{"id":1369,"date":"2020-08-14T09:30:40","date_gmt":"2020-08-14T07:30:40","guid":{"rendered":"http:\/\/educator.blogy.rvp.cz\/?p=1369"},"modified":"2021-04-17T03:41:54","modified_gmt":"2021-04-17T01:41:54","slug":"recenze-outdoorove-vzdelavani-v-geografi","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2020\/08\/14\/recenze-outdoorove-vzdelavani-v-geografi\/","title":{"rendered":"Recenze: Outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed v geografii: specifick\u00e1 strategie ve vzd\u011bl\u00e1v\u00e1n\u00ed (Outdoor Education in Geography: A Specific Educational Strategy)"},"content":{"rendered":"<h4><span style=\"font-size: 2em\">OBSAH<\/span><\/h4>\n<ul>\n<li>\u00davod<\/li>\n<li>Recenze: Svobodov\u00e1, H. (2019). Outdoor Education in Geography: A Specific Educational Strategy.<\/li>\n<li>\u00a0 \u00a0 \u00a0Jak ch\u00e1pat \u201eOutdoor Education\u201c<\/li>\n<li>\u00a0 \u00a0 \u00a0Specifick\u00e1 strategie v\u00a0\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed se zam\u011b\u0159en\u00edm na v\u00fduku v p\u0159\u00edrod\u011b (venku)<\/li>\n<li>\u00a0 \u00a0 \u00a0Metodika<\/li>\n<li>\u00a0 \u00a0 \u00a0Shrnut\u00ed a z\u00e1v\u011bry<\/li>\n<li>Pou\u017eit\u00e1 literatura<\/li>\n<\/ul>\n<h2>\u00davod<\/h2>\n<p>Zem\u011bpis je vzd\u011bl\u00e1vac\u00ed obor, kter\u00fd je \u0161iroce rozkro\u010den\u00fd. V\u011bnuje se jak p\u0159\u00edrod\u011b\/p\u0159\u00edrodn\u00edmu prost\u0159ed\u00ed, tak spole\u010dnosti, ale nov\u011b i st\u00e1le v\u00edce jednotlivci v\u00a0\u017eit\u00e9m sv\u011bt\u011b. \u00a0V\u00a0\u010desk\u00e9m zem\u011bpisu se st\u00e1le udr\u017euje odborn\u00fd geografick\u00fd objekt \u2013 krajina (<em>landscape<\/em>), krajinn\u00e1 sf\u00e9ra. V\u00a0zahrani\u010d\u00ed je to re\u00e1ln\u00fd \u010di \u017eit\u00fd sv\u011bt.<\/p>\n<p>Obecn\u011b v\u00a0\u010desk\u00e9m zem\u011bpisu jsou p\u0159edm\u011btem studia <strong>p\u0159\u00edrodn\u00ed sf\u00e9ry<\/strong> (litosf\u00e9ra, atmosf\u00e9ra, hydrosf\u00e9ra, pedosf\u00e9ra a biosf\u00e9ra, n\u011bkdy se je\u0161t\u011b dopl\u0148uj\u00ed dal\u0161\u00edmi, nap\u0159. kryosf\u00e9rou). T\u011bmto sf\u00e9r\u00e1m se v\u011bnuje <strong>fyzick\u00e1 geografie<\/strong>, kter\u00e1 je na pomez\u00ed ekologie \u010di environmentalistiky s\u00a0d\u016frazem na prostorov\u00e9 procesy a vztahy. <strong>Socio-ekonomick\u00e1 sf\u00e9ra<\/strong> dominuje socio-ekonomick\u00e9 geografii, v\u00a0zahrani\u010d\u00ed sp\u00ed\u0161e ozna\u010dovan\u00e1 za <strong>hum\u00e1nn\u00ed geografii<\/strong>, kter\u00e1 v\u00a0posledn\u00ed letech, alespo\u0148 v\u00a0\u010desk\u00e9 geografii, zahrnuje tak\u00e9 \u010d\u00e1st historickou, kulturn\u00ed, politickou, religi\u00f3zn\u00ed a dal. Jde zpravidla o celkov\u00e9 zam\u011b\u0159en\u00ed na spole\u010dnost a prostorov\u00e9 vztahy v prost\u0159ed\u00ed. V\u00a0zam\u011b\u0159en\u00ed na jedince dominuje v\u00a0zahrani\u010d\u00ed od konce 70. <strong>let humanistick\u00e1 geografie<\/strong> (<em>humanistic geography<\/em>). V\u0161e pak je v\u00a0\u010desk\u00e9m zem\u011bpisu propojov\u00e1no ve specifick\u00e9m geografick\u00e9m oboru \u2013 <strong>region\u00e1ln\u00ed geografie<\/strong>, a to bu\u010f ve sv\u011btov\u00fdch regionech, zpravidla sv\u011btad\u00edly, nebo v lok\u00e1ln\u00edch regionech uvnit\u0159 st\u00e1t\u016f, p\u0159\u00edklad m\u00edstn\u00ed\/lok\u00e1ln\u00ed regiony v\u00a0\u010cesku. Pokud budeme hledat v\u00a0lok\u00e1ln\u00ed dimenzi ekvivalent lok\u00e1ln\u00edho regionu pro humanistickou geografii, najdeme koncept \u201am\u00edsto\u2018 (<em>place<\/em>).<\/p>\n<p>Je z\u0159ejm\u00e9, \u017ee pokud se bude v\u00fduka v \u010cesku odehr\u00e1vat venku (opak uvnit\u0159 \u2013 <em>indoor<\/em>), budeme se v\u011bnovat hlavn\u011b lok\u00e1ln\u00edmu\/m\u00edstn\u00edmu regionu, p\u0159\u00edpadn\u011b m\u00edstu. \u010cesk\u00e9 zem\u011bpisn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed m\u00e1 ve v\u00fduce venku, v\u00a0p\u0159\u00edrod\u011b, dlouhou tradici, a to v\u00edce jak stoletou.<\/p>\n<h2>Recenze: Svobodov\u00e1, H. (2019). Outdoor Education in Geography: A Specific Educational Strategy.<\/h2>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"306\">\u00a0<a href=\"http:\/\/educator.blogy.rvp.cz\/2020\/08\/14\/recenze-outdoorove-vzdelavani-v-geografi\/outdoor_titul\/\" rel=\"attachment wp-att-1371\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1371 size-full\" title=\"Outdoor_titul\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2020\/08\/outdoor_titul-e1597305258122.jpg\" alt=\"\" width=\"300\" height=\"412\" \/><\/a><\/td>\n<td valign=\"top\" width=\"302\"><a href=\"http:\/\/educator.blogy.rvp.cz\/2020\/08\/14\/recenze-outdoorove-vzdelavani-v-geografi\/tiraz\/\" rel=\"attachment wp-att-1372\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1372 size-full\" title=\"Tiraz\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2020\/08\/tiraz-e1597305343571.jpg\" alt=\"\" width=\"300\" height=\"470\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>V\u00a0roce 2019 vydala Masarykova univerzita, pedagogick\u00e1 fakulta, publikaci v\u00a0anglick\u00e9m jazyce, kter\u00e1 je zam\u011b\u0159ena na zem\u011bpisn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed ve venkovn\u00edm prost\u0159ed\u00ed se specifikac\u00ed na strategii takov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. O kated\u0159e geografie na PedF v\u00a0Brn\u011b je zn\u00e1mo, \u017ee se dlouhou dobu, zhruba od konce 80. let, zam\u011b\u0159uje ve sv\u00e9m v\u00fdcvikov\u00e9m st\u0159edisku v\u00a0Jedovnic\u00edch v\u00a0Moravsk\u00e9m krasu na ekologick\u00fd\/environment\u00e1ln\u00ed p\u0159\u00edstup v\u00a0geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. Jej\u00ed \u010dlenov\u00e9, v\u00a0\u010dele s\u00a0E. Hofmannem, vytvo\u0159ili vzd\u011bl\u00e1vac\u00ed programy v\u00a0jednotliv\u00fdch vzd\u011bl\u00e1vac\u00edch oborech (zem\u011bpis, biologie, chemie, fyzika, p\u0159\u00edpadn\u011b dal\u0161\u00ed). St\u011b\u017eejn\u00edmi publika\u010dn\u00edmi v\u00fdstupy z\u00a0jejich aktivit jsou Hofmann, et al. (2003); Hofmann, Korvas, &amp; Pol\u00e1\u010dek (2008); Svobodov\u00e1, Durna, M\u00edsa\u0159ov\u00e1, &amp; Hofmann (2019); Svobodov\u00e1, M\u00edsa\u0159ov\u00e1, Durna, \u010ce\u0161kov\u00e1, &amp; Hofmann (2019); Svobodov\u00e1, M\u00edsa\u0159ov\u00e1, Durna, \u010ce\u0161kov\u00e1, &amp; Hofmann, (2019).