{"id":1461,"date":"2021-05-10T23:45:01","date_gmt":"2021-05-10T21:45:01","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1461"},"modified":"2022-04-29T06:20:59","modified_gmt":"2022-04-29T04:20:59","slug":"globalista-earthista-placeista-syntetizator-a-proc-ne-masinista-exorcista","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2021\/05\/10\/globalista-earthista-placeista-syntetizator-a-proc-ne-masinista-exorcista\/","title":{"rendered":"Globalista, Earthista, Placeista, Syntetiz\u00e1tor \u2026 A pro\u010d ne Ma\u0161inista, Exorcista \u2026?"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">\u00davod<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Je na v\u00e1s t\u011bch pojm\u016f moc? Je jich dokonce je\u0161t\u011b v\u00edce. Kde a pro\u010d takov\u00e9 pojmy&nbsp; na \u010dlov\u011bka p\u00e1l\u00ed?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mluv\u00edm o v\u011bdeck\u00e9m pedagogick\u00e9m v\u00fdzkumu v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, jeho\u017e v\u00fdsledky byly publikov\u00e1ny v&nbsp;odborn\u00e9m \u010dasopise Geografie, kter\u00fd vyd\u00e1v\u00e1 \u010cesk\u00e1 geografick\u00e1 spole\u010dnost:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>Svobodov\u00e1, H., Spurn\u00e1, M., &amp; Knecht, P. (2020). <strong>Pojet\u00ed geografie a geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed u student\u016f u\u010ditelstv\u00ed v \u010cesku<\/strong>. <em>Geografie<\/em>(4), str\u00e1nky 501-526. Z\u00edsk\u00e1no 20. duben 2021, z <a href=\"https:\/\/geografie.cz\/media\/pdf\/geo_2020125040501.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/geografie.cz\/media\/pdf\/geo_2020125040501.pdf<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Krom\u011b t\u011bchto pojm\u016f se \u010dten\u00e1\u0159 z&nbsp;v\u00fd\u0161e uveden\u00e9ho \u010dl\u00e1nku dozv\u00ed &#8211; nutno podotknout, \u017ee kuse &#8211;&nbsp; i o tom, jak vypad\u00e1 p\u0159\u00edprava student\u016f zem\u011bpisu na u\u010ditelsk\u00e9 povol\u00e1n\u00ed v&nbsp;\u010cesku.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 1<\/strong> <em>Kdo to hraje na syntetiz\u00e1tor??? Je to MAP-LOVER!!!<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2021\/05\/Syntetizer.jpg\" alt=\"\" class=\"wp-image-1462\" width=\"581\" height=\"388\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2021\/05\/Syntetizer.jpg 379w, https:\/\/blogy.rvp.cz\/educator\/files\/2021\/05\/Syntetizer-300x200.jpg 300w\" sizes=\"auto, (max-width: 581px) 100vw, 581px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj obr\u00e1zku:.alamy.com<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Vyty\u010den\u00e9 c\u00edle v \u010dl\u00e1nku<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;anglick\u00e9 anotace a ze z\u00e1v\u011bru \u010dl\u00e1nku (Svobodov\u00e1, Spurn\u00e1, &amp; Knecht, 2020) se \u010dten\u00e1\u0159 dozv\u00ed, \u017ee c\u00edlem autor\u016f bylo dotazn\u00edkov\u00fdm \u0161et\u0159en\u00edm zjistit, co pova\u017euj\u00ed \u010de\u0161t\u00ed studenti u\u010ditelstv\u00ed zem\u011bpisu za d\u016fle\u017eit\u00e9 (slovy autor\u016f pojet\u00ed):<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>ve v\u011bdn\u00edm oboru <strong>geografie<\/strong><\/li><li>ve v\u00fduce zem\u011bpisu (<strong>geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>)<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Na z\u00e1klad\u011b zji\u0161t\u011bn\u00ed z&nbsp;dotazn\u00edkov\u00e9ho \u0161et\u0159en\u00ed (z\u016f\u010dastnilo se 183 respondent\u016f z&nbsp;9 univerzitn\u00edch pracovi\u0161\u0165, \u0161et\u0159en\u00ed prob\u011bhlo v&nbsp;jednu dobu a najednou) auto\u0159i \u010dl\u00e1nku odvozuj\u00ed, jak\u00e1 pojet\u00ed geografie a geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed studenti preferuj\u00ed. P\u0159ed vlastn\u00edm \u0161et\u0159en\u00edm auto\u0159i provedli re\u0161er\u0161i literatury, a to i t\u00e9 zahrani\u010dn\u00ed.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Dosahov\u00e1n\u00ed\/dosa\u017een\u00ed c\u00edl\u016f<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">\u010ce\u0161t\u00ed auto\u0159i se inspirovali dv\u011bma \u010dl\u00e1nky anglick\u00fdch autor\u016f, Rexe Walforda&nbsp; (1996\/2010) a z&nbsp;hlediska roz\u0161\u00ed\u0159en\u00e9 \u0161k\u00e1ly kategori\u00ed Simona Catlinga (2004), kter\u00fd z&nbsp;Walforda vych\u00e1z\u00ed. V&nbsp;tomto textu se zam\u011b\u0159\u00edm na \u201ev\u00fdkladovou linii \u010dl\u00e1nku\u201c \u010desk\u00fdch autor\u016f, kter\u00e1 se v\u011bnuje v\u00fdsledk\u016fm dotazn\u00edkov\u00e9ho \u0161et\u0159en\u00ed mezi studenty u\u010ditelstv\u00ed geografie v&nbsp;\u010cesku.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Za\u010dnu inspira\u010dn\u00edmi zdroji \u010desk\u00fdch autor\u016f. Rex Walford (1934-2011) nastavil r\u00e1mec a pravidla pro tento druh v\u00fdzkumu. Jako odborn\u00edk, kter\u00fd pro\u0161el profes\u00ed u\u010ditele a profes\u00ed odborn\u00e9ho asistenta (<em>lecturer<\/em>) za\u010d\u00ednaj\u00edc\u00edch u\u010ditel\u016f zem\u011bpisu (pro 1. stupe\u0148) na univerzit\u011b v Cambridge. Jeho p\u0159\u00ednos pro britsk\u00e9 geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed byl tak v\u00fdrazn\u00fd, \u017ee v\u00fdznamn\u00fd britsk\u00fd den\u00edk <em>The Guardian<\/em> p\u0159inesl v&nbsp;souvislosti s&nbsp;jeho tragickou smrt\u00ed (utonul p\u0159i p\u0159evr\u017een\u00ed v\u00fdletn\u00ed lodi na Tem\u017ei v Lond\u00fdn\u011b, jako jeden ze dvou ob\u011bt\u00ed) rozs\u00e1hl\u00fd nekrolog (v\u00edce <a href=\"https:\/\/www.theguardian.com\/education\/2011\/mar\/10\/rex-walford-obituary\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a>).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Simon Catling v&nbsp;\u010dl\u00e1nku <em>An understanding of geography: The perspectives of English primary trainee teachers<\/em> (2004), z&nbsp;Walfordova \u010dl\u00e1nku vych\u00e1z\u00ed. Catling p\u016fsob\u00ed jako&nbsp; profesor na Oxfordu, kde se zam\u011bruje na vzd\u011bl\u00e1v\u00e1n\u00ed na 1. stupni. Z \u0161et\u0159en\u00ed Catling zjistil, \u017ee studenti postgradu\u00e1ln\u00edho u\u010ditelsk\u00e9ho studia v\u011bnuj\u00ed studiu povinn\u00e9ho u\u010diva zem\u011bpisu pro mlad\u0161\u00ed d\u011bti pouze 7,5 hodiny. Zd\u016fraz\u0148uje, \u017ee je to o n\u011bco m\u00e9n\u011b \u010dasu, ne\u017e kolik v\u011bnuj\u00ed u\u010ditel\u00e9 2. a 3. stupn\u011b jak\u00e9mukoli geografick\u00e9mu t\u00e9matu..