Hacer de la escuela un fenómeno privilegiado de reflexión es, sin lugar a duda, un gesto que desde hace mucho venimos realizando. Así, las inquietudes relacionadas con la enseñanza, la pregunta por ...el profesor, las deseables características volitivas y cognitivas en los aprendices o aquellas discusiones sobre el saber —por mencionar algunos aspectos que atañen a la discusión sobre la pedagogía— han sido asuntos de marcado interés para algunos: Jenofonte (cf. Ciropedia), Platón (cf. Menón, Banquete...), Clemente de Alejandría (cf. El pedagogo), Juan Luis Vives (cf. Diálogos sobre educación, Las disciplinas, Instrucción de la mujer cristiana), Erasmo de Rótterdam (cf. Educación del príncipe cristiano), Pestalozzi (cf. Cartas sobre la educación de los niños, Cómo Gertrudis enseña a sus hijos, Libros de educación elemental...), Rousseau (cf. Emilio o de la educación), Claparède (cf. La educación funcional, La escuela y la psicología...), Piaget (cf. Educación e instrucción, Psicología y pedagogía), por mencionar unos pocos.
Focus: Temporalities. On the history of the relationship between education, time and temporalities.
Schwerpunkt: Temporalitäten. Zur Geschichte des Verhältnisses von Erziehung, Zeit und Zeiten. ...Redaktion: Andreas Hoffmann-Ocon, Till Kössler, Sabine Reh. Andreas Hoffmann-Ocon, Till Kössler und Sabine Reh: Temporalitäten. Zur Geschichte des Verhältnisses von Bildung, Erziehung und Zeit. Julia Kurig: Beschleunigung und Entgrenzungen – pädagogische Zeitsemantiken zu Beginn des 16. Jahrhunderts am Beispiel der Nürnberger Schulbücher des Johannes Cochlaeus. Katharina Vogel und Sebastian Engelmann: Bildungswissen und Zeitlichkeit. Zum Zusammenhang praxeologischer und biographischer Perspektiven am Beispiel der „Lebenserinnerungen“ eines Hochschullehrers. Marcel Streng: Resozialisierung als Verzeitlichung? Zeitgeschichtliche Perspektiven auf die westdeutsche Strafvollzugsreform (1965–1985). Abhandlung: Elke Kleinau:„Gott hat uns hier siegen lassen, weil wir die Edleren und Vorwärtsstrebenden sind“. Der Kolonialkrieg in Deutsch-Südwestafrika in einem Jugendbuch der Kaiserzeit. Quelle: Daniel Töpper: Kalender und Lehrerkalender als historische Quelle. Zeitordnung und Zeitpolitik im Schulsystem.
Os desafios educacionais não estão restritos apenas à atualidade. Debates e reflexões desenvolvidos em séculos anteriores a este possibilitaram a compreensão da educação enquanto um campo de ciência ...e pesquisa. Esse artigo pretende resgatar as principais propostas pedagógicas de João Amós Comenius, considerando as heranças histórico-culturais que marcaram os pensamentos desse autor, e articular as possíveis influências de seus pensamentos na construção e na concepção de Didática nos dias de hoje. A ideia principal do trabalho é propor um diálogo que vise aproximar os escritos de Comenius na obra Didática Magna e a conformação do campo da didática moderna, especialmente no que tange à democratização do ensino, aos métodos para ensinar, às criticas a instituição escolar e a violência, e ao incentivo à formação humana e emancipatória.
Comenius at 350 Sam Dvorak; Mark Petrasko; Lucy Poulson
Central Europe (Minneapolis, Minn.),
12/2021, Volume:
3
Journal Article
Peer reviewed
Open access
In the fall of 2020, students in an introductory Czech language at Harvard University performed a virtual play, Comenius at 350, about the life and works of Jan Amos Comenius. This special digital ...project includes a link to the virtual play itself and a report that discusses the origins and development of the concept of the play, how Comenius’s works were adapted for the play, the production process itself, and how students overcame the challenges posed by the COVID-19 pandemic to develop this celebration of Comenius’s life and works.