<\/p>\n<p>Je p\u0159ekvapuj\u00edc\u00ed, \u017ee u recenzovan\u00e9 publikace v\u00a0anglick\u00e9m jazyce je pouze jedna autorka, kter\u00e1 v\u0161ak na v\u0161echny v\u00fd\u0161e uveden\u00e9 publikace odkazuje. Odkazuje tak\u00e9 na druhou silnou skupinu v\u00a0\u010cesk\u00fdch Bud\u011bjovic\u00edch, kter\u00e1 se v\u011bnuje venkovn\u00edmu geografick\u00e9mu vzd\u011bl\u00e1v\u00e1n\u00ed, zvl\u00e1\u0161t\u011b badatelsk\u00e9mu p\u0159\u00edstupu ve vzd\u011bl\u00e1v\u00e1n\u00ed (<em>enquiry-based learning<\/em>). Katedra geografie v\u00a0\u010cesk\u00fdch Bud\u011bjovic\u00edch publikovala n\u00e1sleduj\u00edc\u00ed texty, nap\u0159. Karv\u00e1nkov\u00e1 (2015); Karv\u00e1nkov\u00e1, Popjakov\u00e1, &amp; Kova\u0159\u00edkov\u00e1 (2015).<\/p>\n<p>Je nutno v\u0161ak dodat, \u017ee i na jin\u00fdch geografick\u00fdch pracovi\u0161t\u00edch v\u00a0\u010cesku se uplat\u0148ovala a uplat\u0148uje zem\u011bpisn\u00e1 ter\u00e9nn\u00ed v\u00fduka, viz v\u00a0Liberci na Technick\u00e9 univerzit\u011b nap\u0159. Dvo\u0159an (2008); V\u00e1gai &amp; Vod\u00e1kov\u00e1 (2010); Ky\u0161ka (2014); Boh\u00e1\u010d &amp; Jel\u00ednkov\u00e1, (2018); v\u00a0Olomouci na P\u0159F Palack\u00e9ho univezity nap\u0159. Tl\u00e1skal (2014) nebo v\u00a0Brn\u011b na P\u0159F MU vlastiv\u011bdn\u00e1 v\u00fduka\u00a0 konkr\u00e9tn\u00ed z\u00e1kladn\u00ed \u0161koly ve spolupr\u00e1ci s\u00a0 geografick\u00fdm pracovi\u0161t\u011bm (Svozil &amp; Hynek, 2011). Tak\u00e9 cestou venkovn\u00ed (ter\u00e9nn\u00ed) v\u00fduky se vydali odborn\u00edci na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0Praze na P\u0159F UK v\u00a0Praze, nap\u0159.\u00a0 \u0158ezn\u00ed\u010dkov\u00e1 &amp; kol. (2008) nebo\u00a0 \u0158ezn\u00ed\u010dkov\u00e1 (2013).<\/p>\n<h2><span style=\"color: #888888\">Jak chl\u00e1pat &#8222;Outdoor Education&#8220;<\/span><\/h2>\n<p>Zd\u016fraz\u0148uji, \u017ee recenzovan\u00fd text je v\u00a0anglick\u00e9m jazyce (d\u00e1le budu pou\u017e\u00edvat ozna\u010den\u00ed <em>Outdoor Eduation<\/em> nebo polo-\u010desk\u00fd ekvivalent \u201eoutdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed\u201c). Ji\u017e dlouhou dobu poukazuji na \u00a0vztah \u010desk\u00e9 a anglick\u00e9 terminologie v\u00a0geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, ale i na vztah v koncepc\u00edch, kter\u00fd \u00a0je velmi komplikovan\u00fd (\u010desk\u00e1 terminologie a koncepce\u00a0 je zat\u00ed\u017een\u00e1 minulost\u00ed, neukotven\u00e1 a n\u011bkdy i zav\u00e1d\u011bj\u00edc\u00ed). Autorka se dost\u00e1v\u00e1 p\u0159ekladem anglick\u00fdch term\u00edn\u016f do \u010de\u0161tiny a n\u00e1sledn\u011b bez hlubok\u00e9 znalosti odborn\u00fdch terminologi\u00ed v\u00a0 anglick\u00e9m jazyce p\u0159ekladem zp\u011bt do angli\u010dtiny do nesrozumiteln\u00fdch a neukotven\u00fdch term\u00edn\u016f a terminologick\u00fdch uspo\u0159\u00e1d\u00e1n\u00ed. To je i p\u0159\u00edklad term\u00ednu \u201e<em>outdoor education<\/em>\u201c.<\/p>\n<p>Za\u010dnu od \u010desk\u00e9ho Shrnut\u00ed, kter\u00e9 je na konci publikace. Autorka v\u00a0t\u00e9to \u010d\u00e1sti publikace jednozna\u010dn\u011b pou\u017e\u00edv\u00e1 term\u00edn \u201eter\u00e9nn\u00ed v\u00fduka\u201c (s. 177) (v anglick\u00e9m textu pou\u017e\u00edv\u00e1 <em>outdoor education<\/em>) a prezentuje ji jako \u201evelmi silnou v\u00fdukovou strategii pro ch\u00e1p\u00e1n\u00ed dne\u0161n\u00edho sv\u011bta\u201c.\u00a0 Pokud vyjdeme z\u00a0\u010desk\u00e9ho pojmu \u201eter\u00e9nn\u00ed v\u00fduka\u201c, pak anglick\u00fdm ekvivalentem je \u201e<em>fieldwork<\/em>\u201c. V\u00a0\u010d\u00e1st\u00ed recenzovan\u00e9 publikace \u00a0Pod\u011bkov\u00e1n\u00ed, kter\u00e9 je v\u00a0tir\u00e1\u017ei knihy (viz v\u00fd\u0161e), se mluv\u00ed: \u201e<em>This work was supported by a Czech Science Foundation, project 16-00695S <strong>Fieldwork<\/strong> as <strong>a powerful learning<\/strong> <strong>strategy<\/strong><\/em>\u201c. (zv\u00fdraznil J.V.). Tak\u017ee z\u00a0toho lze odvodit, \u017ee silnou v\u00fdukovou stategi\u00ed podle zad\u00e1n\u00ed grantu je \u201e<strong>ter\u00e9nn\u00ed v\u00fduka<\/strong>\u201c (<em>fieldwork<\/em>), nikoli \u201e<strong>outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>\u201c. V\u00a0tomto porovn\u00e1n\u00ed budu pokra\u010dovat.<\/p>\n<p>V\u00a0\u00favodu knihy (s. 13) autorka diskutuje term\u00edn \u201e<em>outdoor education<\/em>\u201c, outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed, a tvrd\u00ed, \u017ee tento term\u00edn je \u010dasto \u201e<em>combined with<\/em>\u201c, asi ve v\u00fdznamu \u201espojov\u00e1n s\u201c\u00a0v\u00fdukou v\u00a0p\u0159\u00edrod\u011b\/venku nebo s ter\u00e9nn\u00ed v\u00fdukou. D\u00e1le ve stejn\u00e9m odstavci tvrd\u00ed, \u017ee \u201e<em>outdoor education<\/em>\u201c se uskute\u010d\u0148uje v \u201ere\u00e1ln\u00e9m sv\u011bt\u011b\u201c (v origin\u00e1lu jsou uvozovky \u2013 pro\u010d?) jako podstata v\u011bdeck\u00e9ho (p\u0159\u00edrodov\u011bdn\u00e9ho) \u00a0vzd\u011bl\u00e1v\u00e1n\u00ed (<em>science education<\/em>). Odkazuji na Korthagena 2001 (v\u00edce viz <a href=\"http:\/\/educator.blogy.rvp.cz\/2020\/05\/14\/mezi-teorii-a-praxi-v-ceskem-vzdelavani-na-prikladu-zemepisu\/\">ZDE<\/a>), kter\u00fd v\u00a0recenzovan\u00e9 publikaci chyb\u00ed.