<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vra\u0165me se k&nbsp;Walfordovi. Walford (1996) si polo\u017eil v&nbsp;p\u0159\u00edprav\u011b na dotazn\u00edkov\u00e9 \u0161et\u0159en\u00ed n\u00e1sleduj\u00edc\u00ed ot\u00e1zky:<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>Jak odli\u0161n\u00e9 jsou pohledy za\u010d\u00ednaj\u00edc\u00edch u\u010ditel\u016f 1. stupn\u011b Z\u0160 na <strong>obor (geografii)<\/strong> a na <strong>geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/li><li>Jak jsou p\u0159ipravov\u00e1ni za\u010d\u00ednaj\u00edc\u00ed u\u010ditel\u00e9 1. stupn\u011b v <strong>souladu s po\u017eadavky na zem\u011bpisn\u00e9 kurikulum<\/strong>, podle kter\u00e9ho se u\u010d\u00ed na st\u0159edn\u00ed \u0161kole? (v Anglii tomu odpov\u00edd\u00e1 \u010desk\u00fd ekvivalent 6. a\u017e 9. ro\u010dn\u00edk a vy\u0161\u0161\u00ed ro\u010dn\u00edky gymn\u00e1zia dohromady)<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Walford se dotazoval 105 postgradu\u00e1ln\u00edch student\u016f (za\u010d\u00ednaj\u00edc\u00edch u\u010ditel\u016f 1. stupn\u011b) jednoro\u010dn\u00edho studia na Univerzit\u011b v&nbsp;Cambridge. Mnoz\u00ed studenti m\u011bli zku\u0161enost a znalosti \u017e\u00e1ka zem\u011bpisu na z\u00e1kladn\u00ed a st\u0159edn\u00ed \u0161kole (nikoli na vysoko\u0161kolsk\u00e9 \u00farovni). \u0160et\u0159en\u00ed prob\u00edhalo v&nbsp;obdob\u00ed 1990-1994. Respondenti m\u011bli napsat kr\u00e1tkou definici, co je geografie a jak\u00fd je \u00fa\u010del\/smysl v\u00fduky zem\u011bpisu, s&nbsp;d\u016frazem na 1. stupe\u0148 a s&nbsp;p\u0159esahem do vy\u0161\u0161\u00edch ro\u010dn\u00edk\u016f (anglick\u00e9 st\u0159edn\u00ed \u0161koly). Zd\u016fraz\u0148uji, \u017ee v&nbsp;Anglii se na 1. stupni u\u010d\u00ed geografie, nikoli vlastiv\u011bda jako je tomu v&nbsp;\u010cesku.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;odpov\u011bd\u00edch respondent\u016f na ot\u00e1zku <strong>Co je geografie <\/strong>(1. ot\u00e1zka), nejv\u011bt\u0161\u00ed \u010d\u00e1st respondent\u016f podle odpov\u011bd\u00ed spadala do kategorie, ve kter\u00e9 za\u010d\u00ednaj\u00edc\u00ed u\u010ditel\u00e9 zem\u011bpisu zd\u016fraz\u0148ovali propojen\u00ed p\u0159\u00edrodn\u00edho a hum\u00e1nn\u00edho prost\u0159ed\u00ed, ve fyzick\u00e9m a hum\u00e1nn\u00edm zem\u011bpisu. A tady ji\u017e p\u0159ech\u00e1z\u00edm k&nbsp;roz\u0161\u00ed\u0159en\u00ed kategori\u00ed podle Catlinga (2004). Tuto kategorii u\u010ditel\u016f (43 % respondent\u016f) nazvali Walford a Catling \u201e<em>interactionists<\/em>\u201c (\u010desky snad \u201e<strong><u>stoupenci vz\u00e1jemn\u00e9ho propojov\u00e1n\u00ed<\/u><\/strong>\u201c), pr\u00e1v\u011b s&nbsp;ohledem na interaktivitu mezi slo\u017ekami v&nbsp;syst\u00e9mu geografie. Ukazuje se v&nbsp;tomto hodnocen\u00ed&nbsp; zna\u010dn\u00e1 komplexnost geografie jako v\u011bdy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Upozor\u0148uji tady v\u0161ak i na dal\u0161\u00ed ch\u00e1p\u00e1n\u00ed interakce, kter\u00e1 se v&nbsp;\u010dl\u00e1nku \u010desk\u00fdch autor\u016f, ale ani i anglick\u00fdch neobjevuje. Odkazuji v&nbsp;tomto sm\u011bru na Malpase (2012, str. 213). Ten vych\u00e1z\u00ed z&nbsp;Davidsona, kter\u00fd &nbsp;ch\u00e1pe intencion\u00e1ln\u00ed obsah (v na\u0161em p\u0159\u00edpad\u011b v\u011bdn\u00ed obor), a o ten tady tak\u00e9 jde, ve vztahu k&nbsp;interakci interpreta (v na\u0161em p\u0159\u00edpad\u011b respondenta) tohoto obsahu v&nbsp;r\u00e1mci ur\u010dit\u00e9ho m\u00edsta nebo um\u00edst\u011bn\u00ed (lokace). Mluv\u00edme v&nbsp;tomto smyslu o <strong>v\u00fdznamu<\/strong> t\u00e9to <strong>interakce.<\/strong> V\u00fdznam je podle Malpase v\u017edy neur\u010dit\u00fd, proto\u017ee existuje v\u017edy v\u00edce ne\u017e jeden zp\u016fsob popisu toho sam\u00e9ho\/stejn\u00e9ho uspo\u0159\u00e1d\u00e1n\u00ed interakce. Jin\u00fdmi slovy, vyvst\u00e1v\u00e1 ot\u00e1zka: Je tato kategorie (ale i dal\u0161\u00ed pou\u017e\u00edvan\u00e9 kategorie v&nbsp;tomto textu) &nbsp;jednozna\u010dn\u011b ur\u010den\u00e1 a determinovateln\u00e1? Tuto ot\u00e1zku pova\u017euji za kl\u00ed\u010dovou v&nbsp;cel\u00e9 metod\u011b tohoto zkoum\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00fdrazn\u011b m\u00e9n\u011b odpov\u011bd\u00ed respondent\u016f spadalo do kategorie, ve kter\u00e9 charakterizovali geografii jako synt\u00e9zu r\u016fzn\u00fdch oborov\u00fdch znalost\u00ed s&nbsp;porozum\u011bn\u00edm lid\u00ed, m\u00edst, kultur, fyzick\u00e9ho sv\u011bta, v&nbsp;interakc\u00edch. To vede podle Walforda a Catlinga k&nbsp;pocitu glob\u00e1ln\u00ed odpov\u011bdnosti a anga\u017eovanosti v&nbsp;glob\u00e1ln\u00edch probl\u00e9mech planety Zem\u011b. Sv\u016fj syntetizuj\u00edc\u00ed p\u0159\u00edstup maj\u00ed zalo\u017een\u00fd jak na oboru tak i mimo n\u011bj. Walford a Catling tuto kategorii u\u010ditel\u016f naz\u00fdvaj\u00ed \u201e<em>synthesisers<\/em>\u201c, asi nejvhodn\u011bji \u010desky \u201e<strong>stoupenci synt\u00e9zy<\/strong>\u201c (29 % respondent\u016f).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u0159et\u00ed nejv\u00edce zastoupenou skupinou byli ti, kte\u0159\u00ed kladou d\u016fraz na prostorov\u00e9 uspo\u0159\u00e1d\u00e1n\u00ed, prostorov\u00e9 vztahy, procesy a d\u016fsledky interakce p\u0159\u00edrodn\u00edch a hum\u00e1nn\u00edch jev\u016f na povrchu planety Zem\u011b. Jinak \u0159e\u010deno, d\u00e1vaj\u00ed p\u0159ednost geografii jako oboru prostorov\u00e9 anal\u00fdzy. Walford a Catling tyto stupence &nbsp;nazvali \u201e<em>spatialists<\/em>\u201c (l\u00e9pe \u010desky \u201e<strong>stoupenci anal\u00fdzy<\/strong>\u201c) (22 % respondent\u016f).