung und die dadurch entstehenden Konflikte, Streit, Hass, Neid, Kriege zerstört der Mensch diese Idealordnung der Welt. Für Jan Amos Komenskỳ besteht die Hoffnung, dass die Welt als Ganzes wiederhergestellt werden kann.
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Poliakova, Mariia Aleksandrovna. "«Leges Scholae Bene Ordinatae» Comenius and the German School Statutes of the 16th Century." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2017): 3–15. http://dx.doi.org/10.51314/2073-2635-2017-4-3-15.
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The article attempts to consider the «Legess cholae bene ordinatae» of Jan Amos Komensky in comparison with the German statutes of the 16th century. The author reveals the features of apparent similarity in the analyzed documents, but also notes the obvious innovation of Comenius’ methods of teaching in the first place.
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Stepanova, Anna S. "Ian Amos Komensky and Seneca: the genesis of the philosophical and educational project." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 14, no. 1 (2020): 207–14. http://dx.doi.org/10.25205/1995-4328-2020-14-1-207-214.
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The article discusses the significance of the heritage of Seneca for the genesis of the philosophical and educational project of Jan Amos Komensky, which he called Pansophia. On the basis of terminological analysis and a comparative method, the main positions, terminological preferences and the meaning of Komensky’s creative development of the philosophical experience of this particular ancient author are revealed. In Komensky’s educational project, the ancient tradition introduced by Seneca is renewed in a new form - the humanistic ideal becomes the core of the didactic concept. Komensky’s project combined the theory and practice of human education, focused on a philosophical understanding of his nature.
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Zolotukhina, Anastasia. "Jan Amos Komensky and his (anti)aristotelian “Physics”: an example of an attempt to overcome Aristotle in the 17th century natural philosophy." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 15, no. 1 (2021): 354–74. http://dx.doi.org/10.25205/1995-4328-2021-15-1-354-374.
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At the beginning of the 17th century there have been many attempts to overcome Aristotelian physics. One of the trends was the so-called "Mosaic physics" based on Scripture, not on the texts of Aristotle. The “Physicae Synopsis” by J.A. Komensky shows one of the options for such overcoming, with all its difficulties and successes.
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Caravolas, Jean. "Janua Linguarum Reserata 350 ans après." Revue des sciences de l'éducation 6, no. 3 (October 20, 2009): 511–21. http://dx.doi.org/10.7202/900301ar.
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La publication de la Janua Linguarum Reserata en 1631, marque un tournant décisif dans la vie de Jan Amos Comenius (Komensky); elle représente une étape importante dans l’histoire de l’éducation et, surtout, la Janua institue la didactique des langues en discipline autonome. Contrairement à d’autres auteurs de méthodes linguistiques, Comenius concevait l’enseignement et l’apprentissage d’une langue (savante ou vulgaire), non pas comme un problème isolé, mais dans ses rapports avec la pédagogie, le philosophie et la science de son temps. C’est probablement cette vue globale des questions relatives à l’acquisition des langues qui lui permit d’en déduire un ensemble cohérent de principes simples, dont le plus connu est le parallélisme des mots et des choses. Ces principes, acceptés, corrigés ou rejetés continuent depuis des siècles à alimenter les discussions des spécialistes. Ceci constitue la preuve indéniable de l’actualité de la didactique des langues de l’auteur de la Janua, 350 ans après.
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Chemperek, Dariusz. "To teach and not to shock. The Czech Brethren’s and Lutherans’ theatre in Leszno as an educational tool - casus of the drama Susanna, ex Danielis 13, tragoedia (1646)." Studia z Teorii Wychowania X, no. 2 (27) (June 30, 2019): 27–46. http://dx.doi.org/10.5604/01.3001.0013.5749.
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The school theatre in a Protestant gymnasium in Leszno bloomed between 1639 and 1656 thanks to, amongst others, Jan Amos Komenski. One of the plays staged there was a drama Susanna, ex Danielis 13, tragoedia (1646) probably written by Jan Jerzy Szlichtyng who used the virtuous Susanna’s theme from the Bible in an original and yet utilitarian way. The author reduced theological and moral content, present in other adaptations of this theme, in order to focus on showing the stages of court proceedings in Poland, so the young actors – Lesnaeum students – had a chance of gaining some valuable knowledge about the law and practice the useful court rthetoric in Latin. The first act of the play, being an introduction to the main theme of the play (law and rhetoric in court) was taken by Szlichtyng (?) from a neolatin drama of Nikodem Frischlin, namely Susanna comoedia nova (1577). The comparative analysis of the original and the 17th century’s adaptation leads to a conclusion about the decorum of manners in the Protestant gymnasium. The Polish author removed not only the sexual abuse thread – Susanna strongly molested by the elders and forced to prostitution – but also passages from Frischlin regarding the use of rhetoric in ars amandi, as well as the heroine’s tirades proving her intelligence and scriptural erudition. As a result, the elders’ image has been a little whitewashed and Susanna appears solely as a chaste and noble wife. Such a representation of the heroine – honest but not too sophisticated – and elders – cunning but not too lecherous – was in a harmony with the 17th century’s cultural conventionalities unfamiliar with mulier docta and demanding that youth respects the elderly.
