Generace z pohledu sociální pedagogiky a sociální patologie

Abstract

Firstly, the authors deal with the concepts of current generations in a chronological perspective starting from the period between the two world wars till the present. They also deal with generational issues from the point of view of social pedagogy. Attention is paid to children and young people, and then to their families. They deal with intergenerational relationships at the levels parents to children, parents to grandparents and children to grandparents. In this context, they also refer to intergenerational learning. Special attention is paid to generational problems from the point of view of social pathology in relation to crime and suicide. Although some considerations are debatable, it turns out that the generational problem in the cultural and historical context is reflected both in socio-educational and socially pathological phenomena.

The importance of hidden curriculum in educational activities from the perspective of youth home educators

“…He gives the school environment as an example. Kraus (2001) divides the environment into two components. The fi rst component is the material, natural component.…”

Peer mediation and bullying at school

“…prevention of substance abuse, bullying, violence, risky sexual behaviour, use of alcoholic beverages, etc.) or non-specifi c prevention; it is about the overall formation of personality towards a healthy lifestyle so that a mature personality is able to withstand a variety of negative infl uences (Kraus, 2008). In the portfolio of non-specifi c prevention of bullying in school we include all factors of the school environment that directly or indirectly infl uence the educational formation of the personality of pupils and students; fi rst of all, we mean the atmosphere in the working environment of the school, the state of interpersonal relations between school employees, the prevailing communication style between the actors of the educational process in the school, the observance of democratic principles in the management and organization of the school, etc.…”

“…Conclusion. One of the relevant tasks of the school is to create a supportive environment for the development of the child's personality and appropriate working conditions for all actors of the educational process (Kraus, 2008; Smith, Pepler & Rigby, 2004). Nevertheless, school is often an environment of tension, confl ict, and a source of psychological trauma for children, parents, and teachers (…”

Hodnoty a volný čas

“…Výchova a vzdělávání ve volném čase tvoří již od poloviny 20. století nedílnou součást pedagogiky (Freericks et al, 2010). Významnou roli přitom sehrává ve dvou podoborech pedagogiky, a to sociální pedagogice (Kraus, 2008) a pedagogice volného času 1 (Hofbauer, 2004;Opaschowski, 1996). V následujícím textu se pokusíme objasnit klíčovou roli hodnot v obou těchto podoborech pedagogiky a ukázat význam volného času při hodnotové formaci v rámci socializace (Grusec, 2015;Nakonečný, 2020;Výrost et al, 2019) i výchovy (Brezinka, 1996;Strouhal, 2013).…”