<\/p>\n<p>Autorka knihy zd\u016fraz\u0148uje rozvoj dovednost\u00ed, kter\u00e9 jsou nutn\u00e9 pro porozum\u011bn\u00ed lidsk\u00e9ho\/\u017e\u00e1kovsk\u00e9ho b\u00e1d\u00e1n\u00ed (<em>human\/pupil inquiry<\/em>). Ale nejde jen o p\u0159\u00edrodov\u011bdn\u00e9 znalosti a dovednosti, autorka upozor\u0148uje a odvol\u00e1v\u00e1 se \u00a0i na \u010dl\u00e1nek Kenta, Gilbertsona, &amp; Hunta (1997), ve kter\u00e9m tito auto\u0159i zd\u016fraz\u0148uj\u00ed nejen efektivitu ve vzd\u011bl\u00e1v\u00e1n\u00ed, ale tak\u00e9 emotivn\u00ed a snad i hodnotovou sou\u010d\u00e1st tohoto vzd\u011bl\u00e1v\u00e1n\u00ed ve vzd\u011bl\u00e1vac\u00edm procesu. Zvl\u00e1\u0161tn\u00ed je, \u017ee tito auto\u0159i v\u00fdslovn\u011b pou\u017e\u00edvaj\u00ed term\u00edn \u201e<em>fieldwork<\/em>\u201c (term\u00edn je i v\u00a0n\u00e1zvu jejich \u010dl\u00e1nku) a nikoli \u201e<em>outdoor education<\/em>\u201c. Ale autorka jim <em>outdoor education<\/em>\u00a0 \u201evkl\u00e1d\u00e1 do \u00fast\u201c, co\u017e je v\u00a0anglick\u00e9m textu uveden\u00fdch autor\u016f a v\u00a0anglick\u00e9m textu autorky nep\u0159ehl\u00e9dnuteln\u00e9. Bohu\u017eel, jak jsem ji\u017e v\u00edcekr\u00e1t ve sv\u00fdch textech uv\u00e1d\u011bl, je to v\u00a0\u010desk\u00fdch textech zam\u011b\u0159en\u00fdch na (geografick\u00e9) vzd\u011bl\u00e1v\u00e1n\u00ed \u00a0b\u011b\u017en\u00e9 a \u010dast\u00e9. Ov\u0161em v\u00a0posuzovan\u00e9 publikaci je tento postup v\u00fdjime\u010dn\u00fd\u00a0 v\u00a0p\u0159ekladu &#8211; ve sm\u011bru \u010desk\u00fd ekvivalent anglic\u00e9ho term\u00ednu a n\u00e1sledn\u011b p\u0159eveden\u00ed do nov\u00e9ho anglick\u00e9ho term\u00ednu.<\/p>\n<p>Outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed je v\u00a0\u010cesku sp\u00ed\u0161 spojovan\u00e9 s\u00a0fyzick\u00fdmi aktivitami. Ale je to tak ch\u00e1pan\u00e9 i v\u00a0zahrani\u010d\u00ed? V\u00a0internetov\u00e9m zdroji <em>New World Encyclopedia<\/em>, kter\u00fd autorka cituje, se o outdoorov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed doslova \u0159\u00edk\u00e1: \u201e<em>Outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed znamen\u00e1 organizovan\u00e9 (uspo\u0159\u00e1dan\u00e9) \u00a0u\u010den\u00ed, kter\u00e9 se kon\u00e1 venku. Na z\u00e1klad\u011b filosofie a <strong>teorie z\u00e1\u017eitkov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed a environment\u00e1ln\u00ed<\/strong> <strong>v\u00fdchovy<\/strong>, venkovn\u00ed vzd\u011bl\u00e1vac\u00ed programy \u010dasto zahrnuj\u00ed pobytov\u00e9 nebo cestovn\u00ed z\u00e1\u017eitky\/zku\u0161enosti, ve kter\u00fdch se \u017e\u00e1ci \u00fa\u010dastn\u00ed r\u016fzn\u00fdch dobrodru\u017en\u00fdch v\u00fdzev, jako je turistika, horolezectv\u00ed, kanoistika, lanov\u00e9 kurzy a skupinov\u00e9 hry.\u201c <\/em>(zv\u00fdraznil a vlastn\u00ed p\u0159eklad J.V.). \u00a0Av\u0161ak autorka publikace zakl\u00e1d\u00e1 outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed sp\u00ed\u0161 na zku\u0161enostech \u017e\u00e1k\u016f ne\u017e na jejich z\u00e1\u017eitc\u00edch. Odkazuje v\u00a0tomto p\u0159\u00edstupu na environment\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00e9 v\u00a0\u010cesku rozv\u00edj\u00ed nap\u0159. \u010cin\u010dera. Autorka v\u0161ak\u00a0 nezmi\u0148uje \u010cin\u010der\u016fv z\u00e1sadn\u00ed text s\u00a0dal\u0161\u00edmi autory pro \u010desk\u00e9 Ministerstvo \u0161kolstv\u00ed a t\u011blov\u00fdchovy (viz Broukalov\u00e1, a dal\u0161\u00ed, prosinec 2011). A z\u00a0d\u016fvodu doby, kdy autorka p\u0159ipravovala tuto knihu k\u00a0publikov\u00e1n\u00ed, pochopiteln\u011b nezmi\u0148uje ani \u010cin\u010der\u016fv metodick\u00fd a anglicky psan\u00fd \u00a0text pro \u010desk\u00e9 environment\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed (Cincera, Valesova, Krepelkova, Simonova, &amp; Kroufek, 2019), kter\u00fd m\u00e1 ohlas i v\u00a0zahrani\u010d\u00ed.<\/p>\n<p>Autorkou zmi\u0148ovan\u00ed Kent, Gilbertson, &amp; Hunt (1997) se zam\u011b\u0159uj\u00ed na kritickou re\u0161er\u0161i (odborn\u00e9) literatury a p\u0159\u00edstup\u016f v\u00a0ter\u00e9nn\u00ed v\u00fduce (<em>fieldwork<\/em>). Zd\u016fraz\u0148uji v\u00a0odborn\u00e9 literatu\u0159e (anglicky <em>literature<\/em>), kterou autorka ne\u0161ikovn\u011b p\u0159ekl\u00e1d\u00e1 jako <em>professional literature<\/em> (s. 13).<\/p>\n<p>V\u00a0pozn\u00e1mce 2 pod \u010darou pak autorka vysv\u011btluje, \u017ee \u201eoutdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed\u201c je na stran\u011b \u017e\u00e1ka outdorov\u00e9 u\u010den\u00ed <em>(outdoor learning<\/em>) a na stran\u011b u\u010ditele outdoorov\u00e1 v\u00fduka (<em>outdoor teaching<\/em>). A co je tedy <em>fieldwork<\/em>? To je podle autorky v\u00a0pozn\u00e1mce 2 ur\u010dit\u00e1 oborov\u00e1 \u010di outdoorov\u00e1 aktivita (<em>field activity<\/em>), kter\u00e1 pat\u0159\u00ed do vy\u0161\u0161\u00ed kategorie, a tou je outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed. Tak\u017ee <em>fieldwork<\/em> je<em> field<\/em> <em>activity<\/em>? To je chaos a zmatek. Tady se asi mich\u00e1j\u00ed \u010desk\u00e9 oborov\u00e9 a v\u00fdchovn\u00e9 p\u0159\u00edstupy. Pro t\u011blesnou v\u00fdchovu to jsou halov\u00e9 aktivity na jedn\u00e9 stran\u011b a venkovn\u00ed aktivity na druh\u00e9 stran\u011b, a to je tady asi pou\u017eito, zvl\u00e1\u0161t\u011b pokud obsahem t\u00e9to knihy je i t\u011blesn\u00e1\/fyzick\u00e1 z\u00e1t\u011b\u017e b\u011bhem ter\u00e9nn\u00ed\/outdoorov\u00e9 v\u00fduky\/aktivity, kterou v\u0161ak v\u00a0t\u00e9to recenzi \u00famysln\u011b pom\u00edj\u00edm.<\/p>\n<p>Jak je v\u00a0tomto p\u0159ehledu z\u0159ejm\u00e9,<strong> neuspo\u0159\u00e1danost v\u00a0term\u00ednech &#8211; \u201eanglick\u00fd \u2013&gt; \u010desk\u00fd \u2013&gt; anglick\u00fd\u201c<\/strong> \u00a0p\u0159evod, je po\u0159\u00e1dn\u00e1 \u201ez\u00e1t\u011b\u017e\u201c pro tuto publikaci, kter\u00e1 bude v\u00a0zahrani\u010d\u00ed pr\u00e1v\u011b proto z\u00a0tohoto \u00a0d\u016fvodu diskvalifikovan\u00e1.<\/p>\n<p>Na dokreslen\u00ed uv\u00e1d\u00edm britsk\u00fd model \u201e<strong>lesn\u00ed \u0161koly<\/strong>\u201c, kter\u00e1 se zam\u011b\u0159uje na outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00e9 je ur\u010den\u00e9 v\u0161em v\u011bkov\u00fdm kategori\u00edm(v\u00edce nap\u0159. O\u2019Brien &amp; Murray, 2007). V\u00a0\u010cesku se rozv\u00edj\u00ed podobn\u00e1 vzd\u011bl\u00e1vac\u00ed outdoorov\u00e1 alternativa v\u00a0podob\u011b \u201e<strong>p\u0159\u00edrodn\u00edch \u0161kol<\/strong>\u201c (v\u00edce nap\u0159. Tich\u00fd &amp; kol., 2017).