This paper is part of a postgraduate research project examining the possibilities and limits of e-learning. The aim of this study is a philosophical reflection on e-learning during the Covid-19 ...pandemic from the perspective of the Czech philosophy of education and phenomenology. E-learning has become an integral part of the educational process in recent years, especially due to the Covid-induced lockdowns between 2020 and 2022. Based on the background of the Czech philosophy of education, this paper examines the characteristics, possibilities, and limits of the e-learning method.
This paper is part of a postgraduate research project examining the possibilities and limits of e-learning. The aim of this study is a philosophical reflection on e-learning during the Covid-19 ...pandemic from the perspective of the Czech philosophy of education and phenomenology. E-learning has become an integral part of the educational process in recent years, especially due to the Covid-induced lockdowns between 2020 and 2022. Based on the background of the Czech philosophy of education, this paper examines the characteristics, possibilities, and limits of the e-learning method.
Comenius is considered by many scholars to be the father of modern education, a title that he has thoroughly earned. His ideas about universal education for all children foreshadowed modern ...pedagogical developments, and he dedicated more than forty years of his life to reforming education and society. The question guiding this research was: Why was Comenius so dedicated to reform efforts, and why were his ideas about education so peculiar for his time? Through a review of existing scholarship and Comenius’ own writing, namely the Labyrinth, Didactic, and the Orbis Pictus, it became clear that Comenius was inspired by the millenarian ideology prevalent during the fifteenth through the seventeenth centuries in Europe as well as the effects that the turbulence of the seventeenth century had on his own life. These factors also led Comenius to believe that educational reform was the key to unlocking Pansophy, which would incite the Millennium, the golden age of peace and prosperity that would precede the second coming of Christ and the final judgement of God.
Resumo Na profusão textual derivada da prensa de Gutenberg, Comenius e Montaigne elaboram reflexões pedagógicas que, de forma mais ou menos evidente, debruçam-se sobre a diversidade de opiniões e de ...interpretações e propõem como lidar com ela. O primeiro busca neutralizá-la afirmando a palavra divina como única e, portanto, critério para a definição do que é pertinente no interior das escolas; o segundo aposta na "frequentação do mundo" e na potência que essa variedade tem de dar contornos mais modestos e responsáveis àquilo que se sabe. Neste artigo, pretende-se apresentar esses dois encaminhamentos com vistas a refletir sobre como podem contribuir para pensar a sala de aula contemporânea também atravessada por múltiplos discursos, verdadeiros ou não, oriundos das tecnologias digitais.
Abstract During the textual profusion derived from Gutenberg’s press, Comenius and Montaigne elaborated pedagogical reflections that, more or less evidently, take the diversity of opinions and interpretations as an object and propose different ways to deal with it. The former tries to neutralize it by reinforcing the divine word as the only one and, hence, the reference to define what is important inside schools, whereas the latter proposes “experiencing the world” and the power of this variety to provide more modest and responsible outlines to what is known. This study aims to describe these viewpoints to reflect on how they may contribute to discuss contemporary classroom, which is also crossed by multiple discourses (whether true or not) originated from digital technologies.
Busca-se os rastros de um enredo no qual figuram adultos e crianças durante a formação da cultura escolar na Idade Moderna. Almeja-se vislumbrar a longa duração, sem desmerecer os aspectos ...circunstanciais, trazendo à tona parcelas dos discursos de autores dos séculos XVII e XVIII. Espera-se adentrar o cenário esboçado nos trechos selecionados, que participaram da tessitura dos ritmos escolares em tal fragmento de tempo. Para isso, serão utilizados os contextos de Comenius e Rousseau como balizas temporais, sem precisão exagerada. Talvez, possamos, pensando no diálogo desses autores com seus ouvintes e/ou leitores da época, penetrar em partes das fontes, almejando conexão com as visões sobre infantes e adultos.
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