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Journal articles on the topic 'Komenskis'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

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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13

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 imp
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14

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 (22 грудня 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, Per
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15

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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16

Pavlović, Aleksandra, and Jasmina Klemenović. "PEDAGOŠKE IDEJE KOMENSKOG U SVETLU SAVREMENIH KONCEPCIJA PREDŠKOLSKOG VASPITANJA." Педагошка стварност 66 (June 9, 2020): 34–43. http://dx.doi.org/10.19090/ps.2019.0.34-43.

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Pedagoške misli i ideje Jan Amosa Komenskog nalaze mesto u gotovo svim istorijskim osvrtima i pregledima problematike vaspitanja i obrazovanja. Njegovi pogledi su vekovima inspirisali mnoge mislioce, a tako je i sa onima iz modernog doba. Razlog tome svakako jesu brojni doprinosi i sveubuhvatnost njegovih teorijskih shvatanja i praktičnih preporuka. Želeo je da iz temelja izgradi didaktiku i položio je nove filozofske temelje vaspitno-obrazovnog rada razvijajući čitav system obrazovanja i vaspitanja. Poseban značaj, i za ovaj rad ključan, jeste njegov stav i pozitivan odnos prema učenju i razv
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Popov, Lev Vladimirovich. "Ideas, representations and the principle of naturalness of education." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2017): 36–46. http://dx.doi.org/10.51314/2073-2635-2017-3-36-46.

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The article is devoted to the study of the development of ideas and representations about the «conformity» of education to natural phenomena and processes and the role of Y. A. Komensky in creating the principle of naturalness.
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18

Širiakovienė, Asta. "Darbinio mokymo koncepcijos lietuvių pedagogų darbuose." Acta Paedagogica Vilnensia 4 (January 17, 2016): 67–75. http://dx.doi.org/10.15388/actpaed.1997.04.9409.

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Žvelgiant per pedagogikos istorijos prizmę straipsnyje pristatomos pagrindinės darbinio mokymo koncepcijas ir kryptys, iškeltos J. A. Komenskio, J. J. Rousseau, J. H. Pestalozzio, G. Kerschensteinerio, J. Dewey, K. Marxo, V. A. Lay ir kt. Dauguma šių krypčių turėjo vienokios ar kitokios įtakos darbinio mokymo minties raidai ir Lietuvoje. Lietuvos pedagogai, aptardami tiek bendras, tiek konkrečias (pvz., rankų darbų pradinėse klasėse, darbų mokyklos mokymų – bandymų sklype ir pan.) darbinio mokymo problemas, gana dažnai rėmėsi minėtų Vakarų autorių darbais. Prie darbinio mokymo idėjų plėtotės i
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19

Spevak, Zoroslav. "Ivan Dorovski : PUTOVANJE DELA J. A. KOMENSKOG NA BALKAN." Педагошка стварност 66 (June 9, 2020): 97–101. http://dx.doi.org/10.19090/ps.2019.0.97-101.

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20

Nekrasova, I. "Features of the Development of the Modern Child." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 1 (2020): 12–14. http://dx.doi.org/10.12737/2587-912x-2020-12-14.

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The realities of the modern world are constantly changing. The rapidity with which our lives undergo transformations is much higher than twenty or thirty years ago. In the recently departed twentieth century, the child developed in small society (family, yard company, pioneer organization) with a clear reference to a specific adult. Today, the child is put in a situation of broken ties and chaotic flow of information without structural and logical connections. Modern children are very different not only from those described in their writings I.G. Pestalozzi, Ya.A. Komenskiy and V.A. Sukhomlins
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21

Arndt, Grant. "Voices and Votes in the Fields of Settler Society: American Indian Media and Electoral Politics in 1930s Wisconsin." Comparative Studies in Society and History 57, no. 3 (2015): 780–805. http://dx.doi.org/10.1017/s0010417515000286.

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AbstractIn 1939, Wisconsin readers of a weekly newspaper column by Mitchell Redcloud, a member of the Ho-Chunk Indian community settled within the rural township of Komensky, were greeted with a set of headlines from the imaginary “Komensky News” about an actual local event. The headlines reported that despite opposition from local whites, Ho-Chunk people had successfully elected a Ho-Chunk candidate to the township board. This article draws on studies of Indigenous media and recent efforts to develop field-theoretic accounts of social action to understand the interdependence of Redcloud's hea
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22

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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23

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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24

Novák, Jozef. "Der 75. Jahrestag der Gründung der Comenius-(Komensky-)Universität." Der Donauraum 34, no. 3-4 (1994): 105–13. http://dx.doi.org/10.7767/dnrm.1994.34.34.105.

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25

Bernotas, Vytautas. "Mokinių savarankiški darbai intelektinių gebėjimų ugdymo pagrindas." Acta Paedagogica Vilnensia 2 (January 17, 2016): 154–59. http://dx.doi.org/10.15388/actpaed.1993.02.9377.