<\/p>\n<p>V\u00a0knize se zd\u016fraz\u0148uj\u00ed dovednosti (nap\u0159. s. 60) \u2013 odborn\u00e9, pohybov\u00e9 a komunika\u010dn\u00ed. Pro <strong>obsahov\u00e9 zam\u011b\u0159en\u00ed<\/strong> je d\u016fle\u017eit\u00e1 <strong>koncepce obor \u2013 meziobor \u2013 trans-obor (<em>disciplinary \u2013 interdisciplinary \u2013 transdisciplinary<\/em>)<\/strong>, kter\u00e9 je uvedeno tak\u00e9 na s. 60. Autorka vych\u00e1z\u00ed z\u00a0koncepce transdidaktiky, kterou publikovali Slav\u00edk, Jan\u00edk, Najvar, &amp; Knecht (2017; moje recenze <a href=\"http:\/\/educator.blogy.rvp.cz\/2018\/08\/01\/obecna-didaktika-transdidaktika-pedago-demago\/\">ZDE<\/a>).<\/p>\n<p><strong>Transdidaktika<\/strong> podle Slav\u00edka et al. (s. 14) m\u00e1 komplexn\u00ed povahu didaktick\u00e9 tematiky. Nezam\u011b\u0159uje se ani na pedagogiku, ani na ur\u010ditou p\u0159edm\u011btnou discipl\u00ednu oborov\u00e9 didaktiky. Vykazuje relativn\u011b vysokou m\u00edru\u00a0 generalizace na \u00farovni obecn\u00e9 tematiky u\u010den\u00ed a vyu\u010dov\u00e1n\u00ed. P\u0159esahuje p\u0159edm\u011btn\u00fd r\u00e1mec jeddnotliv\u00e9 oborov\u00e9 didaktiky. Jak\u00fd je rozd\u00edl mezi interdisciplinaritou a transdisciplinaritou, tedy mezioborov\u011b a transoborov\u011b? Slav\u00edk et al. (2017, s. 15) cituj\u00ed Rooseveltovou (2003, s. 657): \u201e<em>Transdiscipin\u00e1rn\u00ed v\u011bda je efektivn\u011bj\u00ed ne\u017e ostatn\u00ed formy v\u011bdy, proto\u017ee p\u0159ekra\u010duje meze, kter\u00e9 vznikaj\u00ed historick\u00fdmi n\u00e1hodami, politick\u00fdmi hranicemi, geografickou izolac\u00ed \u010di kontraproduktivn\u00edmi soci\u00e1ln\u00edmi a v\u00fdchovn\u00fdmi hranicemi<\/em>.\u201c Podle Slav\u00edka et al. (2017, s. 15) je \u201e<em>\u017e\u00e1douc\u00ed p\u0159ekra\u010dovat hranice tradovan\u00fdch discipl\u00edn, kter\u00e9 br\u00e1n\u00ed porozum\u011bt d\u016fle\u017eit\u00fdm souvislostem zkouman\u00fdch jev\u016f<\/em>.\u201c Jen poznamen\u00e1v\u00e1m, \u017ee za arbitra p\u0159ekra\u010dov\u00e1n\u00ed t\u011bchto mez\u00ed se ve vzd\u011bl\u00e1v\u00e1n\u00ed pasuj\u00ed odborn\u00edci na pedagogiku, kte\u0159\u00ed cht\u011bj\u00ed ovl\u00e1dnout a u\u017e za\u010d\u00ednaj\u00ed ovl\u00e1dat \u201espole\u010denstv\u00ed mysl\u00ed\u201c, a pota\u017emo i \u201espole\u010denstv\u00ed praxe\u201c.<\/p>\n<p>Dobr\u00e1, tak\u017ee oborovost p\u0159ekra\u010duje, a zd\u00e1 se, \u017ee u Slav\u00edka et al. do transoborovosti. Ale co mezioborovost? Mimochodem o mezioborovosti ve vzd\u011bl\u00e1v\u00e1n\u00ed se mluv\u00ed nejm\u00e9n\u011b od 70. let, nap\u0159. O\u010dovsk\u00e1, a dal\u0161\u00ed (1982), kte\u0159\u00ed vyzved\u00e1vaj\u00ed <strong>integra\u010dn\u00ed charakter geografie<\/strong>. Plesn\u00edk, a dal\u0161\u00ed (1979) zd\u016fraz\u0148uj\u00ed u geografie <strong>hledisko prostorovosti<\/strong> a <strong>hledisko synteti\u010dnosti<\/strong>.<\/p>\n<p>Tuto \u010d\u00e1st je mo\u017en\u00e9 shrnout do tvrzen\u00ed, \u017ee \u00a0rozli\u0161en\u00ed mezi interdisciplinaritou a transdisciplinaritou\u00a0 je u Slav\u00edka et al. (2017) tak i u Svobodov\u00e9 (2020) \u00a0velmi v\u00e1gn\u011b vysv\u011btlov\u00e1no s odkazem na horizont\u00e1lnost a vertik\u00e1lnost oborov\u00e9ho obsahu.<\/p>\n<h2><span style=\"color: #000000\">Specifick\u00e1 strategie v\u00a0\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed se zam\u011b\u0159en\u00edm na v\u00fduku v p\u0159\u00edrod\u011b (venku)<\/span><\/h2>\n<p>V\u00a0\u00favodu knihy <em>Outdoor Education <\/em>(s. 13) autorka deklaruje, \u017ee outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed jako takov\u00e9 je <strong>silnou strategi\u00ed u\u010den\u00ed<\/strong> pro to, jak rozum\u011bt sou\u010dasn\u00e9mu sv\u011btu (srovnej s\u00a0obecn\u011b p\u0159ij\u00edman\u00fdm p\u0159edm\u011btem studia v\u00a0\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed \u2013 krajinn\u00e1 sf\u00e9ra v\u00fd\u0161e). C\u00edlem t\u00e9to strategie podle n\u00ed je d\u00e1t \u017e\u00e1k\u016fm praktick\u00e9 a v\u00a0\u017eivot\u011b vyu\u017eiteln\u00e9 znalosti a dovednosti, Nutno poznamenat, \u017ee to nen\u00ed nic objevn\u00e9ho. Tento c\u00edl a po\u017eadavek se objevuje u\u017e od uplat\u0148ov\u00e1n\u00ed projektov\u00e9ho vyu\u010dov\u00e1n\u00ed, kter\u00e9 na \u00fazem\u00ed \u010cesk\u00e9 republiky uplat\u0148ovali nap\u0159. Spalov\u00e1 (1931,1933), Vr\u00e1na (1934). V\u00a0re\u0161er\u0161i (odborn\u00e9) literatury v\u0161ak chyb\u00ed velmi d\u016fle\u017eit\u00e9 krit\u00e9rium pro v\u00fduku, se kter\u00fdm p\u0159i\u0161el ji\u017e americk\u00fd pedagog Dewey p\u0159ed 100 lety a kter\u00e9ho zmi\u0148uj\u00ed Korthagen, Kessels, Koster, Lagerwerf, &amp; Wubbels (2001, s. 57). T\u00edm krit\u00e9riem je, <strong>zda jedinec<\/strong> (t\u00fdk\u00e1 se jak \u017e\u00e1ka, tak i u\u010ditele) <strong>rozum\u00ed vztahu mezi situac\u00ed, ve kter\u00e9 se jedinec nach\u00e1z\u00ed, a c\u00edlem, kter\u00e9ho chce dos\u00e1hnout<\/strong>. D\u016fraz uveden\u00ed auto\u0159i kladou na sebereflexi. Nutno dodat, \u017ee autorka <em>Outdoorov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> alternativu \u201ep\u0159\u00edrodn\u00edch\/lesn\u00edch \u0161kol\u201c (viz v\u00fd\u0161e) nereflektuje.<\/p>\n<p>Autorka recenzovan\u00e9 knihy sice v\u00a0Z\u00e1v\u011bru (<em>Conclusion<\/em>, s. 173) uv\u00e1d\u00ed cit\u00e1t od Deweye, kter\u00fd prosazoval ve vzd\u011bl\u00e1v\u00e1n\u00ed pragmatismus: <em>\u201eDej \u017e\u00e1k\u016fm n\u011bco, abys je zam\u011bstnal, ne abys je n\u011bco u\u010dil, a to zam\u011bstn\u00e1n\u00ed mus\u00ed b\u00fdt takov\u00e9, aby u toho museli p\u0159em\u00fd\u0161let, a my\u0161len\u00ed je p\u0159irozen\u00fdm v\u00fdsledkem tohoto zam\u011bstn\u00e1n\u00ed.<\/em>\u201c (voln\u00fd p\u0159eklad J.V.), ale v\u00a0samotn\u00e9m textu je \u00a0slab\u00fd <strong>d\u016fraz na p\u0159em\u00fd\u0161len\u00ed ve venkovn\u00edch (outdoorov\u00fdch) aktivit\u00e1ch<\/strong>.