Relevant bibliographies by topics / Komenskis

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Academic literature on the topic 'Komenskis'

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

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Journal articles on the topic "Komenskis"

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Morkytė, J. "Žymieji ikitarybinio laikotarpio pedagogikos atstovai apie piešimo reikšmę, ugdant asmenybę." Psichologija 4 (January 6, 2016): 93–107. http://dx.doi.org/10.15388/psichol.1963.4.8873.

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Spręsdami harmoningos asmenybės auklėjimo klausimus, pedagogikos mokslo klasikai J. A. Komenskis, Z. Z. Ruso, D. Lokas, l. G. Pestalocis žymią vietą mokymo procese skyrė piešimui. Buvo keliamas piešimo lavinamasis vaidmuo, ugdant vaikų pojūčius, suvokimą, piešimo įgūdžių nauda praktiniame gyvenime. Ypatingai giliai estetinį auklėj imą suprato žymieji Rusijos pedagogikos atstovai L. Tolstojus ir K. Ušinskis. Jie reikalavo iškelti ne tik liaudies talentus, bet estetiškai auklėti visus liaudies vaikus, skiepijant grafinio išreiškimo įgūdžius, ugdant estetinius jausmus, vaizduotę, būtinus kiekvien
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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 pra
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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”)
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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 pr
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Spevak, Zoroslav. "IDEJA PRIRODNOSTI – TEMELJNI PRINCIP DIDAKTIČKOG SISTEMA J. A. KOMENSKOG." Педагошка стварност 66 (June 9, 2020): 9–18. http://dx.doi.org/10.19090/ps.2019.0.9-18.

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U radu autor osvetljava osnovnu ideju, koja se nalazi u temelju didaktičkog sistema J. A. Komenskog, a to je ideja prirodnosti. Nju je Komenski izrazio čuvenom formulacijom omnia sponte fluan, absit violenitia rebus (u slobodnom prevodu: neka sve teče spontano, bez nasilja). Ideja prirodnosti ima svoje korene u Komenskijevom panharmonijskom shvatanju celokupne stvarnosti i njegovim svepopravnim nastojanjima: popravljanju svakog pojedinca i celokupnog društva pomoću istinskog, pansofijskog obrazovanja. Komenski odbacuje svaki oblik nasilja, uključujući ono u didaktici – veštini poučavanja svih
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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 st
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Velišek-Braško, Otilia, and Marija Svilar. "AKTUELNI KONCEPT RANE INTERVENCIJE U IDEJAMA KOMENSKOG." Педагошка стварност 66 (June 9, 2020): 59–70. http://dx.doi.org/10.19090/ps.2019.0.59-70.

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Porodice dece koja su drugačija, imaju svoje specifičnosti, izazove i teškoće u ostvarivanju porodičnih funkcija, kao i u pružanju adekvatne podrške svom detetu u učenju i razvoju. Programi rane intervencije podstiču detetov razvoj u ranom detinjstvu i pružaju podršku porodici, jer daju najbolje rezultate vezano za napredovanje dece. Svakom detetu, posebno u ranom uzrastu je porodica i dom prirodno, poznato i realno okruženje, o čemu je već i Komenski pisao u Materinskoj školi, gde je isticao da su uz uputstva i informisanje, roditelji spremni sa decom da vežbaju potrebne sposobnosti i veština
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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 (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
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Vidmar, Tadej. "Ideja permanentnega izobraževanja pri J. A. Komenskem v delu Pampaedia." Andragoška spoznanja 1, no. 1-2 (1995): 48–52. http://dx.doi.org/10.4312/as.1.1-2.48-52.

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V delu Pampaedia Komenski opredeli pojem permanentnega izobraževanja. Tega sicer ne poimenuje s tem imenom, iz predlagane ureditve izobraževanja od zibelke do groba pa moremo izluščiti natančno to, kar zahteva sodobna teorija. Delo je nastalo pred tristo leti in je do 30. let tega stoletja veljalo za izgubljeno. Naravnost revolucionarno je, da je Komenski v 17. stoletju zahteval skorajda isto, kot zahteva teorija permanentnega izobraževanja danes. Neformalno izobraževanje, prostovoljnost izobraževanja, posebne metode izobraževanja za vsako starostno dobo, poudarek na enakomernem in skladnem ra
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Fomkin, Alexey Viktorovitch. "Peculiarities of using the demonstration principle in ballet pedagogy." Samara Journal of Science 5, no. 1 (2016): 192–96. http://dx.doi.org/10.17816/snv20161314.