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Walford a Catling vymezili je\u0161t\u011b \u010dtvrtou kategorii, ve kter\u00e9 respondenti ch\u00e1pou geografii jako lokalizov\u00e1n\u00ed, popis a teoretizov\u00e1n\u00ed o m\u00edst\u011b s ot\u00e1zkami, pro\u010d jsou m\u00edsta zrovna tam, kde jsou, pro\u010d jsou takov\u00e1, jak\u00e1 jsou, a&nbsp; stoupenci t\u00e9to kategorie podporuj\u00ed smysl\/v\u00fdznam a vhodnost m\u00edsta, tj. informace a charakteristiky m\u00edst, region\u016f a st\u00e1t\u016f. Tuto kategorii respondent\u016f ozna\u010dili Walford a Catling jako \u201e<em>placeists<\/em>\u201c (\u010desky sp\u00ed\u0161e jako \u201e<strong>stoupenci<\/strong> <strong>&nbsp;geografick\u00e9 polohy a m\u00edsta<\/strong>\u201c (6 % respondent\u016f). To je kategorie, kter\u00e1 je asi v&nbsp;\u010cesku nejm\u00e9n\u011b zastoupen\u00e1 a kter\u00e1 se \u010desl\u00e9 geografii velmi pozvolna rozv\u00edj\u00ed (nap\u0159\u00edklad V\u00e1vra, 2010; Hynek, 2011; Hynek, a dal\u0161\u00ed, 2011; Osman, 2014).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Podle odpov\u011bd\u00ed na&nbsp; druhou ot\u00e1zku \u201e<strong>Jak\u00fd je \u00fa\u010del\/smysl v\u00fduky geografie na 1. stupni<\/strong>\u201c, vytvo\u0159ili &nbsp;Walford a Catling dal\u0161\u00ed kategorie. Nejv\u00edce byli zastoupeni ti, co rozv\u00edjej\u00ed u \u017e\u00e1k\u016f &nbsp;znalosti na z\u00e1klad\u011b informac\u00ed a tyto znalosti vedou k &nbsp;porozum\u011bn\u00ed sv\u011btu, jeho hum\u00e1nn\u00edm a p\u0159\u00edrodn\u00edm charakteristik\u00e1m &nbsp;a p\u0159\u00edrodn\u00edm a hum\u00e1nn\u00edm prost\u0159ed\u00edm, a znalosti o st\u00e1tech sv\u011bta. Walford a Catling je&nbsp; nazvali \u201e<em>globalists<\/em>\u201c (35,3 % respondent\u016f), \u010desk\u00fd ekvivalent t\u00e9to kategorie v&nbsp;cel\u00e9m tomto kontextu m\u016f\u017ee b\u00fdt &nbsp;\u201e<strong><u>stoupenci glob\u00e1ln\u00ed dimenze<\/u><\/strong>\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Druhou nejv\u00edce zastoupenou kategori\u00ed byli ti respondenti, kte\u0159\u00ed rozv\u00edjej\u00ed u \u017e\u00e1k\u016f znalosti a porozum\u011bn\u00ed r\u016fzn\u00fdch p\u0159\u00edrodn\u00edch a humannich charakteristik a prost\u0159ed\u00ed a rozv\u00edjej\u00ed u \u017e\u00e1k\u016f znalosti a porozum\u011bn\u00ed proces\u016fm, jak tyto procesy na Zemi funguj\u00ed. Walford a Catling tyto soupence pojmenovali \u201e<em>earthists<\/em>\u201c (30,3 % respondent\u016f), \u010desky asi jako \u201e<strong>stoupenci v\u011bd\u011bn\u00ed o Zemi<\/strong>\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u0159et\u00ed kategorii podle pod\u00edlu respondent\u016f (14,2 %) pak tvo\u0159ili ti, kte\u0159\u00ed rozv\u00edjej\u00ed u \u017e\u00e1k\u016f porozum\u011bn\u00ed propojen\u00ed\/spojitosti mezi p\u0159\u00edrodn\u00edmi a hum\u00e1nn\u00edmi syst\u00e9my a ve vz\u00e1jemn\u00e9 z\u00e1vislosti lid\u00ed a jejich p\u0159\u00edrodn\u00edho a soci\u00e1ln\u00edho prost\u0159ed\u00ed, d\u00e1le proces\u016f, kter\u00e9 udr\u017euj\u00ed tyto vz\u00e1jemn\u00e9 vztahy, a jejich dopady a vlivy na p\u0159\u00edrodn\u00ed a soci\u00e1ln\u00ed prost\u0159ed\u00ed. Walford a Catling &nbsp;je pojemnovali \u201e<em>interactionists<\/em>\u201c, \u010desky &#8211; jak bylo uvedeno v\u00fd\u0161e &#8211; &nbsp;\u201e<strong>stoupenci vz\u00e1jemn\u00e9ho propojov\u00e1n\u00ed<\/strong>\u201c. Jan\u00edk &amp; Stuchl\u00edkov\u00e1 (2010, str. 10) charakterizuj\u00ed takovou v\u00fdukou \u201e<em>se zohledn\u011bn\u00edm problematiky interak\u010dn\u00edch struk<\/em>tur\u201c.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na dal\u0161\u00edm m\u00edst\u011b byla kategorie u\u010ditel\u016f-respondent\u016f, kte\u0159\u00ed zd\u016fraz\u0148ovali rozvoj znalost\u00ed o \u017eivot\u011b a o \u010dinnostech lid\u00ed v&nbsp;m\u00edstech, znalosti o komunit\u00e1ch, o kultur\u00e1ch, aby \u017e\u00e1ci pochopili, jak\u00e1 ta m\u00edsta jsou, pro\u010d jsou takov\u00e1, jakou maj\u00ed formu a jak\u00e9 vztahy mezi sebou tato m\u00edsta maj\u00ed. Walford a Catling pojmenovali z\u00e1stupce t\u00e9to kategorie term\u00ednem \u201e<em>placeists<\/em>\u201c (13,8 % respondent\u016f), \u010desky snad \u201e<strong>stoupenci m\u00edsta\/m\u00edst<\/strong>\u201c, vych\u00e1z\u00ed z&nbsp;anglick\u00e9ho term\u00ednu <em>place<\/em>. V&nbsp;porovn\u00e1n\u00ed \u201es\u00edly\/v\u00fdznamu\u201c t\u00e9to kategorie se stejnou kategori\u00ed v&nbsp;odpov\u011bd\u00edch na prvn\u00ed ot\u00e1zku (co je geografie\/obor), je patrn\u00fd n\u00e1r\u016fst.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Walford (1996) i Catling (2004)&nbsp; pracuj\u00ed s&nbsp;jednoduchou metodou, kdy ka\u017edou kategorii \u201ekvantifikuj\u00ed\u201c pod\u00edlem vyj\u00e1d\u0159en\u00fdm v procentech z&nbsp;celkov\u00e9ho po\u010dtu odpov\u011bd\u00ed respondent\u016f, jak jsem uvedl v&nbsp;textu v\u00fd\u0161e. \u010ce\u0161t\u00ed auto\u0159i (Svobodov\u00e1, Spurn\u00e1, &amp; Knecht, 2020) pou\u017eili indexov\u00e1n\u00ed na \u0161k\u00e1le do hodnoty 7, p\u0159i\u010dem\u017e \u010d\u00edm ni\u017e\u0161\u00ed hodnota indexu (x), t\u00edm vy\u0161\u0161\u00ed preference a naopak (nap\u0159. x = 1,0 znamen\u00e1 nejpreferovan\u011bj\u0161\u00ed pojet\u00ed u student\u016f dan\u00e9ho pracovi\u0161t\u011b v dan\u00e9 sad\u011b). Auto\u0159i vyu\u017e\u00edvali matematick\u00fd postup shlukov\u00e9 \u010di seskupovac\u00ed anal\u00fdzy a provedli ji v programu Statistica.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abych ten v\u00fd\u010det, kter\u00fd uv\u00e1d\u00edm v\u00fd\u0161e, zp\u0159ehlednil, p\u0159\u00edpadn\u011b zjednodu\u0161il, pou\u017eil jsem tabulku, ve kter\u00e9 porovn\u00e1v\u00e1m jednotliv\u00e9 v\u00fd\u0161e uveden\u00e9 kategoriem s p\u0159eveden\u00edm <strong>na&nbsp;po\u0159ad\u00ed<\/strong>, nebral jsem ohled na uv\u00e1d\u011bn\u00e9 hodnoty, co\u017e ani nen\u00ed mo\u017en\u00e9 vzhledem k&nbsp;pou\u017eit\u00fdm odli\u0161n\u00fdm metod\u00e1m a hodnot\u00e1m.