<\/p>\n<p>Jako dobr\u00fd p\u0159\u00edklad k p\u0159em\u00fd\u0161len\u00ed uv\u00e1d\u00ed autorka problematiku ly\u017ea\u0159sk\u00e9ho svahu ve Wilsonov\u011b lese v\u00a0Brn\u011b v\u00a0nadmo\u0159sk\u00e9 v\u00fd\u0161ce cca 300 m n.m. a s v\u00fd\u0161kov\u00fdm rozd\u00edl p\u0159ibli\u017en\u011b 50 metr\u016f. Svah je um\u00edst\u011bn\u00fd p\u0159ibli\u017en\u011b 500 m od \u0159eky Svratky a ji\u017e del\u0161\u00ed dobu nen\u00ed vyu\u017e\u00edvan\u00fd a ch\u00e1tr\u00e1. Pro srovn\u00e1n\u00ed si uka\u017eme podobnou oblast k p\u0159em\u00fd\u0161len\u00ed, a to libereck\u00fd Je\u0161t\u011bd (Boh\u00e1\u010d &amp; Jel\u00ednkov\u00e1, 2018). Parametry tohoto \u00fazem\u00ed jsou: horn\u00ed \u010d\u00e1st se nach\u00e1z\u00ed v cca 1\u00a0000 m n.m. a v\u00fd\u0161kov\u00fd rozd\u00edl je 400 metr\u016f. V\u00a0bl\u00edzkosti nen\u00ed vodn\u00ed tok, kter\u00fd by se dal vyu\u017e\u00edt k\u00a0um\u011bl\u00e9mu zasn\u011b\u017eov\u00e1n\u00ed, proto je na \u00fapat\u00ed Je\u0161t\u011bdu vybudovan\u00e1 vodn\u00ed n\u00e1dr\u017e. V\u00a0p\u0159\u00edpad\u011b Je\u0161t\u011bdu jde z\u00a0hlediska dimenze\/\u0159\u00e1dovosti o desetin\u00e1sobek. Je v\u0161ak toto outdoorov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed nebo ter\u00e9nn\u00ed v\u00fduka?<\/p>\n<h2><span style=\"color: #000000\">Metodika<\/span><\/h2>\n<p>Projekt je postaven\u00fd na sb\u011bru dat o outdoorov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed \u00a0z vybran\u00fdch \u0161kol 2. stupn\u011b. V\u00fdb\u011br zahrnuje 50 \u0161kol ve dvou kraj\u00edch \u2013 Jihomoravsk\u00e9m a Jiho\u010desk\u00e9m. Zastoupen\u00ed obou kraj\u016f v\u00a0absolutn\u00edm po\u010dtu nen\u00ed vyv\u00e1\u017een\u00e9. Je to d\u00e1no t\u00edm, \u017ee sb\u011br dat vykon\u00e1vali \u010dty\u0159i tazatel\u00e9 \u2013 t\u0159i v\u00a0Jihomoravsk\u00e9m a jeden v\u00a0Jiho\u010desk\u00e9m kraji. Podle toho je tak\u00e9 zhruba pod\u00edlov\u00e9 zastoupen\u00ed \u0161kol (\u0160VP) v\u00a0hodnocen\u00e9m souboru (3 : 1). Zd\u016fraz\u0148uji, \u017ee odli\u0161nosti obou zvolen\u00fdch \u00fazem\u00ed nejsou jen geografick\u00e1 kvalita (centrum, jeho bezprost\u0159edn\u00ed z\u00e1zem\u00ed a zbyl\u00e1 \u010d\u00e1st kraje), ale i hledisko vzd\u011bl\u00e1v\u00e1n\u00ed (vzd\u011bl\u00e1vac\u00ed politiky). To se v\u0161ak v\u00a0hodnocen\u00e9 publikaci ne\u0159e\u0161\u00ed.<\/p>\n<p>Rozd\u00edly v\u00a0kvalit\u011b vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0jednotliv\u00fdch kraj\u00edch \u010cR dokumentuj\u00ed anal\u00fdzy \u010cesk\u00e9 \u0161koln\u00ed inspekce (nap\u0159. \u010c\u0160I 2015, 2019), kter\u00e9 se v\u00a0posledn\u00edch p\u011bti letech objevily.\u00a0 V\u00a0publikaci se \u017e\u00e1dn\u00fd odkaz hodnocen\u00ed \u010c\u0160I neobjevuje. V\u00a0seznamu literatury se objevuje jako zdroj anglick\u00e1 \u0161koln\u00ed inspekce, <em>The\u00a0Office for Standards in Education, Children&#8217;s Services and Skills\u00a0(Ofsted).<\/em> Z hlediska metodiky je anglick\u00e1 instituce ur\u010dit\u011b p\u0159\u00ednosn\u00e1, ale je nutn\u00e9 tak\u00e9 poznamenat, \u017ee \u010cesk\u00e1 \u0161koln\u00ed inspekce za posledn\u00ed roky v\u00fdrazn\u011b zapracovala na v\u00fdstupn\u00edch datech, kter\u00e1 jsou nutn\u00e1 pro zlep\u0161en\u00ed kvality \u010desk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. A s\u00a0t\u011bmi daty by m\u011bli v\u00fdzkumn\u00edci, kte\u0159\u00ed se v\u011bnuj\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed, v\u00edce pracovat. I kdy\u017e, p\u0159ipou\u0161t\u00edm, chyb\u00ed v\u00edce \u010desk\u00fdch dat uspo\u0159\u00e1dan\u00fdch do \u010dasov\u00fdch \u0159ad, pokud tato data porovn\u00e1v\u00e1me s daty v\u00a0Anglii.<\/p>\n<p>Ve v\u00fdzkumn\u00e9 pr\u00e1ci <em>Outdoor Education<\/em> autorka vyu\u017e\u00edv\u00e1 metodu <strong>triangulace<\/strong>. Triangulace je metoda, kterou za\u010dali pou\u017e\u00edvat etnografov\u00e9 p\u0159ibli\u017en\u011b p\u0159ed 100 lety (viz Denzin, 1970). Vych\u00e1z\u00ed z\u00a0p\u0159edpokladu, \u017ee v\u00fdzkumn\u00edk je sou\u010d\u00e1st\u00ed studovan\u00e9 komunity a tato metoda m\u00e1 v\u00fdzkumn\u00edkovi napomoci udr\u017eet si nadhled nad zkoumanou problematikou \u010di napomoci v\u00fdzkumn\u00edkovi udr\u017eet si odstup od zkouman\u00e9 problematiky. Triangulaci obecn\u011b v\u00fdrazn\u011b posunul a zahrnul mezi metody Donald Davidson (1987, 1991, 2001). Mluv\u00edme o tzv. davidsonovsk\u00e9 triangulaci jako vzorci interakc\u00ed mezi dv\u011bma llidmi \u2013 jak se shoduj\u00ed (koreluj\u00ed) v\u00a0pozorov\u00e1n\u00ed reakc\u00ed, kter\u00e9 sd\u00edlej\u00ed v\u00a0podn\u011btech (Carpenter, 2003, s. 230). \u00a0Je tak\u00e9 nutn\u00e9 \u0159\u00edci, \u017ee tato metoda nen\u00ed zcela objektivn\u00ed, nep\u0159in\u00e1\u0161\u00ed stoprocentn\u011b verifikovateln\u00e9 v\u00fdsledky.<\/p>\n<p>V\u00a0\u010desk\u00e9 geografii, pokud je mn\u011b zn\u00e1mo, pou\u017eil tuto metodu Svozil (2009) v\u00a0diserta\u010dn\u00ed pr\u00e1ci o komunit\u011b na ostrov\u011b \u010ce\u010de\u0148 v\u00a0Kaspick\u00e9m mo\u0159i i s\u00a0odkazem na Denzina. Autorka vyu\u017eiv\u00e1 sekund\u00e1rn\u00ed zdroje po roce 2005, p\u0159i\u010dem\u017e Denzina ani Davidsona neuv\u00e1d\u00ed.<\/p>\n<p>Autorka knihy <em>Outdoor Education <\/em>\u00a0si je v\u011bdoma nedostatku\/nespolehlivosti triangulace. Pou\u017e\u00edv\u00e1 ji pro anal\u00fdzu \u0161koln\u00edch dokument\u016f (\u0161koln\u00edch vzd\u011bl\u00e1vac\u00edch program\u016f) na jedn\u00e9 stran\u011b a na druh\u00e9 stran\u011b \u0159\u00edzen\u00fdch\/strukturovan\u00fdch rozhovor\u016f s\u00a0u\u010diteli, \u017e\u00e1ky a rodi\u010di o outdoorov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed (ter\u00e9nn\u00ed v\u00fduce). Sch\u00e9ma je na obr\u00e1zku 10, s. 101. V\u00fdsledkem maj\u00ed b\u00fdt nov\u00e1 zji\u0161t\u011bn\u00ed (<em>findings<\/em>), co\u017e je zar\u00e1\u017eej\u00edc\u00ed vzhledem k\u00a0tomu, k \u010demu se tato metoda pou\u017e\u00edv\u00e1 (viz v\u00fd\u0161e). Vypov\u00eddaj\u00edc\u00ed je o neodpov\u00eddaj\u00edc\u00edm ch\u00e1p\u00e1n\u00ed smyslu triangulace i pou\u017e\u00edv\u00e1n\u00ed r\u016fzn\u00e9 velikosti \u00fahl\u016f v\u00a0troj\u00faheln\u00edku na uveden\u00e9 str\u00e1nce. <strong>Triangulace nen\u00ed geometrick\u00e9 t\u011bleso!