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Demonstration is one of the most important teaching principles. The foundation for the scientific study of this principle was laid by the outstanding pedagogue Ya.A. Komensky, who called it the golden rule of didactics. Later, Komenskys ideas were developed by J.H. Pestalozzi, K.D. Ushinsky, and other pedagogues. A special role in clarifying and specifying the functions of demonstration belongs to Russian pedagogues and psychologists developing the ideas of the unity of consciousness and activity (S.L. Rubinstein), the theory of activity (A.N. Leontyev), and the theory of gradual formation of
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Dissertations / Theses on the topic "Komenskis"

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Valavičiūtė, Gitana. "Orumo ugdymas J. A. Komenskio pedagogikoje ir jo transformacija šiuolaikinėje visuomenėje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110712_100151-78409.

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Svarbią vietą asmenybės ugdymo procese užima orumas. Reformacijos sensualistinėje J.A. Komenskio pedagogikoje orumas siejamas su dievotumu ir veikimu tam tikroje socialinėje-kultūrinėje erdvėje. Šiuolaikinės visuomenės socialinių ir kultūrinių vertybių transformacija keičia orumo dimensijas. Darbo tikslas atskleisti J.A. Komenskio orumo ugdymo procesą ir orumo transformacijas šiuolaikinėje visuomenėje. Siekiant minėto tikslo keliami uždaviniai: atskleisti orumo sampratą teologiniame, filosofiniame ir edukologiniame kontekste; aptarti J.A. Komenskio orumo ugdymo koncepciją ; išryškinti orumo t
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Kunna, Ulrich. "Das Krebsgeschwür der Philosophie : Komenskýs Auseinandersetzung mit dem Cartesianismus /." Sankt Augustin : Academia Verl, 1991. http://catalogue.bnf.fr/ark:/12148/cb35702150k.

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Michalovičová, Ivana. "Petr Eben / Jan Amos Komenský: Labyrint světa a ráj srdce." Master's thesis, Akademie múzických umění v Praze.Hudební a taneční fakulta. Knihovna, 2017. http://www.nusl.cz/ntk/nusl-363574.

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This theses deals with the cycle “The Labyrinth of the World and Paradise of the Heart” for organ and the reciter, composed by Petr Eben who was inspired by the written artwork of the same name by Johannes Amos Comenius. Eben’s String quartet based on the same literary work is also mentioned. The content of this thesis includes the biography of both authors, Eben and Comenius. In order to achieve a better insight into the Comenius’s work, the outline of the contemporary political development and its philosophical and religious background is also included. The contents of several different p
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Jindra, Viktor. "Urbanistické řešení nábřeží řeky Jihlavy v Třebíči." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2014. http://www.nusl.cz/ntk/nusl-227144.

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Master’s thesis focuses on urban design of Jihlava river waterfront in Třebíč, its connection to the city center and urban renewal of Stařečka, former historic settlement, partially demolished in the 80s. The goal is to integrate given area into the city center and revive the waterfront as a functional public space.
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Smrčinová, Tereza. "Tradice a současnost česko-nizozemských vztahů." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-113564.

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The master thesis analyzes a development of Czech-Dutch relations from the first contacts in the Middle Ages till the present. The thesis is divided into chapters chronologically but the emphasis is placed on the 20th century also because of the number of sources. Bilateral relations of these two actors of the international relations are examined on the political, economic and cultural level. The master thesis is based first of all on the archival sources of the Ministry of Foreign Affaires of the Czech Republic and it is the first overview which is given on the mutual Czech-Dutch relations ac
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NÁDVORNÍKOVÁ, Libuše. "Komenský - Třanovský - Božan." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-48043.

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This work deals with analysis and comparation of three baroque hymn-books by authors Jan Amos Komenský, Jiří Třanovský and J. J. Božan. Hymn-book by JAK, Tranoscia Citharu sanctorum and Slavíček rájský are analysed according to their authors? creed and period context and they are compared according to their content and arrangement of their songs.
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Rybář, Norbert. "J. A. Komenský pohledem současného českého učitele." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-342427.