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Tabulka 1:<\/strong> <em>Kategorie za\u010d\u00ednaj\u00edc\u00edch u\u010ditel\u016f (Walford 1996; Catling 2004) a student\u016f u\u010ditelstv\u00ed zem\u011bpisu (Svobodov\u00e1 et al. 2020) podle <strong>po\u0159ad\u00ed <\/strong>velikosti, d\u00e1no pod\u00edlem z&nbsp;celkov\u00e9ho po\u010dtu respondent\u016f (hodnota 1 je nejsiln\u011bj\u0161\u00ed)<\/em><\/p>\n\n\n\n<figure class=\"wp-block-table is-style-regular\"><table><tbody><tr><td><\/td><td><strong>Walford 1996; Catling 2004<\/strong><\/td><td><\/td><td><strong>Svobodov\u00e1 et al. 2020<\/strong><\/td><td><\/td><\/tr><tr><td><strong>Kategorie<\/strong><\/td><td><strong>Co je geografie<\/strong><\/td><td><strong>Smysl v\u00fduky<\/strong><\/td><td><strong>Co je geografie<\/strong><strong><\/strong><\/td><td><strong>Smysl v\u00fduky<\/strong><\/td><\/tr><tr><td><em>Interactionists<\/em><\/td><td><strong>1<\/strong><\/td><td>3<\/td><td><strong>1<\/strong><\/td><td>2<\/td><\/tr><tr><td><em>Synthesisers<\/em><\/td><td>2<\/td><td>0<\/td><td>0<\/td><td>0<\/td><\/tr><tr><td><em>Spatialists<\/em><\/td><td>3<\/td><td>0<\/td><td>0<\/td><td>0<\/td><\/tr><tr><td><em>Placeists<\/em><\/td><td>4<\/td><td>4<\/td><td>3<\/td><td>4<\/td><\/tr><tr><td><em>Globalists<\/em><\/td><td>0<\/td><td><strong>1<\/strong><\/td><td>0<\/td><td><strong>1<\/strong><\/td><\/tr><tr><td><em>Earthists<\/em><\/td><td>0<\/td><td>2<\/td><td>2<\/td><td>5<\/td><\/tr><tr><td><em>Environmentalists<\/em><em><\/em><\/td><td>0<\/td><td>5<\/td><td>5<\/td><td>&nbsp;0<\/td><\/tr><tr><td><em>Map-lover<\/em><\/td><td>0<\/td><td>0<\/td><td>4<\/td><td>3<\/td><\/tr><tr><td><em>Localists<\/em><\/td><td>0<\/td><td>0<\/td><td>6<\/td><td>2<\/td><\/tr><tr><td><em>Locationists<\/em><\/td><td>N\/A<\/td><td>N\/A<\/td><td>N\/A<\/td><td>N\/A<\/td><\/tr><tr><td><em>Global personalists<\/em><\/td><td>N\/A<\/td><td>N\/A<\/td><td>N\/A<\/td><td>N\/A<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: Walford (1996);&nbsp; Catling (2004); Svobodov\u00e1, Spurn\u00e1, &amp; Knecht (2020). \u010c\u00edslovka 1 znamen\u00e1 nejsiln\u011bj\u00ed postaven\u00ed ze v\u0161ech kategori\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pozn\u00e1mka: N\/A nev\u00fdznamn\u00e1 hodnota \u010di nedostupn\u00e1 data<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">U obou sad dat (Walford, 1996\/Catling 2004 a Svobodov\u00e1 et al. 2020) je shoda na&nbsp;nejsiln\u011bj\u0161\u00ed\/nejv\u00fdznamn\u011bj\u0161\u00ed kategorii v&nbsp;ot\u00e1zce Co je to geografie a na nejsiln\u011bj\u0161\u00ed kategorii v&nbsp;ot\u00e1zce Smyslu v\u00fduky zem\u011bpisu, a to jak v anglick\u00e9 sad\u011b tak i v&nbsp;\u010desk\u00e9 sad\u011b. &nbsp;V&nbsp;oboru (co je geografie) je nejsiln\u011bj\u0161\u00ed\/nejv\u00fdznamn\u011bj\u0161\u00ed kategorie &nbsp;<strong><em>interactionists<\/em><\/strong> a ve smyslu v\u00fduky zem\u011bpisu je nejsiln\u011bj\u0161\u00ed\/nejv\u00fdznamn\u011bj\u0161\u00ed &nbsp;kategorie <strong><em>globalists<\/em><\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro p\u0159ehledn\u011bj\u0161\u00ed posouzen\u00ed je\u0161t\u011b p\u0159id\u00e1v\u00e1m, jak &nbsp;kategorie charakterizuj\u00ed Svobodov\u00e1, Spurn\u00e1, &amp; Knecht (2020):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><strong>Interactionists<\/strong> (geografie): zam\u011b\u0159uje se na dopady a efekty \u010dinnosti lid\u00ed na p\u0159\u00edrodu, na propojenost a na vztahy mezi lidmi a prost\u0159ed\u00edm (typick\u00e1 ot\u00e1zka: Jak to souvis\u00ed s \u010dinnost\u00ed \u010dlov\u011bka?). Ten \u010dlov\u011bk je v&nbsp;pod\u00e1n\u00ed autor\u016f ch\u00e1pan\u00fd jako spole\u010dnost. Z&nbsp;uveden\u00fdch charakteristik nen\u00ed z\u0159ejm\u00e1 odpov\u011bdnost a anga\u017eovanost lid\u00ed v\u016f\u010di prost\u0159ed\u00ed, jako je tomu v&nbsp;anglick\u00fdch zdroj\u00edch.<\/p><p><strong>Globalists<\/strong> (geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed): Fakta: obecn\u00e1 fyzick\u00e1 a soci\u00e1ln\u00ed geografie; Slo\u017eky krajinn\u00e9 sf\u00e9ry; Popisn\u00e1 region\u00e1ln\u00ed geografie st\u00e1t\u016f a v\u011bt\u0161\u00edch region\u016f; Z\u00e1klady kartografie (typick\u00e9 ot\u00e1zky: Kde? Co? Kdy?) Velmi frekventovan\u00fd \u201emodel\u201c \u010desk\u00e9ho zem\u011bpisu s&nbsp;lidmi jako sou\u010d\u00e1st\u00ed \u201ep\u0159\u00edrody\u201c.<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Velmi diskutovanou ktegori\u00ed jsou stoupenci m\u00edsta (<em>place<\/em>). I zde v&nbsp;p\u0159ehledu uk\u00e1\u017ei, jak tuto kategorii charakterizuje Walford (1996; Catling 2004) a jak \u010de\u0161t\u00ed auto\u0159i (Svobodov\u00e1 et al. 2020):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><strong><em>Placeists<\/em> (Walford 1996; Catling 2004):&nbsp; <\/strong>zd\u016fraz\u0148uj\u00ed rozvoj znalost\u00ed o \u017eivot\u011b a o \u010dinnostech lid\u00ed v&nbsp;m\u00edstech, znalosti o komunit\u00e1ch, o kultur\u00e1ch, aby \u017e\u00e1ci pochopili, jak\u00e1 ta m\u00edsta jsou, pro\u010d jsou takov\u00e1, jakou maj\u00ed formu a jak\u00e9 vztahy mezi sebou tato m\u00edsta maj\u00ed.<\/p><p><strong>Placeista (Svobodov\u00e1 et al. 2020): <\/strong>Jak a pro\u010d lid\u00e9 n\u011bkde \u017eij\u00ed (maxim\u00e1ln\u011b n\u00e1rodn\u00ed \u00farove\u0148);&nbsp; P\u0159\u00edpadov\u00e9 studie mal\u00fdch oblast\u00ed; Kultura na \u00farovni m\u00edsta; Kontext komunity.<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Ze srovn\u00e1n\u00ed vych\u00e1zej\u00ed najevo rozd\u00edly v&nbsp;ch\u00e1p\u00e1n\u00ed m\u00edsta. V&nbsp;anglick\u00e9 verzi se jedn\u00e1 o vztah lid\u00ed\/komunity s&nbsp;m\u00edstem, postaveno na komunit\u011b a kultu\u0159e (s odpov\u011bdnosti a anga\u017eovanost\u00ed), a to ve v\u011bt\u0161\u00ed dimenzi ne\u017e jen n\u00e1rodn\u00ed. V&nbsp;\u010desk\u00e9 verzi je m\u00edsto ch\u00e1pan\u00e9 jako mal\u00e1 oblast (d\u016fle\u017eit\u011bj\u0161\u00ed je jej\u00ed vymezen\u00ed ne\u017e jej\u00ed kvalita) bez zd\u016fraz\u0148ov\u00e1n\u00ed vztahu lid\u00ed k&nbsp;m\u00edstu, maxim\u00e1ln\u011b do dimenze n\u00e1rodn\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rozd\u00edl v&nbsp;kvalit\u011b dat je v&nbsp;tom, \u017ee anglick\u00e1 data poch\u00e1zej\u00ed z&nbsp;jednoho pracovi\u0161t\u011b za dobu p\u011bti let (za\u010d\u00e1tek 90. let) a jsou od za\u010d\u00ednaj\u00edc\u00edch u\u010ditel\u016f zem\u011bpisu (105 postgradu\u00e1ln\u00edch student\u016f), \u010desk\u00e1 data jsou z&nbsp;9 pracovi\u0161\u0165 \u010ceska z\u00edskan\u00e1 za&nbsp;jedin\u00fd rok (2019?) a jsou od student\u016f u\u010ditelstv\u00ed zem\u011bpisu (183 student\u016f magistersk\u00e9ho studia).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Co ze srovn\u00e1n\u00ed vypl\u00fdv\u00e1?