<\/strong> Tento p\u0159\u00edstup \u010dten\u00e1\u0159e znal\u00e9ho t\u00e9to metody znejist\u00ed.<\/p>\n<p>V\u00a0takto koncipovan\u00e9 metodice se snahou o objektivizaci proto nen\u00ed divu, \u017ee autorka skon\u010d\u00ed u jednotliv\u00fdch extr\u00e9mn\u00edch p\u0159\u00edklad\u016f, na kter\u00fdch dokumentuje \u010di hled\u00e1 podporu pro sv\u00e1 tvrzen\u00ed. Pro dal\u0161\u00ed vyu\u017eit\u00ed je toto dokladem o jednotlivostech, nikoli v\u0161ak o agregovan\u00e9m celkov\u00e9m uspo\u0159\u00e1d\u00e1n\u00ed. To je t\u0159eba m\u00edt na pam\u011bti pro ty, kdo by cht\u011bli z\u00a0t\u00e9to publikace vych\u00e1zet ve sv\u00fdch projektech.<\/p>\n<h2><span style=\"color: #000000\">Shrnut\u00ed a z\u00e1v\u011bry<\/span><\/h2>\n<p>Anglicky psan\u00e1 \u010desk\u00e1 pr\u00e1ce je v\u00a0geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed ojedin\u011bl\u00e1. Ojedin\u011bl\u00e1 je i t\u00edm, \u017ee pr\u00e1ci napsala jedna autorka a ne autorsk\u00e1 skupina. O t\u00fdmov\u00e9m autorstv\u00ed ve vzd\u011bl\u00e1v\u00e1n\u00ed jsem psal nap\u0159\u00edklad v\u00a0p\u0159\u00edpad\u011b <em>Transdidaktiky<\/em> \u2013 p\u011bt autor\u016f a v\u00a0p\u0159\u00edpad\u011b \u201epocitu ohro\u017een\u00ed\u201c stoupl po\u010det na \u0161est (v\u00edce <a href=\"http:\/\/educator.blogy.rvp.cz\/2018\/08\/01\/obecna-didaktika-transdidaktika-pedago-demago\/\">ZDE<\/a>).<\/p>\n<p>Obsah recenzovan\u00e9 publikace je nesourod\u00fd, kdy\u017e vezmeme v\u00a0\u00favahu znalosti a dovednosti geografick\u00e9ho charakteru posuzovan\u00e9 \u0160VP vybran\u00fdch \u0161kol Jihomoravsk\u00e9ho a Jiho\u010desk\u00e9ho kraje na jedn\u00e9 stran\u011b a fyzick\u00e9 testov\u00e1n\u00ed \u00fa\u010dastn\u00edk\u016f outdoorov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed na druh\u00e9 stran\u011b.\u00a0 Nedovedu si p\u0159edstavit u\u010ditele z\u00a0praxe, jak \u201ev\u011bdecky\u201c pracuje s\u00a0fyzickou kondic\u00ed \u017e\u00e1k\u016f\/\u00fa\u010dastn\u00edk\u016f zem\u011bpisn\u00e9 ter\u00e9nn\u00ed v\u00fduky. Sta\u010d\u00ed pouk\u00e1zat na rozd\u00edly v\u00fd\u0161e uveden\u00e9ho prost\u0159ed\u00ed \u2013 Wilson\u016fv les v\u00a0Brn\u011b a Je\u0161t\u011bd u Liberce, jejich rozd\u00edly ve v\u00fd\u0161kov\u00fdch metrech, 50 m a 400 m, kter\u00e9 jsou rozd\u00edly v\u00a0\u201e\u0159\u00e1dech\u201c. Tady je z\u0159ejm\u00e1 d\u016fle\u017eitost odborn\u00e9 a dlouholet\u00e9 zku\u0161enosti u\u010ditele\/odborn\u00edka z\u00a0praxe. \u010c\u00edm \u010dast\u011bji takov\u00fd u\u010ditel realizuje ter\u00e9nn\u00ed v\u00fduku, t\u00edm v\u00edce zku\u0161enost\u00ed m\u00e1 a n\u00e1sledn\u011b m\u016f\u017ee i individualizovat ter\u00e9nn\u00edm v\u00fduku pro jednotliv\u00e9 \u017e\u00e1ky (nejen z\u00a0hlediska znalost\u00ed a dovednost\u00ed, ale i z\u00a0hlediska fyzick\u00e9 p\u0159ipravenosti)<\/p>\n<p>Recenzovan\u00e1 publikace potvrzuje n\u00edzkou kvalitu vzd\u011bl\u00e1vac\u00edch\/pedagogick\u00fdch publikac\u00ed ve vztahu k\u00a0zahrani\u010dn\u00edm zdroj\u016fm, terminologii a koncepc\u00edm, nebo alespo\u0148 jejich nevyrovnanost v\u00a0kvalit\u011b. V\u00a0\u010cesku je nutn\u00e9 zv\u00fd\u0161it \u00fasil\u00ed v\u00a0re\u0161er\u0161\u00edch a ve studiu cizojazy\u010dn\u00fdch vzd\u011bl\u00e1vac\u00edch publikac\u00ed a n\u00e1sledn\u011b jejich v\u011bdeck\u00e9 poznatky konfrontovat s\u00a0\u010deskou vzd\u011bl\u00e1vac\u00ed realitou. Nap\u0159. v\u00a0\u010desk\u00e9m outdoorov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed jde o prosazov\u00e1n\u00ed koncepce p\u0159\u00edrodn\u00ed \u0161koly, kter\u00e9 ukazuje na snahu jednotlivc\u016f oprostit se od historick\u00e9 z\u00e1t\u011b\u017ee a pro\u0161lap\u00e1vat si vlastn\u00ed cestu. Na druhou stranu je tu institucion\u00e1ln\u00ed cesta environmentalist\u016f\/odborn\u00edk\u016f na ekologii a jejich snaha nav\u00e1zat na hnut\u00ed z\u00a080. let a vyu\u017e\u00edvat nejnov\u011bj\u0161\u00edch poznatk\u016f a zku\u0161enosti ze zahrani\u010d\u00ed.<\/p>\n<p>Posuzovan\u00e1 publikace nep\u0159\u00edmo poukazuje na d\u016fle\u017eitost dat ze \u0161koln\u00edho prost\u0159ed\u00ed uspo\u0159\u00e1dan\u00fdch v\u00a0\u010dasov\u00fdch \u0159ad\u00e1ch. Zat\u00edm je supluj\u00ed data z\u00a0mezin\u00e1rodn\u00edch v\u00fdzkum\u016f typu TIMSS \u010di PISA. V\u00a0\u010cesku se za\u010d\u00ednaj\u00ed prosazovat i vlastn\u00ed \u0161et\u0159en\u00ed \u010c\u0160I. U nich zat\u00edm chyb\u011bj\u00ed del\u0161\u00ed \u010dasov\u00e9 \u0159ady a st\u00e1le se je\u0161t\u011b pot\u00fdkaj\u00ed s\u00a0obsahovou kvalitou, nap\u0159\u00edklad v zem\u011bpisu viz V\u00e1vra (2018). Ale je dob\u0159e, \u017ee se ji\u017e za\u010dalo.\u00a0 A to v\u0161e podep\u0159eno znalost\u00ed oboru s\u00a0mezin\u00e1rodn\u00edm p\u0159esahem, v\u010detn\u011b aktivn\u00edho vstupu mezi zahrani\u010dn\u00ed odborn\u00edky.<\/p>\n<h2>Pou\u017eit\u00e1 literatura<\/h2>\n<ol>\n<li>Boh\u00e1\u010d, A., &amp; Jel\u00ednkov\u00e1, Z. (2018). Ter\u00e9nn\u00ed v\u00fduka zem\u011bpisu pro z\u00e1kladn\u00ed \u0161koly: realizace na Je\u0161t\u011bdu. <em>ACC Journal, 24<\/em>(3), str\u00e1nky 16-31. doi:10.15240\/tul\/004\/2018-3-002<\/li>\n<li>Broukalov\u00e1, L. B., \u010cin\u010dera, J., Dani\u0161, P., Ka\u017emierski, T., Kulich, J., Lupa\u010d, M., . . . Nov\u00e1k, M. (prosinec 2011). <em>C\u00edle a indik\u00e1tory pro environment\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed\u00cd, v\u00fdchovu a osv\u011btu v \u010cesk\u00e9 republice.<\/em> Ministerstvo \u017eivotn\u00edho prost\u0159ed\u00ed. Praha: Ministerstvo \u017eivotn\u00edho prost\u0159ed\u00ed. Z\u00edsk\u00e1no 9. leden 2014, z https:\/\/www.mzp.cz\/cz\/cile_indikatory_evvo_dokument<\/li>\n<li>Brou\u0161kov\u00e1, P. (2018). <em>Limity m\u011b\u0159en\u00ed pohybov\u00e9 aktivity p\u0159i ter\u00e9nn\u00ed v\u00fduce na z\u00e1kladn\u00ed \u0161kole.