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The work deals with the awareness of the contemporary Czech teachers of kindergarten, primary and secondary schools of the ideas and pedagogical opinions of John Amos Comenius. As the basis for consecutive part, the first theoretical part outlines Comenius' life's journey and sums up the main Comenius' pedagogical opinions and the content of individual educational stages as well. The research carried out in the form of questionnaries draws in the consecutive practical part of the work comes to the conclusion that Comenius' ideas and opinions are still applicated (with the exception of religiou
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Toužimská, Jana. "Učitelská jednota Komenský v Mladé Boleslavi (1871-1940)." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-294123.

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This dissertation TEACHERS' ASSOCIATION COMENIUS IN MLADÁ BOLESLAV (1871-1940) examines the background of the seventy-year historical development of a teachers'association operating in the region of Mladá Boleslav and the social and professional growth of Czech teachers and their influence on the society of that time. The first part of the work is devoted to those circumstances and needs of teachers which led to the establishment of teachers'associations and to the very beginnings of a teacher movement generally. The second part of the work concentrates on the activities of the particular teac
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Špunda, Pavel. "Křesťanské kořeny moderní pedagogiky." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-325509.

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In this dissertation I analyze issues of Christian roots presentation in primary education. I also emphasis deviation from human being understanding - as being physical and spiritual. Actually physical dimension is preferred. I point to often forgotten pedagogical legacy of apostles saint Cyril and Metod, also their bravery related to the confidence in Jesus Christ legacy. Mentioned three church institutions are not mentioned in the education system, instead of Jesuits. In case of Jesuits, there is totally missing positive point of view and information about benefits for actual education model
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Podoláková, Dagmar. "Jan Amos Komenský a jeho odkaz současnému českému evangelickému školství." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-276387.

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The thesis deals with the legacy of Johannes Amos Comenius for the contemporary protestant education; it tries to pinpoint the timelessness of Comenius' thoughts, his pedagogical rules, methods and principles. The religious schools, where these thoughts should be practiced in the first place, have their position in the system of Czech education and provide safe surroundings for children coming from religious families. The history of religious education in Czech and Moravia points to its historical anchors and meaning of its value system for the whole society. Johannes Amos Comenius, didactical
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Books on the topic "Komenskis"

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Močnik, Mitja. Komenski Kras: 1914-1918. Karantanija, 2005.

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Moc̆nik, Mitja. Komenski Kras: 914-1918. Zaloz̆ba Karantanija, 2005.

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Jan Amos Komenský. Středočeské nakl. a knihkupectví, 1990.

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Kopecký, Milan. Komenský jako umělec slova. Masarykova univerzita v Brně, 1992.

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Nováková, Julie. 1/4 století nad Komenským. Kalich, 1990.

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Komenský: Muž labyrintů a naděje. Academia, 1996.

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Comenius, Johann Amos. Jan Amos Komenský o sobě. Odeon, 1987.

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apkova, Dagmar C. Unpublished letters of J.A.Comenius (Komensky ). Academia, 1985.

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Jan Amos Komenský i Hrvati. Naklada Bošković, 2007.

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Wolf, Josef. Jan Amos Komenský: Osobnost dneška. Nakl. Unitaria, 1992.

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Book chapters on the topic "Komenskis"

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Elting, Christian, Bärbel Kopp, and Sabine Martschinke. "Soziale Kompetenz und Integration von Grundschulkindern mit besonderem pädagogischen Förderbedarf. Erste Ergebnisse aus der KOMENSKI-Studie." In Grundschulpädagogik zwischen Wissenschaft und Transfer. Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26231-0_39.

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"Zur Diachronie allegorischer Schreibweisen: Vom Tkadleček zu Komenskýs Labyrint světa." In Prager Schule: Kontinuität und Wandel: Arbeiten zur Literaturästhetik und Poetik der Narration. Vervuert Verlagsgesellschaft, 1997. http://dx.doi.org/10.31819/9783964567536-020.

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Hüllen, W. "Comenius, Johann(es) Amos (Jan Amos Komenský) (1562–1670)." In Encyclopedia of Language & Linguistics. Elsevier, 2006. http://dx.doi.org/10.1016/b0-08-044854-2/05294-9.

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Zemek, Petr. "Komenský známý neznámý / Comenius Known and Unknown, engl. Übersetzung von Ivan Ryčovský (Andreas Lischewski)." In Comenius-Jahrbuch. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783896659576-171.

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