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Jeličić, Ruža. "PEDAGOG IZ SRCA." Педагошка стварност 66 (June 9, 2020): 71–80. http://dx.doi.org/10.19090/ps.2019.0.71-80.
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Učenici se sve više osećaju bespomoćno, potišteno i zlovoljno. Hajp kojem su svakodnevno izloženi često ih inficira, zaslepljuje i oduzima sva čula i kapacitete, zbog čega ne umeju da se okrenu pravim vrednostima. Mladi ljudi sebi nameću nerealne imperative zbog želje da se istaknu, da se dopadnu, da ostave neki trag, a ono što se nekada nazivalo osnovnim potrebama: redovna fizička aktivnost, druženje, čitanje, rad na sebi postaju luksuz. Samo istinski pedagozi mogu u mladom čoveku probuditi strast za potragom, istraživanjem, pokušajem da se nešto razume, samospoznajom. Strategija mnogih pedagoga je rad i borba, ili da određenom akcijom usmeravamo događaje ili reakcijom pokušavamo da ih prilagodimo. Razmišljamo, merimo, trudimo se da anticipiramo šta će određena akcija ili reakcija dalje da proizvedu. Pre dvanaest godina počela sam da radim kao profesor matematike u Tehničkoj školi ,,Ivan Sarić” u Subotici. Moji prvi koraci bili su bazirani na utopijskoj zamisli Jan Amos Komenskog: spasiti svet pomoću pansofije i privesti ga bogu kao izvoru celokupne mudrosti i svesnosti. Praktikovanje svesnosti i mudrosti je putovanje. Daje nam moć da vidimo daleko i duboko, daje nam nadljudsku snagu da volimo i kada deluje ludo to što činimo, daje nam mogućnost da prihvatimo sve što jesmo i ono što nismo. Nema recepta, nema prečice. Za svakoga je to drugačije i neponovljivo iskustvo, kao što smo i svi mi jedinstveni i neponovljivi.
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Kiyashchenko, Larisa Pavlovna. "Mathetiks - a transdisciplinary education paradigm (the case of bioethics)." Filosofiya osvity. Philosophy of Education 22, no. 1 (June 12, 2018): 224–39. http://dx.doi.org/10.31874/2309-1606-2018-22-1-224-239.
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The novelty of the article is related to the use of the resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist Jan Amos Comenius (Komensky) to refer to practices of self-education.
The aim of the article is to use resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist J. A. Kоmensky three centuries ago to distinguish and establish coordination in the unified educational process of pedagogical practices of teaching and self-learning of students. The modern interpretation of the ideas of mathetiks (on the example of the problems of bioethical education) is carried out with the implementation of the concepts of the philosophy of science Th. Kuhn and R. Merton in the context of post-nonclassical studies. The notion of "paradigmatic syndrome", which arises as a result of philosophical reflection on the peculiarities of the formation of the post-classical matrix of the development of modern scientific knowledge, is introduced. One of its defining factors is the conceptualization and institutionalization of processes to ensure continuity of knowledge (education) and constant innovative changes taking place in society. The most adequate form of philosophical and methodological reflection in this situation, according to the author, is the philosophy of transdisciplinarity as an integrating mechanism not only of the disciplinary knowledge, but also of education and innovation, the necessary components of the social system aimed at self-renewal. The philosophy of transdisciplinarity and the philosophy of education have in many ways similar paradigm structures, oriented target cause of the actor on self – education -mathetiks. The target specifies the reason for the project-based nature of the paradigmatic constructs in education and bioethics. First of all, this is the clarification of the problem field, training and teaching to act in it according to the existing rules and the creative nature of project activities. Orientation to the value priorities of the community expressed both in symbolic generalizations and implicit forms (M. Polanyi) of personal knowledge and practice.
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Gjoshi, Ragip. "Chronicle of Designing of Textbooks – ABC Books, Reading Comprehension and Grammar Books in Albanian Language in Kosovo 1886 – 2019." European Journal of Social Science Education and Research 6, no. 3 (September 25, 2019): 44. http://dx.doi.org/10.26417/ejser.v6i3.p44-52.