<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>V&nbsp;ch\u00e1p\u00e1n\u00ed oboru (geografie) a v\u00fduky geografie (geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed) je rozd\u00edl. Z&nbsp;toho vypl\u00fdv\u00e1, \u017ee je nutn\u00e9 <strong>rozli\u0161ovat p\u0159\u00edpravu u\u010ditel\u016f zem\u011bpisu<\/strong> <strong>od studia oborov\u00e9 geografie<\/strong>, nap\u0159\u00edklad od studia aplikovan\u00e9 geografie. Po tom u\u017e volal na konci 70. let Machy\u010dek, jak uv\u00e1d\u011bj\u00ed auto\u0159i \u010dl\u00e1nku. Ale odli\u0161n\u00e9 ch\u00e1p\u00e1n\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed a oboru na \u00fazem\u00ed \u010ceska ji\u017e existovalo kolem roku 1900, viz \u010desk\u00e9 osobnosti geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed &nbsp;Klement David, Josef Harapat, pozd\u011bji i Kamila Spalov\u00e1, kte\u0159\u00ed vych\u00e1zeli z&nbsp;geografie a dal\u0161\u00edch v\u011bd a zd\u016fraz\u0148ovali transformaci do vzd\u011bl\u00e1v\u00e1n\u00ed, viz nap\u0159\u00edklad vyu\u017e\u00edv\u00e1n\u00ed Humboldtovy my\u0161lenky p\u0159\u00edrodn\u00edho (geografick\u00e9ho) determinismu v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. V&nbsp;sou\u010dasn\u00e9 dob\u011b se z&nbsp;\u010desk\u00e9ho zem\u011bpisu vytratila ta \u010d\u00e1st zam\u011b\u0159en\u00ed na odpov\u011bdnost a anga\u017eovanost (nejv\u00edce se uplat\u0148uje ve vztahu \u010dlov\u011bk k&nbsp;\u201e\u017eivotn\u00edmu\u201c prost\u0159ed\u00ed, m\u00e9n\u011b ve vztahu ob\u010dan ke spole\u010dnosti)<\/li><li>Z&nbsp;obou soubor\u016f dat (anglick\u00fd a \u010desk\u00fd) vypl\u00fdv\u00e1 pro <strong>obor (geografii)<\/strong> z\u00e1klad <strong>ve vztahovosti (interakce) v&nbsp;syst\u00e9mov\u00e9m uspo\u0159\u00e1d\u00e1n\u00ed<\/strong>, kter\u00e9 je uplat\u0148ovan\u00e9 jak v anglick\u00e9m tak v&nbsp;\u010desk\u00e9m kurikulu, nap\u0159. Chorley &amp; Haggett (1967), Strahler &amp; Strahler (1996),&nbsp; Holden (2008), a dal\u0161\u00ed. Tento p\u0159\u00edstup je podporovan\u00fd n\u00e1slednost\u00ed v&nbsp;obou souborech kategoriemi, kter\u00e9 se v\u00e1\u017e\u00ed k&nbsp;syst\u00e9m\u016fm \u2013 anal\u00fdza (<em>Spatialists<\/em>) a synt\u00e9za (<em>Synthesisers<\/em>).<\/li><li>St\u00e1le v\u00edce se za\u010d\u00edn\u00e1 v&nbsp;geografii uplat\u0148ovat i ta \u010d\u00e1st oboru, kter\u00e1 se zam\u011b\u0159uje na <strong>zapojen\u00ed lid\u00ed (akt\u00e9r\u016f) do prostorov\u00fdch vztah\u016f, v&nbsp;tomto textu <em>placeists<\/em>. <\/strong>Viz pozn\u00e1mky k&nbsp;\u010desk\u00e9m zem\u011bpisu o odpov\u011bdnosti a anga\u017eovanosti \u010dlov\u011bka v\u016f\u010di prost\u0159ed\u00ed a v\u016f\u010di komunit\u011b\/spole\u010dnosti.<\/li><li>&nbsp;Z&nbsp;obou soubor\u016f dat vypl\u00fdv\u00e1 pro <strong>geografickou v\u00fduku\/vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong> <strong>globalistick\u00fd p\u0159\u00edstup<\/strong> v&nbsp;Anglii prezentovan\u00fd nap\u0159. Waughem v&nbsp;publikaci pro u\u010ditele zem\u011bpisu v&nbsp;maturitn\u00edm studiu &nbsp;<em>Geography. An Integrated Approach<\/em>, (1995, 2009). V&nbsp;\u010cesku v&nbsp;porovn\u00e1n\u00ed s&nbsp;anglick\u00fdm p\u0159\u00edstupem se v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed &nbsp;st\u00e1le vyu\u017e\u00edv\u00e1 koncept, kter\u00fd se uplat\u0148uje od 70. let \u2013 krajinn\u00e1 sf\u00e9ra, krajina, regiony sv\u011bta a m\u00edstn\u00ed regiony \u010ceska (Ba\u0161t\u00e1\u0159, Herber, Hynek, &amp; Valenta, 2004; Valenta &amp; Herber, 2004).<\/li><li>Na v\u00fdznamu <strong>v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong> v\u0161ak nab\u00fdv\u00e1 p\u0159\u00edstup p\u0159es <strong>m\u00edsto <em>(place),<\/em><\/strong> ve kter\u00e9m se v\u00fdrazn\u011bji uplat\u0148uje zapojov\u00e1n\u00ed <strong>osobn\u00ed zku\u0161enost<\/strong> jak u\u010ditele tak i \u017e\u00e1ka. Tento p\u0159\u00edstup roz\u0161i\u0159uje dosavadn\u00ed koncept zem\u011bpisu o v\u00fdznam\/smysl\/ m\u00edsta (<em>sense of place<\/em>) a n\u00e1sledn\u011b o ji\u017e zm\u00edn\u011bnou \u017e\u00e1kovu odpov\u011bdnost v\u016f\u010di prost\u0159ed\u00ed a v\u016f\u010di komunit\u011b\/spole\u010dnosti.<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;souvislosti s&nbsp;pou\u017eitou metodou v\u00fdzkumu a prezentovan\u00fdmi v\u00fdsledky je nutn\u00e9 zd\u016fraznit, \u017ee v\u0161e bylo <strong>reflex\u00ed<\/strong> re\u00e1ln\u00e9ho nebo zam\u00fd\u0161len\u00e9ho \u010di cht\u011bn\u00e9ho v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. Z&nbsp;toho d\u016fvodu se jev\u00ed jako nutnost tyto v\u00fdsledky ov\u011b\u0159ovat v&nbsp;re\u00e1ln\u00e9m prost\u0159ed\u00ed, nap\u0159\u00edklad kazuistikami, tedy hospitacemi p\u0159\u00edmo ve t\u0159\u00edd\u00e1ch. V&nbsp;zahrani\u010d\u00ed tento probl\u00e9m \u0159e\u0161ili prost\u0159ednictv\u00edm cvi\u010dn\u00fdch u\u010ditel\u016f, kte\u0159\u00ed vedli adepty u\u010ditelstv\u00ed zem\u011bpisu, nap\u0159\u00edklad Reinfriedov\u00e1 (2004).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Ach ta angli\u010dtina<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">\u010ce\u0161t\u00ed auto\u0159i si jsou v&nbsp;\u010dl\u00e1nku v\u011bdomi nesouladu mezi anglickou a \u010deskou terminologi\u00ed. V&nbsp;\u010desk\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed je bohu\u017eel tento nesoulad \u010dast\u00fdm jevem. &nbsp;Svobodov\u00e1 et al. (2020) se proto rozhodli pro u\u017e\u00edv\u00e1n\u00ed anglicism\u016f (sic!). Pro\u010d se tak rozhodli, zd\u016fvod\u0148uj\u00ed (!), \u017ee tak u\u010dinili &#8222;<em>po opakovan\u00fdch a neplodn\u00fdch diskus\u00edch o p\u0159il\u00e9havosti \u010desk\u00fdch ozna\u010den\u00ed jednotliv\u00fdch kategori\u00ed<\/em>.