Suchergebnisse

In this paper we deal with animation in the school environment during the teaching process. We highlight an animation as an educational component that makes the lesson more attractive through various games, methods, techniques and tools. We point out that animation can be fully applied as a creative activity developing the potential of students. We also explain the concept of animation, its historical development, specifics and meaning in education.

The author of the study explores new trends and technologies in the education process. This suggests the suitabil-ity of introducing innovations not only to teaching methods and forms, but also to change the concept of teaching content, and to change students' approach to learning, to teach them (Petlák E., 2012, pp. 18-19).
Of the many approaches to innovative teaching, humanistic principles are considered as a key. They try to present the view on neuropedagogy and neurodidactics, their common feature is the desire to increase the level of pro-gress and the results of the educational process.

This study aims to explore a theoretical basis of global education. The author notes that it is sensible to motivate and equip pupils and students with the knowledge, skills, abilities needed to create a positive global attitude. A key condition is to create a system-wide view of the world.

Baruch de Spinoza, also known as Benedictus de Spinoza, Bento de Spinoza or Bento d'Espiñoza, is the philosopher of Jewish origin. He was a descendant of Jewish refugees from Portugal. He learned for the rabbi, but he took a critical position on religious dogmas. Because of his religious beliefs he was expelled from the religious community in Amsterdam, accursed and charged with heresy and then expelled from the city. In 1672 he was offered a proposal to teach at the university, but he refused it. His writings were not published in his lifetime. In order to maintain material and spiritual independence, he earned the money by grinding lenses, but what worsened his lung disease and he died from the consequences of the illness at the age of 44. The author analyzes the work Ethics in his study.

This work is a contribution to the research of education history. In our case the work deals with a history and importance of Teacher´s Academy in Levice. The work focuses on the circumstances and main reasons of its foundation, brings the analysis of its educational activities and addition. It also introduces personalities who are most significant in Teacher´s Academy complete development.

This study explains the approaches taken by various authors dealing with this issue. We have mentioned the dynamic approach considered by S. Freud and C. G. Jung in the behavioral approach of authors such as J. B. Watson, I. P. Pavlov, B. F. Skiner and C. L. Hull. Representatives of the humanistic approach are C. R. Rogers and A. Maslow. Cognitive theories of personality were considered by G. A. Kelly. People have different views and opinions. Similarly, there is also a personality area where we can also meet multiple perspectives. "Different approaches to solving personality issues have led to the formation of different theories of personality. Originally, they were created by clinical psychologists and psychiatrists. In the first years of the last century, most theories focused on identifying factors affecting individuals. They were based in particular on the opinion of S. Freud. "

The teacher's personality is irreplaceable for the pupil in a school environment. This is not just a means of information and knowledge, but also a model of behavior, which he imitates. Through the scientific research, the author identifies, compares, verifies the teacher's personality in interaction with values and profession in the regions of Slovakia. The author gradually examines and evaluates separately selected questions. In conclusion, he provides an assessment and recommendation for pedagogical practice.

The topic and task of the presented theoretical study is to bring closer the philosophical-pedagogical ideas of Ján Patočka and the pedagogical ideas of Paolo Freire. As a goal, we chose the intersection of the philosophical-pedagogical ideas of Ján Patočka and Paolo Freire and the latent legacy of the philosophical-pedagogical ideas of Ján Patočka and Paolo Freire. We could document this goal using the historiographic method and the method of philosophizing. Based on the established research question VO1: What is the legacy of the philosophical-pedagogical ideas of Ján Patočka and Paolo Freire for the work of the contemporary teacher and his educational environment? - we discover that in the thinking of Ján Patočka and Paolo Freire, there is an intersection in the field of interest. Both Ján Patočka and Paolo Freire highlight the essence of value - freedom in the educational environment, the presence of which has an impact on the complex educational system and indeed shapes the teacher's approach to grasping knowledge, the teacher's approach to students, the creation of interpersonal relationships, the way information is transmitted and, ultimately, the environment, in which it is situated. Ján Patočka and Paolo Freire highlight the essence of grasping knowledge based on personal experience. At the same time, Paolo Freire perceives this ability as a tool for liberation and activation in the direction of creating personal and social history, and Ján Patočka perceives it as the result of a person's soul shaped by his philosophy.

The presented study presents the approach of the philosopher of phenomenology and ontology - Edmund Husserl. The subject is an attempt to point out the transition of thinking from the descrip-tion of the existing to the present in Husserl. Subsequently, we discuss Husserl and his approach to the term phenomenon, which, as the founder of phenomenology, is devoted to its investigation. We gradually address the topic of other important concepts such as intentionality, intersubjectivity, pairing, analogical apperception and "Lebenswelt".

The article deals with the definition and description of the concept of altruism from its ethical and philosophical side against the background of prosocial behaviour. We point out the relation between prosocial behaviour of man and altruism based on a summary of respondents 'opinions on the issues of trustworthiness and efficiency of charitable organizations, respondents' participation in their support and the most common way of donation.
Effective altruism is supposed to be a kind of helper for people who want to donate part of their money to charity organizations to improve the world, but are unable to make the right decision about whose financial contribution they are donating. Distrust of charities is becoming more and more current, leading people to stagnate charity. The lack of information on efficiency, functioning, results and a non-transparent list of sources of funding for charitable organizations has prompted us to be more interested in this area. A transparent list of the most effective charities with detailed information on the use of funds to which every person would have access could be a way to express charity and humanity more than ever before. The most ideal scenario is for all people to adopt such behaviour, but in today's world there is the opposite extreme - egoism, selfishness, individualism, materialism and lack of interest in others, which, unfortu-nately, often hide behind altruism. Society, as such, cannot do without altruistic be-haviour, so even "impure" motives can bear fruit, of course, to some extent. Altruism is most often confused with the concept of pro-sociality, as a way of helping others, without expecting the reward that can come, but forms the core not only of ethical education but of each education because it leads to more positive relationships. Living in a society where there is positive energy and people are helping each other is a fuller life.

The study deals with the persistent pedagogical legacy of the German classical peda-gogue Friedrich Fröbel, which was preserved in the form of a work entitled "The Edu-cation of Man", representing the congruence of pedagogy and psychology for the strategic education of children. It assesses the anchoring of Fröbel's principles orient-ed to education and their persisting form. It identifies gnomic ideas that are relevant to the preschool and elementary pedagogy and provide high-quality, valuable advice and suggestions for today's effective, systematic, purposeful education and upbringing of children of preschool and early school-age. It documents the continuity of develop-ment of his inspiring ideas with which Fröbel stimulated the professional public and thus contributed to the development of modern pedagogical and psychological think-ing.

In our literary history, there are certainly several writers who stand above the content and scope of their work higher than Ján Kalinčiak. However, few of them are more readable, more attractive, and I guess even more polyphonic than the creator of Restoration. Perhaps there is a reason that Kalinčiak - a novelist and novelist overshadowed Kalinčiak - a teacher and practical educator. Let's think about the other face of his personality, the writer's pedagogical activity. Janek Kalinčiak's life's work deserves it.

The paper illustrates the pedagogical-philosophical ideas of the prominent 19th century educator Friedrich Fröbel and their fundamental contribution to primary science education. In a historical context, it points out the importance of his pedagogical work for contemporary pedagogy and highlights the fundamental concept of science education, which allows children of younger school age to get to know nature experientially. The eminent goal of the contribution is to interpret Fröbel's gnomic pedagogical ideas as a subsidy to the development of modern pedagogical thinking in the context of primary science education. It highlights the potential of Fröbel's pedagogical vision, which can also be used for contemporary primary science education.