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According to the pedagogue and scholar of the school textbooks, the textbook is a basic and mandatory school book, which serves as a basic tool and source of knowledge in the given field of study. Created in support of the education curriculum and didactically shaped, taking into account the psychophysical skills of the students, the subject matter of the course, the type of school, the degree and the profile of education. Students use it in all stages of the learning process and in everyday self-education. It is known that the existence of the scripture is mentioned by the old Babylonia when tile plates were used to write the textual content, as early as four thousand years ago. In addition to that, in ancient Egypt, the texts were written in papyrus, which was used even in old Greece and later in Rome. The parchment was used in the middle Ages, whereby it is believed that the texts were written two thousand years ago. The story of the proper text begins with the discovery of Jan Gutenberg's printing press in 1438. This is where the textbook as a massive book of education derives from. It was an epochal discovery. Meanwhile, while it is known that although Albanian is one of the oldest languages in Europe, it is however documented late. The first documents of the Albanian language are considered from the 15th century (Formula e Pagëzimit, Fjalorthi i A.Von Harfit dhe Perikopeja e Shen Matineut). Meanwhile, Buzuku (Meshari 1555), for us Albanians, is the starting point for text design. It was the time when the didactic reformer Czech pedagogue Jan Amos Komenski (1592-1670), with the first text in Latin, illustrated Orbis sensualium pictus (The Sensual World in Photography), arrived as the founder of the textbook theory. However, it can be concluded that the ABC book, the literature and grammar texts in particular, and the textbook in general, in Kosovo were of multiple importance to Albanians who were deprived of the right to education in Albanian language. The history of textbook design in Albanian language in Kosovo is very new. After the Renaissance, which was marked as a bright epoch in the effort to draft textbooks for Albanian schools, "The Literary Commission" (Komisia Letrare), established in Shkodra in 1916 would join to serve in the name of this cause. The aim of this body was to gather and publish the visions of Albanian folk literature such as: poetry and songs, tales, traditions, lessons, etc. Recently, efforts have been made to compile literary bibliographies in Albanian language. Nevertheless, it would be useful to continue with a bibliography of Albanian Language reading comprehension books in the school tradition in Albania, Kosovo and other areas where Albanians live and are educated in Albanian language. In Kosovo, Mati Logoreci is a pedagogue, is considered to be among the first textbook writers. This patriot and intellectual is a treasure of Albanian tradition in many fields, especially of education and school, as didactic, text analyst, organizer, controversial to highlight scientific, educational, social values. Mati Logoreci has an indisputable value in the history of the Albanian didactic thinking, in particular, the current educational values, adding to these values also some features of contemporary personality traits, traditional learning, within the learning methods. Logoreci was among the first Albanian educators in Kosovo. The path to development of the book in Albanian language in Kosovo was difficult, which at the same time is the best indicator of the situation of this group of the Albanians.
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Ebeling, Jana. "„Das Paradies des Herzens“ des Jan Amos Komenský." Zeitschrift für Slawistik 55, no. 3 (January 2010). http://dx.doi.org/10.1524/slaw.2010.0024.
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Hábl, Jan. "Projekt Komenský 2020." Pedagogika 71, no. 2 (July 30, 2021). http://dx.doi.org/10.14712/23362189.2021.1989.
Full textAbstract:
Má lidstvo budoucnost? Směřujeme nezvratitelně do záhuby, nebo máme očekávat lepší zítřky? Jak na tom jsme? Rok 2020 poskytl příležitost promyslet vyhlídky lidstva, byl totiž rokem významného výročí. Když Jan Amos Komenský před 350 lety zemřel, zanechal po sobě své největší nedokončené dílo s názvem Obecná porada o nápravě věcí lidských. Dílo je to krásné, hluboké a rozsáhlé. Původní rukopis čítal nějakých 2000 stran textu. Překlad z latiny do češtiny byl rozvržen do tří svazků, každý přes pět set stran. Jedná se tedy o velkolepý projekt, unikátní myslitelský počin, literární poklad, jeden ze zdrojů evropského duchovního dědictví. Dodnes z něj čerpáme. Vždyť nejhlubší lidské otázky, které pojednával Komenský, řešíme i dnes. Co jsou to věci lidské, co je s nimi v nepořádku, a také otázka nejdůležitější – dají se nějak napravit, reformovat, polepšit? Projekt Komenský 2020 usiloval o popularizaci Komenského Porady i širšího humanitního odkazu.