\u201c (Svobodov\u00e1, Spurn\u00e1, &amp; Knecht, 2020, str. 505). Zd\u016fvodn\u011bn\u00ed v\u0161ak p\u016fsob\u00ed neodborn\u011b, neohraban\u011b, nerozhodn\u011b a\u017e elit\u00e1\u0159sky \u010di arogantn\u011b. S&nbsp;n\u011b\u010d\u00edm takov\u00fdm jsem se v&nbsp;zahrani\u010dn\u00ed literatu\u0159e nesetkal. Jednak tento probl\u00e9m \u010de\u0161t\u00ed auto\u0159i odbyli, ale hlavn\u011b jej nevy\u0159e\u0161ili nebo se pov\u00fd\u0161en\u011b rozhodli jej ne\u0159e\u0161it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lep\u0161\u00ed z&nbsp;hlediska pou\u017e\u00edv\u00e1n\u00ed n\u00e1zv\u016f kategori\u00ed \u201estoupenc\u016f\u201c by bylo z\u016fstat u p\u016fvodn\u00edch anglick\u00fdch pojm\u016f a vyhnout se tak&nbsp; neobratn\u011b po\u010de\u0161t\u011bn\u00fdm pojm\u016fm (anglicism\u016fm), proto\u017ee \u010dten\u00e1\u0159 nebude uv\u00e1d\u011bn\u00fd v&nbsp;omyl nep\u0159esn\u00fdm \u010di posunut\u00fdm v\u00fdznamem \u010desk\u00fdch slov\/pojm\u016f \u2013 viz t\u0159eba n\u00e1zev <em>synthesiser<\/em>, anglicismus \u201esyntetiz\u00e1tor\u201c, jak jej pou\u017eili auto\u0159i \u010dl\u00e1neku. Sta\u010d\u00ed se zeptat \u201estrejdy G\u016fgla\u201c, \u010demu je tento pojem vyhrazen\u00fd.Pravdou v\u0161ak je, \u017ee v teorii managementu je takto ozna\u010dovan\u00e1 osoba, kter\u00e1 v&nbsp;t\u00fdmu lidi spojuje. Auto\u0159i nakonec tento pojem ze sv\u00e9ho zkoum\u00e1n\u00ed vy\u0159adili. Podle m\u00e9ho n\u00e1zoru kv\u016fli nejasn\u00e9mu vymezen\u00ed t\u00e9to kategorie.. &nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;\u010desk\u00e9ho textu nen\u00ed tak\u00e9 patrn\u00e9, jak auto\u0159i rozli\u0161uj\u00ed kategorie \u201e<em>localists<\/em>\u201c, lokalista (hodnoceno jako nev\u00fdznamn\u00e1 kategorie) &nbsp;a \u201e<em>locationists<\/em>\u201c (stoupenec polohy?) &nbsp;(neza\u0159azeno do dotazn\u00edku). N\u011bkter\u00e9 pojmy po\u010de\u0161\u0165uj\u00ed ve stylu \u201e<em>Czenglish<\/em>\u201c (viz Sparling, 1989). Velk\u00fd respekt k \u201ehravosti\u201c \u010de\u0161tiny najdeme nap\u0159\u00edklad u novin\u00e1\u0159e Golga <a href=\"https:\/\/blisty.cz\/art\/103677-neni-treba-byt-cech-jako-poleno-abyste-si-vychutnali-desive-ohromujici-krasu-labyrintalni-cestiny.html\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a>; av\u0161ak u \u010desk\u00e9ho \u010dl\u00e1nku tato hravost chyb\u00ed. Pozamen\u00e1v\u00e1m, \u017ee u jin\u00fdch kategori\u00ed nech\u00e1vaj\u00ed auto\u0159i \u010dl\u00e1nku n\u00e1zev kategorie beze zm\u011bny, jako nap\u0159\u00edklad <em>map-lover<\/em>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Kategorie jako <em>pigeon-hole<\/em> (holubn\u00edk)<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Pr\u00e1ce s&nbsp;pojmovou koherenc\u00ed v&nbsp;pojmenov\u00e1n\u00ed kategori\u00ed nen\u00ed u \u010desk\u00fdch autor\u016f zcela dokonal\u00e1. Jedno ze z\u00e1kladn\u00edch pravidel pou\u017e\u00edv\u00e1n\u00ed kategori\u00ed \u010di klasifikaci je, aby p\u0159i segmentaci do kategori\u00ed nedoch\u00e1zelo k&nbsp;interferenci, k&nbsp;p\u0159ekr\u00fdv\u00e1n\u00ed pojm\u016f do v\u00edce kategori\u00ed, tedy aby se kategorie nep\u0159ekr\u00fdvaly. P\u0159edstavme si to jako p\u0159esnou identifikaci v&nbsp;p\u0159\u00edpad\u011b po\u0161tovn\u00edch p\u0159ihr\u00e1dek u \u0161koln\u00ed sborovny, kde si u\u010ditel\u00e9 vyzved\u00e1vaj\u00ed&nbsp; sv\u00e9 p\u00edsemnosti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto textu doch\u00e1z\u00ed u vymezov\u00e1n\u00ed kategorie k&nbsp;p\u0159ekr\u00fdv\u00e1n\u00ed v&nbsp;p\u0159\u00edpad\u011b um\u00edst\u011bn\u00ed, ur\u010dov\u00e1n\u00ed polohy, kter\u00e9 se t\u00fdk\u00e1 kategori\u00ed \u201e<em>map-lover<\/em>\u201c, \u201e<em>localists<\/em>\u201c a \u201e<em>locationists<\/em>\u201c. Tak\u00e9 z&nbsp;tohoto p\u0159ehledu je patrn\u00e9, jak se \u010de\u0161t\u00ed auto\u0159i \u00faporn\u011b a nekriticky dr\u017eeli anglick\u00e9 p\u0159edlohy a nevymysleli nic nov\u00e9ho.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 2<\/strong> <em>Lokalista<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2021\/05\/Localist.jpg\" alt=\"\" class=\"wp-image-1463\" width=\"582\" height=\"434\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2021\/05\/Localist.jpg 495w, https:\/\/blogy.rvp.cz\/educator\/files\/2021\/05\/Localist-300x224.jpg 300w\" sizes=\"auto, (max-width: 582px) 100vw, 582px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj obr\u00e1zku: <a href=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcRuKQ7CE23XIgUHrxdTTwdQCWksDebJmzxBoQ&amp;usqp=CAU\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Metoda kategori\u00ed a hlavn\u011b jej\u00ed pou\u017e\u00edv\u00e1n\u00ed&nbsp; a vyvozov\u00e1n\u00ed \u201eobjektivn\u00edch\u201c v\u00fdsledk\u016f vzbuzuje pochyby u \u010dlov\u011bka obezn\u00e1men\u00e9ho s&nbsp;\u010desk\u00fdm geografick\u00fdm \u201eh\u0159i\u0161t\u011bm a hr\u00e1\u010di\u201c. Je jasn\u00e9, \u017ee v\u00fdzkumn\u00edci byli obezn\u00e1men\u00ed se skute\u010dnostmi, kter\u00e9 jsou b\u011b\u017en\u00e9mu \u010dten\u00e1\u0159i skryty. Patrn\u00e9 je to na pas\u00e1\u017ei z&nbsp;\u00davodu \u010dl\u00e1nku (str. 503), kde auto\u0159i p\u0159izn\u00e1vaj\u00ed, \u017ee z<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201e<em>v\u00fdpov\u011bd\u00ed <\/em>(respondent\u016f, JV) <em>lze usuzovat na pojet\u00ed geografie, kter\u00e1 studenti v pr\u016fb\u011bhu p\u0159\u00edpravy zauj\u00edmaj\u00ed a preferuj\u00ed. N\u00e1sledn\u011b je tak\u00e9 mo\u017en\u00e9 zodpov\u00eddat ot\u00e1zky t\u00fdkaj\u00edc\u00ed se faktor\u016f ovliv\u0148uj\u00edc\u00edch jimi preferovan\u00e1 pojet\u00ed. Nab\u00edz\u00ed se nap\u0159\u00edklad <strong>souvislost preferovan\u00fdch pojet\u00ed s obsahem a podobou v\u00fduky geografie na jednotliv\u00fdch geografick\u00fdch pracovi\u0161t\u00edch, existenc\u00ed v\u011bdeck\u00fdch \u0161kol, tematickou profilac\u00ed jednotliv\u00fdch kateder, \u00fastav\u016f, v\u00fdrazn\u00fdch osobnost\u00ed apod<\/strong><\/em>.\u201c (zv\u00fdrazn\u011bn\u00ed JV)<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">N\u00e1sledn\u011b tento \u201einsidersk\u00fd\u201c p\u0159\u00edstup uplatnili \u010de\u0161t\u00ed auto\u0159i u hodnocen\u00ed <strong>geografie jako oboru<\/strong>. Uv\u00e1d\u011bj\u00ed (str. 510): <\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201e<em>Studenti jednotliv\u00fdch pracovi\u0161\u0165 dosahovali rozmanit\u00fdch hodnot. Pokud je mo\u017en\u00e9 vyj\u00edt ze znalosti prost\u0159ed\u00ed pracovi\u0161\u0165, pak lze t\u00e9m\u011b\u0159 s ur\u010ditost\u00ed tvrdit, \u017ee<\/em> <strong><em>jednotliv\u00e1 pojet\u00ed mohou b\u00fdt ovlivn\u011bna jednak tematickou profilac\u00ed pracovi\u0161t\u011b a jednak v\u00fdrazn\u00fdmi osobnostmi, kter\u00e9 se studenty pracuj\u00ed. Nap\u0159. je z\u0159ejm\u00e9 zejm\u00e9na dominantn\u011bj\u0161\u00ed zastoupen\u00ed map-lover\u016f na pracovi\u0161ti UPOL \u010di globalist\u016f na pracovi\u0161ti OSU. <\/em><\/strong>&#8222;(zv\u00fdrazn\u011bn\u00ed JV).