<\/em> Brno: Masarykova univerzita v Brn\u011b. Z\u00edsk\u00e1no 18. \u010derven 2020, z https:\/\/is.muni.cz\/th\/wdpyl\/DIPLOMOVA_PRACE.pdf<\/li>\n<li>Carpenter, A. N. (2003). Davidson&#8217;s transcendental argumentation. In J. Malpas (Ed.), <em>From Kant to Davidson: Philosophy and the Idea of the Transcendental.<\/em> (pp. 219 &#8211; 237). Abdington: Routledge.<\/li>\n<li>Cincera, J., Valesova, B., Krepelkova, S., Simonova, P., &amp; Kroufek, R. (2019, August 16). Place-based education from three perspectives. <em>Environmental Education Research, 25<\/em>(10), pp. 1519-1523. doi:https:\/\/doi.org\/10.1080\/13504622.2019.1651826<\/li>\n<li>\u010c\u0160I. (z\u00e1\u0159\u00ed 2015). <em>V\u00fdb\u011brov\u00e9 zji\u0161\u0165ov\u00e1n\u00ed v\u00fdsledk\u016f \u017e\u00e1k\u016f 9. ro\u010dn\u00edku z\u00e1kladn\u00edch \u0161kol a odpov\u00eddaj\u00edc\u00edch ro\u010dn\u00edk\u016f v\u00edcelet\u00fdch gymn\u00e1zi\u00ed a \u017e\u00e1k\u016f 3. ro\u010dn\u00edku vybran\u00fdch obor\u016f st\u0159edn\u00edch odborn\u00fdch \u0161kol. Z\u00e1v\u011bre\u010dn\u00e1 zpr\u00e1va.<\/em> Z\u00edsk\u00e1no 26. leden 2017, z Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed: http:\/\/www.csicr.cz\/getattachment\/290a29d6-c538-432a-b95a-4bf59ddeffaa<\/li>\n<li>\u010c\u0160I. (prosinec 2019). <em>Kvalita a efektivita vzd\u011bl\u00e1v\u00e1n\u00ed a vzd\u011bl\u00e1vac\u00ed soustavy 2018\/19. V\u00fdro\u010dn\u00ed zpr\u00e1va.<\/em> \u010cesk\u00e1 \u0161koln\u00ed inspekce. Praha: \u010c\u0160I. Na\u010dteno z https:\/\/www.csicr.cz\/Csicr\/media\/Prilohy\/PDF_el._publikace\/V%C3%BDro%C4%8Dn%C3%AD%20zpr%C3%A1vy\/VZ-CSI-2018-2019.pdf<\/li>\n<li>Davidson, D. (1987). Knowing One&#8217;s Own Mind. <em>Proceedings and Addresses of the American Philosophical Association, 60<\/em>(3), 441-58. Retrieved December 3, 2017, from http:\/\/www.kaley-bradley.com\/McDaniel\/courses\/spring_2012\/MandM\/readings\/Davidson-KnowingOnesMind.PDF<\/li>\n<li>Davidson, D. (1991, September). Three Varieties of Knowledge. <em>Royal Institute of Philosophy Supplements, 30<\/em>, 153-166. doi:0.1017\/S1358246100007748<\/li>\n<li>Davidson, D. (2001). <em>Subjective, Intersubjective, Objective.<\/em> Oxford: Oxford University Press.<\/li>\n<li>Denzin, N. K. (1970). <em>The research act in sociology : a theoretical introduction to sociological methods.<\/em> London: Butterworths.<\/li>\n<li>Dvo\u0159an, S. (2008). <em>Zem\u011bpisn\u00e9 exkurze s environment\u00e1ln\u00ed t\u00e9matikou pro 2. stupe\u0148 Z\u0160.<\/em> Liberec: Technick\u00e1 univerzita v Liberci.<\/li>\n<li>Hofmann, E. a. (2003). <em>Integrovan\u00e9 ter\u00e9nn\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> Brno: Paido.<\/li>\n<li>Hofmann, E., Korvas, P., &amp; Pol\u00e1\u010dek, P. (2008). <em>Multimedi\u00e1ln\u00ed u\u010debnice pro ter\u00e9nn\u00ed v\u00fduku.<\/em> Brno: PedF, Masarykova univerzita.<\/li>\n<li>Karv\u00e1nkov\u00e1, P. (ed. 2015). <em>Badatelsky orientovan\u00e9 vyu\u010dov\u00e1n\u00ed zem\u011bpisu, Sb\u00edrka \u00faloh implementuj\u00edc\u00edch badatelsky orientovan\u00e9 vyu\u010dov\u00e1n\u00ed v hodin\u00e1ch zem\u011bpisu.<\/em> \u010cesk\u00e9 Bud\u011bjovice: Jiho\u010desk\u00e1 univerzita v \u010cesk\u00fdch Bud\u011bjovic\u00edch. Z\u00edsk\u00e1no 30. b\u0159ezen 2016, z http:\/\/www.sciencezoom.cz\/documents\/ke-stazeni\/vystupy.pdf<\/li>\n<li>Karv\u00e1nkov\u00e1, P., Popjakov\u00e1, D., &amp; Kova\u0159\u00edkov\u00e1, V. (2015). <em>Global Education or How to Most Effectively Implement Cross-Disciplinary Themes in the Curriculum of Primary School\u2013Czechia\u00b4s Example.<\/em> Retrieved October 25, 2015, from Review of International Geographical Education Online: http:\/\/www.rigeo.org\/vol5no1\/Number1Spring\/RIGEO-V5-N1-1.pdf<\/li>\n<li>Kent, M., Gilbertson, D. D., &amp; Hunt, C. O. (1997). Fieldwork in Geography Teaching: a critical review of the literature and approaches. <em>Journal of Geography in Higher Education, 21<\/em>(3), pp. 313-332. Retrieved June 17, 2020, from https:\/\/www.researchgate.net\/publication\/236631494_Kent_M_Gilbertson_D_and_Hunt_C_1997_Fieldwork_in_geography_teaching_a_critical_review_of_literature_and_approaches_Journal_of_Geography_in_Higher_Education_21_313-332<\/li>\n<li>Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., &amp; Wubbels, T. (2001). <em>Linking Practice and Theory. The Pedagogy of Realistic Teacher Education.<\/em> New York: Routledge.<\/li>\n<li>Ky\u0161ka, J. (2014). <em>Ter\u00e9nn\u00ed v\u00fduka v zem\u011bpise na 2. stupni Z\u0160 ve vztahu k \u010desk\u00e9mu RVP.<\/em> Liberec: Technick\u00e1 univerzita v Liberci.<\/li>\n<li>O\u2019Brien, L., &amp; Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. <em>Urban Forestry &amp; Urban Greening<\/em>, pp. 249-265. Retrieved December 19, 2015, from http:\/\/www.outdoorrecreationni.com\/wp-content\/uploads\/2015\/11\/Forest-School-and-its-impacts-on-young-children_OBrien_Murray-2007.pdf<\/li>\n<li>O\u010dovsk\u00e1, B., Brabec, F., \u010cernoch, F., Demek, J., Feranec, J., Herber, J., . . . Za\u0165ko, M. (1982). <em>O novom ch\u00e1pan\u00ed v\u00fdchovy a vzd\u011bl\u00e1vania na stredn\u00fdch \u0161kol\u00e1ch. Zemepis pre stredn\u00e9 \u0161koly. \u0161tudijn\u00e9 texty na p\u0159\u00edpravu pedagogick\u00fdch pracovn\u00edkov.<\/em> (M. G\u00fa\u010dikov\u00e1, Editor) Bratislava: Slovensk\u00e9 pedagogick\u00e9 nakladate\u013astvo.<\/li>\n<li>Plesn\u00edk, P., Paulov, J., \u0160eliga, L., Za\u0165ko, M., Demek, J., Mi\u010dian, L., &amp; Krcho, J. (1979). <em>Zem\u011bpis pro I. ro\u010dn\u00edk gymn\u00e1zi\u00ed. I. \u010d\u00e1st. Pokusn\u00e1 u\u010debnice<\/em> (U\u010debnice pro st\u0159edn\u00ed \u0161koly. vyd.). Praha: St\u00e1tn\u00ed pedagogick\u00e9 nakladatelstv\u00ed, n. p., v Praze.<\/li>\n<li>\u0158ezn\u00ed\u010dkov\u00e1, D. (2013). Badatelsky orientovan\u00e1 v\u00fduka geografie. <em>Geografick\u00e9 rozhledy, 23<\/em>(1), str\u00e1nky 12-15. Z\u00edsk\u00e1no 23. \u010derven 2018, z https:\/\/www.geograficke-rozhledy.cz\/archiv\/clanek\/327\/pdf<\/li>\n<li>\u0158ezn\u00ed\u010dkov\u00e1, D., &amp; kol. (2008). <em>N\u00e1m\u011bty pro geografick\u00e9 a environment\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed: V\u00fduka v krajin\u011b.