John Amos Comenius’s postulate of shaping of wise beings within the context of developing media competence = La revendication de Jan Amos Komeński visant à éduquer des êtres raisonnables dans le contexte du développement des compétences médiatiques = Il postulato della formazione di esseri ragionevoli di Jan Amos Komenský (Comenio) nel contesto dello sviluppo delle competenze mediali
In The Great Didactic, John Amos Comenius claims that the purpose of education is an internal and external ordering of everything. We should be aware that this arrangement is also influenced by the conditions related to the times it takes place in that it depends on culture. Nowadays, we realize mor...
| Subtitles: | Il postulato della formazione di esseri ragionevoli di Jan Amos Komenský (Comenio) nel contesto dello sviluppo delle competenze mediali La revendication de Jan Amos Komeński visant à éduquer des êtres raisonnables dans le contexte du développement des compétences médiatiques |
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| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wydawnictwo Uniwersytetu Śląskiego
2018
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| In: |
Philosophy & canon law
Year: 2018, Volume: 4, Pages: 67-83 |
| Standardized Subjects / Keyword chains: | B
Education
/ Comenius, Johann Amos 1592-1670
/ Didactics
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| RelBib Classification: | ZF Education |
| Further subjects: | B
John Amos Comenius
B media competencies B éducation médiatique B compétences médiatiques B Éducation B Filter Bubble B Jan Amos Komenský (Comenio) B competenze mediali B istruzione B Education B Media Literacy B Grande Didactique B educazione ai media B Grande Didattica B bulles de filtres B bolle di filtraggio B Jan Amos Komeński B The Great Didactic |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | In The Great Didactic, John Amos Comenius claims that the purpose of education is an internal and external ordering of everything. We should be aware that this arrangement is also influenced by the conditions related to the times it takes place in that it depends on culture. Nowadays, we realize more and more that it also depends on the means of communication. In this respect, the beginning of the 21st century is unique because the society has technology that has changed the way it functions. The transformation that followed has also influenced education in its form and scope. However, it was assumed that certain things are immutable. This pertains to the requirement pointed out by Comenius: the necessity of shaping rational beings, as this is the only way in which people can realize their humanity, and this requirement is also the beginning of the path to eternity. The conducted analysis was of theoretical nature; it was about comparing the general indications of Comenius’s The Great Didactic with the determinants of modern life. In the first part, the basic assumptions of Comenius’s concept were established and then they were referred to the current situation, recognizing the difficulties in the implementation of these assumptions and determining the scope of competences that should be supplemented. It seems that an observation of Lukaš and Munjiz about the influential power of Comenius may be an accurate summary of these considerations: “Expecting every new period to bring radical changes both in social and pedagogical areas, we still have not moved far from the initial ideas of the founder of school system we still participate in” (Miko Lukaša, Emrika Munjiza, Education System of John Amos Comenius and Its Implications in the Modern Didactic, 41). Il est incontestable que Jan Amos Komeński, comme le premier, a élaboré le système éducatif déterminant l’étendue et les méthodes du travail didactique. En reconnaissant l’universalité de ses indications, on doit poser des questions sur les possibilités de leur adaptation à l’époque contemporaine. Dans les réflexions, on présume que les exigences de Komeński concernant la formation des êtres raisonnables doivent, dans la situation actuelle, prendre en considération la domination des formes de communication non directes qui se lient à la nécessité de développer des compétences médiatiques, compte tenu des capacités du raisonnement critique et du choix des méthodes de recueillir des informations. L’analyse a un caractère théorique, car il s’agit de comparer les indications de la Grande Didactique avec les possibilités actuelles de leur réalisation et de déterminer quelle étendue de compétences doit être complétée. Cette tâche exige l’introduction générale dans les objectifs pédagogiques de Komeński à l’intérieur des questions choisies, ainsi que la référence de ces objectifs à la situation didactique actuelle. Ces démarches permettront de compléter la conception didactique importante des éléments qui pourraient l’actualiser. È indiscusso il fatto che Jan Amos Komenský fu il primo ad elaborare un sistema d’istruzione che definisce il campo ed i metodi del lavoro didattico. Riconoscendo l›universalità delle sue indicazioni dobbiamo interrogarci sulla possibilità di adattarle ai tempi attuali. Nelle riflessioni si ipotizza che i requisiti di Komenský riguardanti la formazione di esseri ragionevoli nella situazione attuale, debbano considerare il dominio delle forme di comunicazione mediate che sono correlate alla necessità di sviluppare competenze mediali, prestando particolare attenzione alla capacità di pensiero critico e di scelta dei metodi di acquisizione delle informazioni. L’analisi ha natura teorica, si tratta di confrontare le indicazioni generiche della Grande Didattica con le loro possibilità attuali di realizzazione e di stabilire quale campo di competenza debba essere integrato. Tale compito richiede un’introduzione generale nei presupposti educativi di Komenský nell’ambito di problematiche selezionate, e successivamente un’applicazione di tali presupposti alla situazione didattica corrente. Tali attività consentiranno di integrare l’importante concezione didattica con argomenti che la aggiornano. |
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| ISSN: | 2451-2141 |
| Contains: | Enthalten in: Philosophy & canon law
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