<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto sm\u011bru se auto\u0159i textu pohybuj\u00ed v&nbsp;rovin\u011b dohad\u016f, kter\u00e9 nejsou podlo\u017eeny daty z&nbsp;v\u00fdzkumu.. Je to v\u00fdzva, aby se takov\u00e1 \u0161et\u0159en\u00ed, zalo\u017een\u00e1 na \u201eobjektivn\u00ed\u201c b\u00e1zi, v&nbsp;\u010cesku ud\u011blala. Auto\u0159i si toho jsou v\u011bdomi a v&nbsp;Z\u00e1v\u011bru (str. 520) k&nbsp;takov\u00e9mu v\u00fdzkumu vyb\u00edzej\u00ed: ke studiu kurikula a struktury u\u010ditelsk\u00fdch studijn\u00edch program\u016f, ke studiu obsahov\u00e9 skladby u\u010ditelsk\u00e9ho studia geografie na jednotliv\u00fdch pracovi\u0161n\u00edch v&nbsp;\u010cesku. Volaj\u00ed po anal\u00fdze u\u010debn\u00edch pl\u00e1n\u016f, osnov p\u0159esm\u011bt\u016f,studijn\u00ed literatury, p\u0159edn\u00e1\u0161ek a cvi\u010den\u00ed. Ale jsou i dal\u0161\u00ed mo\u017enosti pr\u00e1v\u011b v&nbsp;p\u0159\u00edprav\u011b student\u016f u\u010ditelstv\u00ed zem\u011bpisu &#8211; kazuistiky z&nbsp;pedagogick\u00fdch prax\u00ed\/hospitac\u00ed u student\u016f u\u010ditelstv\u00ed zem\u011bpisu p\u0159\u00edmo ve \u0161kole s&nbsp;vazbou na pracovi\u0161t\u011b, ze kter\u00e9 na praxi jednotliv\u00ed studenti p\u0159ich\u00e1zej\u00ed, apod. Na \u00faskal\u00ed dob\u0159e zvl\u00e1dnut\u00e9 hospitace na pedagogick\u00e9 praxi zem\u011bpisu upozor\u0148uji <a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/Z\/21796\/ANALYZA-KAZUISTIKY-A-HOSPITACNI-VIDEOSTUDIE-TEMATU-TEPLA-A-STUDENA-FRONTA.html\/\">ZDE<\/a>. &nbsp;Pro \u010deskou geografii a pro \u010desk\u00e9 geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed by to byl p\u0159\u00ednos. P\u0159\u00edkladem a zdrojem, jak postupovat, m\u016f\u017ee b\u00fdt d\u016fkladn\u00e9 \u0161et\u0159en\u00ed n\u011bmeck\u00e9 v\u00fdzkumnice Reinfriedov\u00e9 (Reinfried, 2004). Auto\u0159i \u010dl\u00e1nku ji uv\u00e1d\u011bj\u00ed jen letmo, ani\u017e by ji v\u00edce analyzovali.&nbsp; Reinfriedov\u00e1 v letech 1996 \u2013 2002 analyzovala v\u00fdstupy pedagogick\u00fdch prax\u00ed student\u016f u\u010ditelstv\u00ed zem\u011bpisu. Vyu\u017eila k&nbsp;tomu hodnocen\u00ed cvi\u010dn\u00fdch u\u010ditel\u016f, kte\u0159\u00ed praxe student\u016f vedli a kte\u0159\u00ed zaji\u0161\u0165ovali odbornou erudovanost.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Jak\u00e9 kategorie v&nbsp;\u010dl\u00e1nku chyb\u00ed<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Pro\u010d se \u010de\u0161t\u00ed auto\u0159i nepustili do dal\u0161\u00edch kategori\u00ed, kter\u00e9 se nab\u00edzej\u00ed? Za\u010dnu u zmi\u0148ovan\u00e9 nejv\u00edce zastoupen\u00e9 kategorie <em>interactionists<\/em>. V&nbsp;souvislosti s&nbsp;geografick\u00fdm vzd\u011bl\u00e1v\u00e1n\u00edm se nab\u00edz\u00ed kategorie stoupenc\u016f holistick\u00e9ho p\u0159\u00edstupu (<em>holists<\/em>), v\u00edce nap\u0159\u00edklad Brierley (1998; 2004) nebo Renshaw &amp; Wood (2011). Jak uv\u00e1d\u00ed anglick\u00e1 verze Wikipedie, holistick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed sm\u011b\u0159uje ke snah\u00e1m lid\u00ed, k vnit\u0159n\u00ed \u00fact\u011b k \u017eivotu a k v\u0159el\u00e9 l\u00e1sce k u\u010den\u00ed. P\u0159itahuje pozornost k experiment\u00e1ln\u00edmu u\u010den\u00ed a klade d\u016fraz &#8222;<em>na vztahy a na prim\u00e1rn\u00e9 lidsk\u00e9 hodnoty v u\u010den\u00ed o prost\u0159ed\u00ed<\/em>.&#8220; (vlastn\u00ed p\u0159eklad, v\u00edce <a href=\"https:\/\/en.wikipedia.org\/wiki\/Holistic_education\">ZDE<\/a>).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dal\u0161\u00ed&nbsp; kategori\u00ed by mohli b\u00fdt &nbsp;<em>machinists<\/em>, to jsou ti u\u010ditel\u00e9, kte\u0159\u00ed se dr\u017e\u00ed rutiny, a jako stroj a\/nebo jako obsluha stroje u\u010d\u00ed \u017e\u00e1ky zem\u011bpis. Pokud pozorovatel nav\u0161t\u00edv\u00ed t\u0159\u00eddu A a n\u00e1sledn\u011b hned dal\u0161\u00ed hodinu nav\u0161t\u00edv\u00edt\u0159\u00eddu B na hospitaci u takov\u00e9ho rutin\u00e9ra, uvid\u00ed hodinu jako p\u0159es \u201ekop\u00edr\u00e1k\u201c, tedy p\u0159esnou kopii, v\u010detn\u011b roky opakovan\u00fdch vt\u00edpk\u016f. Na takov\u00e9 hodin\u011b zem\u011bpisu bude moci pozorovatel nap\u0159\u00edklad sledovat zdlouhav\u00e9, urputn\u00e9 a nudn\u00e9 ukazov\u00e1n\u00ed na map\u011b bez jak\u00e9hokoli vysv\u011btlen\u00ed, pro\u010d to tak je. &nbsp;Av\u0161ak na druhou stranu &nbsp;budou takov\u00ed u\u010ditel\u00e9\/rutin\u00e9\u0159i &nbsp;pat\u0159it do kategorie <em>map-lovers. <\/em>Av\u0161ak je nutn\u00e9 tak\u00e9 dodat, \u017ee takov\u00ed u\u010ditel\u00e9 mohou m\u00edt velmi dobr\u00e9 v\u00fdsledky, proto\u017ee minim\u00e1ln\u00ed \u00farove\u0148 ve t\u0159\u00edd\u011b je takov\u00fdm p\u0159\u00edstupem zvy\u0161ov\u00e1na. Av\u0161ak u t\u011bch talentovan\u00fdch \u017e\u00e1k\u016f je to v\u00fduka, kter\u00e1 talentovan\u00e9 \u017e\u00e1ky ub\u00edj\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jin\u00e1 kategorie by se mohla nazvat <em>exorcists, <\/em>to jsou ti, kte\u0159\u00ed \u201evyku\u0159uj\u00ed\u201c \u010di \u201evym\u00edtaj\u00ed\u201c z&nbsp;hlavy \u017e\u00e1ka jeho vlastn\u00ed mapy. Nebo \u017ee by ty mapy z&nbsp;hlavy \u017e\u00e1ka vym\u00fdtali, tj. vysekali ty mpy z&nbsp;hlavy \u017e\u00e1ka jako les (v\u00edce <a href=\"http:\/\/blogy.rvp.cz\/educator\/2021\/03\/07\/uredni-skrt-v-rvp-zv-vzdelavaci-predmet-zemepis-gumuje-v-hlave-nase-mapy\/\">ZDE<\/a>)? Faktem z\u016fst\u00e1v\u00e1, \u017ee takov\u00ed u\u010ditel\u00e9&nbsp; zlikviduj\u00ed \u017e\u00e1kovu p\u0159edstavivost, fantazii, kter\u00e9 podle t\u011bchto u\u010ditel\u016f, ale asi i podle \u00fa\u0159edn\u00edk\u016f na M\u0160MT, do zem\u011bpisu nepat\u0159\u00ed.