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Straipsnyje į savarankiškumo ugdymą, mokinių savarankiškus darbus, pirmiausiai siekiama pažvelgti istoriniu aspektu. Aptariamos J.A. Komenskio, J. J. Rousseau, J. Dewey, akcentavusių aktyvių mokymo metodų taikymą, mokinių tyrinėjimo gebėjimų formavimą, savarankišką problemų sprendimo skatinimą, idėjos. Taip pat straipsnyje apibrėžiamos pagrindinės savarankiškų darbų charakteristikos, pateikiamas tiriamojo darbo pavyzdys. Savarankiškus darbus galima skirstyti pagal daugelį požymių: pagal didaktinį tikslą, pagal mokinių pažintinės veiklos pobūdį, pagal pažinimo ir mąstymo operacijas. Mokinių sav
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BRATINA, Patricija. "Gradišča Komenskega Krasa v starejši železni dobi." Arheološki vestnik 72 (June 13, 2021): 377–418. http://dx.doi.org/10.3986/av.72.13.

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 Prispevek prinaša nova spoznanja o poselitvi Komenskega Krasa v starejši železni dobi. Podrobneje so obravnavana tri v arheološki literaturi že znana najdišča, to so Tomaj, Štanjel in Zagrajec, kjer so bile v zadnjih desetletjih izvedene arheološke raziskave v povezavi z gradbenimi in kmetijskimi posegi na najdišču. Članek podaja preliminarne ugotovitve teh raziskav in izbor železnodobnega gradiva iz sočasnih gradišč na Komenskem Krasu: z Gradine pri Brestovici in z Debele griže pri Volčjem Gradu.
 
 
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Kuchai, Tetiana, and Oleksandr Kuchai. "PANOSOPHICAL EDUCATION Y. KOMENSKY - NECESSARY PRECONDITION FOR HARMONIZATION OF SOCIAL RELATIONS." Pedagogìčnij časopis Volinì 3(10), no. 2018 (2018): 36–39. http://dx.doi.org/10.29038/2415-8143-2018-03-36-39.

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Bernotas, Vytautas. "Tiriamųjų mokėjimų formavimas." Acta Paedagogica Vilnensia 1 (January 17, 2016): 111–20. http://dx.doi.org/10.15388/actpaed.1991.01.9352.

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Tiriamųjų mokėjimų formavimas – tai mokinių ieškomosios, kūrybinės veiklos organizavimo būdas savarankiškai spręsti praktines naujų žinių įgijimo problemas. Straipsnyje į tiriamųjų mokėjimų formavimą pažvelgiama istoriniu aspektu. Pristatomos J.A. Komenskio, Jean-Jacques Rousseau, Johno Dewey ir kitų pedagogikos klasikų mintys apie tiriamųjų mokėjimų formavimą. Pažymima, kad dauguma šių minčių neprarado svarbos ir dabartinėse mokyklose. Pabrėžiant, kad sėkmingai spręsti tiriamųjų mokėjimų formavimo problemą galima tik tada, kai mokiniai turi žinių poreikį, yra įvaldę mokslinio tyrimo metodus,
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Bastami, Kazem Darvish, Nariman Shabani, Mohammad Reza Imanpour, and Majid Afkhami. "Fatty acid composition of ovule in kutum (Rutilus frisii kutum Komensky, 1901)." Comparative Clinical Pathology 22, no. 5 (2012): 965–70. http://dx.doi.org/10.1007/s00580-012-1509-3.

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30

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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31

Pleničar, Mario. "Apricardia pachiniana Sirna iz spodnjega dela lìburnìjskih plasti pri Divači (Tržaško-komenska planota)." Geologija 35, no. 1 (1992): 65–68. http://dx.doi.org/10.5474/geologija.1992.002.

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Doležalová, Lucie. "THE BIBLIA PICTA VELISLAI AND LATIN BIBLICAL MNEMONICS IN 14TH AND 15TH C. BOHEMIA." Daphnis 41, no. 2 (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 b
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Hikmatova, Mukaddas Nurullaevna. "PROBLEMS OF LEARNING LANGUAGES IN THE HERITAGE OF THE SCIENTIST - ENCYCLOPEDIST Y. A. KOMENSKY." Theoretical & Applied Science 82, no. 02 (2020): 87–91. http://dx.doi.org/10.15863/tas.2020.02.82.16.

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Kocna, Petr. "PŮL STOLETÍ POČÍTAČŮ V MEDICÍNĚ." Medsoft 2020 32, no. 1 (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, biochemik
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35

Caravolas, Jean. "Janua Linguarum Reserata 350 ans après." Revue des sciences de l'éducation 6, no. 3 (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 relati
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36

Bezrogov, V. "Jan Amos Komensky’s Orbis Sensualium Pictus and its reception in Russia during the frst half of the 18th century." Children's Readings: Studies in Children's Literature 13, no. 1 (2018): 220–84. http://dx.doi.org/10.31860/2304-5817-2018-1-13-220-284.

