The article aims to provide a content analysis of the complete corpus of Framework Education Programmes underlying primary and secondary education in the Czech Republic, focusing on the axiological, i.e. the value-driven component of the discourse. Axiology offers insights into a number of disciplines, including education, teaching and pedagogical research. Implicit and / or explicit values are present in fundamental materials such as the national curricula and in other types of documents and processes, exerting influence on educators, students and other stakeholders in educational activities. Methodologically, the text draws on a quantitative-qualitative content analysis of the complete body of Framework Education Programmes (national curricula), using lexical statistics, keyword-in-context analysis, dendrograms, proximity plots, keyness and categorisation. The analysis demonstrates that values constitute a frequent topic in the national curricula, being related to areas such as humanism, environmental protection, democracy, morals, spirituality, tradition, culture and a number of others.
The present paper discusses current status of nurse education and learning in a lifelong perspective, providing an overview of relevant internationally published studies concerning the issue. Respective passages of the article overview selected topics of nurse education and professional development with an emphasis on both institutionalized and self-directed forms of learning as reflected in contemporary research studies. Concomitantly, the practical aspect of the nursing profession and related lifelong learning processes in this applied science is accentuated.
The present article provides an overview of key areas of educators’ language skills with an emphasis on foreign-language competence. Foreign language competences of educators at all levels of schooling constitute an integral part of the contemporary pedagogical activity, being historically embedded in both Czech and foreign linguistic and language teaching cultures. The latter competences form a subset of general and ´soft´ skills in the area of communication and apowerful tool of knowledge acquisition, enabling access to foreign language resources in libraries, databases and the whole of the internet platform, as well as communication in interactive social settings of conferences and other professional contexts. The article primarily focuses on foreign language competences of non-language teachers as a part of their professional erudition and on the areas of application of both productive and receptive skills, including speaking, writing, listening, reading and translation. The convergence of language teaching and content subjects resulted in the emergence of new didactic approaches that further underscore the importance and potential of foreign language competence in the professional activity of teachers.
Filozoficko-antropologické dědictví Viktora E. Frankla zůstává dosud nedoceněnou oblastí v jeho široké tvůrčí činnosti, která zahrnuje také neurologické, psychiatrické, psychoterapeutické a axiologicko-etické bádání. Franklovým dílem však prolíná svébytná multidimenzionální koncepce člověka, která je v následujícím příspěvku úzce spojena s Franklovou primární profesní orientací-péčí o zdraví a snahou o uzdravení nemocnýcha s jednou z dominant Franklovy tragické triády-utrpením.
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