<\/em> Praha: Univerzita Karlova v Praze, P\u0159\u00edrodov\u011bdeck\u00e1 fakulta. Z\u00edsk\u00e1no 23. \u0159\u00edjen 2017, z https:\/\/www.academia.edu\/12137717\/N%C3%A1m%C4%9Bty_pro_geografick%C3%A9_a_environment%C3%A1ln%C3%AD_vzd%C4%9Bl%C3%A1v%C3%A1n%C3%AD_V%C3%BDuka_v_krajin%C4%9B<\/li>\n<li>Slav\u00edk, J., Jan\u00edk, T., Najvar, P., &amp; Knecht, P. (2017). <em>Transdisciplin\u00e1rn\u00ed didaktika: o u\u010ditelsk\u00e9m sd\u00edlen\u00ed znalost\u00ed a zvy\u0161ov\u00e1n\u00ed kvality v\u00fduky nap\u0159\u00ed\u010d obory.<\/em> Brno: MUNI Press.<\/li>\n<li>Spalov\u00e1, K. (1931). <em>Metodika zem\u011bpisu.<\/em> (2. nov\u00e9 upraven\u00e9 vyd\u00e1n\u00ed. vyd.). Velk\u00e9 Mezi\u0159\u00ed\u010d\u00ed: Nakladatestv\u00ed Alois \u0160a\u0161ek.<\/li>\n<li>Spalov\u00e1, K. (1933). <em>Zem\u011bpis prac\u00ed tvo\u0159ivou. (Teorie i prakse.).<\/em> Velk\u00e9 Mezi\u0159\u00ed\u010d\u00ed: Nakladatelstv\u00ed Aloise \u0160a\u0161ka.<\/li>\n<li>Svobodov\u00e1, H. (2019). <em>Outdoor Education in Geography: A Specific Educational Strategy.<\/em> Brno: Masaryk Univesity Press. Retrieved June 6, 2020, from https:\/\/munispace.muni.cz\/library\/catalog\/view\/1571\/4386\/2112-1\/0#preview<\/li>\n<li>Svobodov\u00e1, H., Durna, R., M\u00edsa\u0159ov\u00e1, D., &amp; Hofmann, E. (29. listopad 2019). Komparace form\u00e1ln\u00edho ukotven\u00ed ter\u00e9nn\u00ed v\u00fduky ve \u0161koln\u00edch vzd\u011bl\u00e1vac\u00edch programech a jej\u00ed pojet\u00ed v modelov\u00fdch z\u00e1kladn\u00edch \u0161kol\u00e1ch. <em>Orbis Scholae, 13<\/em>(2), str\u00e1nky 95-116. doi: https:\/\/doi.org\/10.14712\/23363177.2019.25<\/li>\n<li>Svobodov\u00e1, H., M\u00edsa\u0159ov\u00e1, D., Durna, R., \u010ce\u0161kov\u00e1, T., &amp; Hofmann, E. (11. listopad 2019). Koncepce ter\u00e9nn\u00ed v\u00fduky pro z\u00e1kladn\u00ed \u0161koly. <em>Komensk\u00fd. Odborn\u00fd \u010dasopis pro u\u010ditele z\u00e1kladn\u00ed \u0161koly<\/em>. Z\u00edsk\u00e1no 20. \u010derven 2020, z https:\/\/www.ped.muni.cz\/komensky\/clanky\/koncepce-terenni-vyuky-pro-zakladni-skoly<\/li>\n<li>Svobodov\u00e1, H., M\u00edsa\u0159ov\u00e1, D., Durna, R., \u010ce\u0161kov\u00e1, T., &amp; Hofmann, E. (2019). <em>Koncepce ter\u00e9nn\u00ed v\u00fduky pro z\u00e1kladn\u00ed \u0161koly. Na p\u0159\u00edkladu n\u00e1m\u011bt\u016f pro kr\u00e1tkodobou a st\u0159edn\u011bdobou v\u00fduku vlastiv\u011bdn\u00e9ho a zem\u011bpisn\u00e9ho u\u010diva.<\/em> Brno: Masarykova univerzita. doi:https:\/\/doi.org\/10.5817\/CZ.MUNI.M210-9246-2019<\/li>\n<li>Svozil, B. (2009). <em>Komunita ostrova \u010ce\u010de\u0148 v Kaspick\u00e9m mo\u0159i.<\/em> Brno: Masarykova univerzita. Z\u00edsk\u00e1no 20. \u010derven 2020, z https:\/\/is.muni.cz\/th\/bx3v8\/Svozil_Komunita_ostrova_Cecen_v_Kaspickem_mori.pdf<\/li>\n<li>Svozil, B., &amp; Hynek, A. (Edito\u0159i). (2011). <em>Debl\u00ednsko: Na cest\u011b k trval\u00e9 udr\u017eitelsnosti. Vlastiv\u011bdn\u00e1 u\u010debnice.<\/em> Debl\u00edn: Z\u00e1kladn\u00ed \u0161kola a Mate\u0159sk\u00e1 \u0161kola Debl\u00edn. Z\u00edsk\u00e1no 28. duben 2019, z http:\/\/www.zs-deblin.cz\/wp-content\/uploads\/2016\/02\/ucebnice_deblinsko.pdf<\/li>\n<li>Tich\u00fd, F., &amp; kol. (2017). <em>V\u00fdchova jako dobrodru\u017estv\u00ed. To se v t\u00e9 P\u0159\u00edrodn\u00ed \u0161kole u\u010d\u00edte na stromech?<\/em> Praha: Gymn\u00e1zium P\u0159\u00edrodn\u00ed \u0161kola. o.p.s.<\/li>\n<li>Tl\u00e1skal, M. (2014). <em>Postaven\u00ed ter\u00e9nn\u00ed v\u00fduky v kurikulu z\u00e1kladn\u00ed \u0161koly a jej\u00ed vyu\u017eit\u00ed pro v\u00fduku na Olomoucku.<\/em> Olomouc: Univerzita Palack\u00e9ho v Olomouci. Z\u00edsk\u00e1no 20. \u010derven 2020, z https:\/\/geography.upol.cz\/soubory\/studium\/dp\/2014-geo\/2014_Tlaskal.pdf<\/li>\n<li>V\u00e1gai, T., &amp; Vod\u00e1kov\u00e1, P. (2010). Projektov\u00e9 kurzy na kated\u0159e geografie, FP TU v Liberci. <em>Informace \u010cGS, 29<\/em>, str\u00e1nky 25-33. Z\u00edsk\u00e1no 28. duben 2019, z https:\/\/geography.cz\/wp-content\/uploads\/2018\/10\/icgs022010_vagai.pdf<\/li>\n<li>V\u00e1vra, J. (6. b\u0159ezen 2018). <em>Nad zpr\u00e1vou \u010c\u0160I k v\u00fdsledk\u016fm \u017e\u00e1k\u016f 5. a 9. t\u0159\u00edd. (Zhodnocen\u00ed n\u011bkter\u00fdch \u00faloh a jejich srovn\u00e1n\u00ed s testy PISA).<\/em> (M. Kom\u00e1rek, Editor) Z\u00edsk\u00e1no 15. prosinec 2019, z \u010cesk\u00e1 \u0161kola: http:\/\/www.ceskaskola.cz\/2018\/03\/jaroslav-vavra-nad-zpravou-csi-k.html<\/li>\n<li>Vr\u00e1na, S. (1934). <em>U\u010debn\u00e9 metody.<\/em> Praha: D\u011bdictv\u00ed Komensk\u00e9ho v Praze.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>OBSAH \u00davod Recenze: Svobodov\u00e1, H. (2019). Outdoor Education in Geography: A Specific Educational Strategy. \u00a0 \u00a0 \u00a0Jak ch\u00e1pat \u201eOutdoor Education\u201c \u00a0 \u00a0 \u00a0Specifick\u00e1 strategie v\u00a0\u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed se zam\u011b\u0159en\u00edm na v\u00fduku v p\u0159\u00edrod\u011b (venku) \u00a0 \u00a0 \u00a0Metodika \u00a0 \u00a0 \u00a0Shrnut\u00ed a z\u00e1v\u011bry Pou\u017eit\u00e1 literatura \u00davod Zem\u011bpis je vzd\u011bl\u00e1vac\u00ed obor, kter\u00fd je \u0161iroce rozkro\u010den\u00fd. V\u011bnuje se [&hellip;]<\/p>\n","protected":false},"author":1425,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[403],"tags":[],"class_list":["post-1369","post","type-post","status-publish","format-standard","hentry","category-recenze"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1369","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/users\/1425"}],"replies":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/comments?post=1369"}],"version-history":[{"count":25,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1369\/revisions"}],"predecessor-version":[{"id":1457,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1369\/revisions\/1457"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1369"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1369"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}