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Sokolov, Pavel. "“Prudens Faber Fortunae” in J. A. Komensky’s Treatise Faber Fortunae and the “Christian Hero” in G. Vico’s Pedagogical Works." St.Tikhons' University Review. Series IV. Pedagogy. Psychology 45 (June 30, 2017): 31–40. http://dx.doi.org/10.15382/sturiv201745.31-40.

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38

Ergeshova, K. "Historical Evolution of the Division of Children by Age." Bulletin of Science and Practice 7, no. 2 (2021): 387–93. http://dx.doi.org/10.33619/2414-2948/63/43.

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At all times in the life of mankind, one of the main problems has been the upbringing of children, their introduction to work. The effectiveness of this educational process directly depended on taking into account the age characteristics of children. In accordance with the age of the children, the content and forms of educational work are also built-in modern pedagogy and psychology. In this article, we review the age classification of children, from the times of ancient Greece to the present day. As the main classifiers, we consider the approaches and views of such scientists and thinkers as
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39

Kultaieva, Maria. "Philosophical and Pedagogical Explorations of John Amos Komensky and Gregory Skovoroda: Sense and Vocation Recalling of the Education." Filosofiya osvity. Philosophy of Education 21, no. 2 (2017): 169–93. http://dx.doi.org/10.31874/2309-1606-2017-21-2-169-193.

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The article considers diversities and converges moments of the philosophical and pedagogical views of J.A. Comenius and G. S. Skoworoda and their under­standing of sense and vocation of the education. The fiction of their philosophi­cal dialog is showing the importance of the external and internal freedom for the spiritual development of human. The main attention is focused on the ontological and anthropological characteristics, which was formed in the European tradition during XVII–XVIII centuries, especially to the idea of the improvement of the world. The practices of the Skovoroda’s non- f
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Špelda, Daniel. "Jan Čížek, Komenský a Bacon: Dvě raně novověké cesty k obnově vědění, Pavel Mervart, Červený Kostelec, 2017, 214 s." Pro-Fil 19, no. 1 (2018): 62. http://dx.doi.org/10.5817/pf18-1-1766.

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41

Misseri, Lucas E. "Comenius’ ethics: from the heart to the world." Ethics & Bioethics 7, no. 1-2 (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/ph
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42

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) (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 knowl
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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 (2018): 777–80. http://dx.doi.org/10.5209/ashf.61544.

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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 pedag
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45

Polanský, Luboš, and Jaroslava Krákorová. "Important anniversary of the leading Czech numismatist, historian and museum person – Eduard Šimek (*1936)." Numismatické listy 71, no. 1-2 (2016): 69–96. http://dx.doi.org/10.1515/nl-2016-0004.

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Abstract On February 22, 2016, the Czech numismatist, historian and museum person Eduard Šimek celebrated his important anniversary – his 80th birthday. Between 1963 and 2005, he spent some 43 years in the National Museum in Prague; first of all, he served as a curator of the numismatic department, and since 1990, he was appointed gradually a research secretary, deputy director-in-general and director of the Historical museum. He wrote more than 400 books, articles, studies and reports, he was a co-author of several exhibitions, he worked as a secretary of the editorial board of the Numismatic
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46

Jurkovičová, Jana. "The place of hygiene and the journal Hygiena in the instruction of students of medicine and the fulfilling of the legacy of J. A. Komenský." Hygiena 64, no. 4 (2019): 139–40. http://dx.doi.org/10.21101/hygiena.a1736.

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47

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 (2019): 135–39. http://dx.doi.org/10.15804/hso190407.

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48

Kravtsov, G. G., and E. E. Kravtsova. "Cultural-Historical Approach to Education." Cultural-Historical Psychology 16, no. 4 (2020): 4–13. http://dx.doi.org/10.17759/chp.2020160401.

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The article raises questions about the causes of those problems and difficulties that occur in modern Russian education, and ways to overcome them. The starting point for the authors' thoughts is the problem posed by L.S. Vygotsky of the correlation and interconnection of training and development. The assumption is made that a lot of troubles and difficulties in education are due to the lack of scientifically based didactics. The current theoretical ideas about what and how to teach children go back to the didactics of Y.A. Komensky, built on the basis of worldly experience and evidence of com
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Kiyashchenko, Larisa Pavlovna. "Mathetiks - a transdisciplinary education paradigm (the case of bioethics)." Filosofiya osvity. Philosophy of Education 22, no. 1 (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 u
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Langi, Yohanes. "Analisis Kestabilan Model Interaksi Dua Pemangsa-Satu Mangsa Dengan Daya Dukung Lingkungan Pada Sistem Mangsa." d'CARTESIAN 2, no. 2 (2013): 50. http://dx.doi.org/10.35799/dc.2.2.2013.3809.

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Abstrak Interaction on every living in this world have positive effect, negative. Effect, and also have no effect to other living things. This paper would talk about interaction model between two predators-one prey with environmental support to predator system which based on Lotka-Volterra model. Model arranged by variable R (number of predators), H (number of main predators), C (number of predators which commensalisms to H), u (predators grow up level R), v (predatorily level C), w (predatorily level H), (conversion efficiently C), (conversion efficiently H), x (predator’s deadly level C), y
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