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Co si z&nbsp;toho napsan\u00e9ho vz\u00edt do budoucna<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Jak takov\u00fd p\u0159\u00edstup a hlavn\u011b v\u00fdsledky, ke kter\u00fdm \u010de\u0161t\u00ed auto\u0159i \u010dl\u00e1nku dosp\u011bli, vyu\u017e\u00edt p\u0159i mezin\u00e1rodn\u00edm srovn\u00e1v\u00e1n\u00ed\/hodnocen\u00ed? Nebo je smysl a c\u00edl takov\u00e9ho v\u00fdzkumu autory nastaven\u00fd tak, \u017ee sta\u010d\u00ed jen pro dom\u00e1c\u00ed prost\u0159ed\u00ed? \u010ce\u0161t\u00ed auto\u0159i z&nbsp;v\u00fdsledk\u016f \u0161et\u0159en\u00ed formuluj\u00ed r\u00e1mcov\u00e1 doporu\u010den\u00ed. Pravdou je, \u017ee c\u00edl\u00ed na dom\u00e1c\u00ed sc\u00e9nu. Z&nbsp;re\u0161er\u0161\u00ed odborn\u00e9 literatury vyvozuj\u00ed, co zoufale chyb\u00ed geografick\u00e9mu vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;\u010cesku,&nbsp; Je to &nbsp;(str. 506) chyb\u011bj\u00edc\u00ed \u201e<strong>teoreticky fundovan\u00fd progresivn\u00ed model p\u0159\u00edpravy u\u010ditel\u016f<\/strong>\u201c. N\u00e1sledn\u011b jej charakterizuj\u00ed p\u0159\u00edklady zam\u011b\u0159en\u00ed na kl\u00ed\u010dov\u00e9 koncepty (<em>conceptual approach<\/em>) a badatelsky orientovan\u00e9 u\u010den\u00ed (<em>inquiry-based learning<\/em>). Ale dod\u00e1v\u00e1m, \u017ee uveden\u00e9 dva p\u0159\u00edklady&nbsp; nemaj\u00ed v \u010dl\u00e1nku alternativu. Upozor\u0148uji , \u017ee pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed je velmi u\u017eite\u010dn\u00fd koncept, na kter\u00fd se v&nbsp;tomto t\u00e9matu\/\u010dl\u00e1nku neust\u00e1le nar\u00e1\u017e\u00ed \u2013 geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed orientovan\u00e9 na m\u00edsto (<em>place<\/em>), kter\u00e9 vych\u00e1z\u00ed jak z&nbsp;filosofie, nap\u0159. Casey (1997), Malpas (1998; 2006; 2012), tak i ze vzd\u011bl\u00e1v\u00e1n\u00ed, nap\u0159. v&nbsp;\u010dl\u00e1nku citovan\u00fd Maude, se v\u011bnuje charakteristice \u201egeografick\u00e9ho my\u0161len\u00ed\u201c v&nbsp;australsk\u00e9m kurikulu (Maude, 2013). Podle n\u011bj je nutn\u00e1 anal\u00fdza n\u00e1sleduj\u00edc\u00edch element\u016f: <strong><em>m\u00edsto<\/em><\/strong><em>, prostor, prost\u0159ed\u00ed, vz\u00e1jemn\u00e9 vztahy, udr\u017eitelnost, m\u011b\u0159\u00edtko <\/em>a<em> zm\u011bna<\/em>. (zv\u00fdrazn\u011bn\u00ed JV).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">U \u201emodel\u016f p\u0159\u00edpravy u\u010ditel\u016f\u201c je lep\u0161\u00ed mluvit o konceptu geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed a o konceptu p\u0159\u00edpravy u\u010ditel\u016f ne\u017e o modelu, pokud model je ch\u00e1pan\u00fd jako pevn\u011b dan\u00e9 a prov\u011b\u0159en\u00e9 sch\u00e9ma. &nbsp;N\u011bmeck\u00e1 autorka S. Reinfriedov\u00e1 (Reinfried, 2004, p. 248) geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed charakterizovala na z\u00e1klad\u011b \u0161et\u0159en\u00ed mezi u\u010diteli ve \u0160v\u00fdcarsku (n\u011bmecky mluv\u00edc\u00ed kantony) a v&nbsp;Bavorsku jako zam\u011b\u0159en\u00ed na syst\u00e9m &#8222;lid\u00e9 a prost\u0159ed\u00ed&#8220; a na lidi, kte\u0159\u00ed jsou aktivn\u00edmi ob\u010dany, nikoli na syst\u00e9m v\u011bdeck\u00e9 discipl\u00edny. V\u00edce se o n\u011bmeck\u00e9m kurikulu m\u016f\u017ee \u010dten\u00e1\u0159 dozv\u011bd\u011bt&nbsp; od Gamerith, Hemmer, &amp; Czapek, (2014), kde najde i sch\u00e9ma.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jinak \u0159e\u010deno, <strong>geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed (u\u010ditelsk\u00e9 programy zem\u011bpisu) by m\u011blo b\u00fdt br\u00e1no jako samostatn\u00e1 akademick\u00e1 discipl\u00edna<\/strong> a nikoli jako p\u0159\u00edv\u011b\u0161ek v\u011bdn\u00edho oboru. V&nbsp;\u0161et\u0159en\u00ed Reinfriedov\u00e9 se uk\u00e1zalo i to, co je tak\u00e9 diskutovan\u00e9 v&nbsp;\u010cesku \u2013 u\u010ditel\u00e9 zem\u011bpisu ve \u0160v\u00fdcarsku a v&nbsp;Bavorsku neznaj\u00ed nebo ignoruj\u00ed zm\u011bny v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. Mus\u00edm potvrdit, \u017ee i takovou zku\u0161enost m\u00e1m z&nbsp;projektu \u201e<em>U\u010ditelem modern\u011b a odborn\u011b<\/em>\u201c na FP Technick\u00e9 univerzity v LIberci, kter\u00fd prob\u011bhl v&nbsp;letech 2018-2020. T\u00fdkal se v\u0161ech obor\u016f, kter\u00e9 se na fakult\u011b studuj\u00ed, ne jen zem\u011bpisu, a zahrnoval ne jen u\u010ditele z\u00e1kladn\u00ed\/st\u0159edn\u00ed \u0161koly ale tak\u00e9 vysoko\u0161kolsk\u00e9 u\u010ditele, kte\u0159\u00ed u\u010d\u00ed &nbsp;v&nbsp;u\u010ditelsk\u00e9m probramu. P\u0159\u00edslibem pro zm\u011bnu alespo\u0148 v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed bylo, \u017ee po nab\u00eddce a pro\u0161kolen\u00ed spolupracuj\u00edc\u00edch u\u010ditel\u016f zem\u011bpisu z\u00e1kladn\u00edch\/st\u0159edn\u00edch \u0161kol (motivovan\u00fdch v&nbsp;po\u010dtu t\u0159\u00ed) se u nich projevil z\u00e1jem zm\u011bnit (alespo\u0148 d\u00edl\u010d\u00edm zp\u016fsobem) svou v\u00fduku zem\u011bpisu, alespo\u0148 v&nbsp;n\u011bkter\u00fdch t\u00e9matech, zvl\u00e1\u0161t\u011b v&nbsp;t\u00e9matech hum\u00e1nn\u00edch (obyvatelstvo, m\u00edsto) nebo v&nbsp;cel\u00e9m p\u0159\u00edstupu (posunout se od popisnosti ke generalizaci a ke geografick\u00e9mu my\u0161len\u00ed).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159i re\u0161er\u0161i \u010dl\u00e1nk\u016f a hodnocen\u00ed samotn\u00e9ho \u010dl\u00e1nku (Svobodov\u00e1, Spurn\u00e1, &amp; Knecht, 2020) \u010dten\u00e1\u0159e upout\u00e1 i takov\u00e1 skute\u010dnost, \u017ee zahrani\u010dn\u00ed \u010dl\u00e1nky p\u00ed\u0161i jednotlivci, zat\u00edmco u \u010desk\u00fdch \u010dl\u00e1nk\u016f, kter\u00e9 se v\u011bnuj\u00ed geografick\u00e9mu vzd\u011bl\u00e1v\u00e1n\u00ed, je uvedena v\u017edy skupina jmen\/autor\u016f. Pro\u010d to tak je? S&nbsp;\u00favahou jsem ji\u017e za\u010dal u hodnocen\u00ed text (Jan\u00edk &amp; Stuchl\u00edkov\u00e1, 2010) a pokra\u010doval knihou <em>Transdisciplin\u00e1rn\u00ed didaktika<\/em> (Slav\u00edk, Jan\u00edk, Najvar, &amp; Knecht, 2017) nebo publikac\u00ed<em>&nbsp;Kritick\u00e1 m\u00edsta kurikula zem\u011bpisu na 2. stupni z\u00e1kladn\u00ed \u0161koly (<\/em>Duffek, Pluh\u00e1\u010dkov\u00e1, &amp; Stacke, 2018). \u00davahy k&nbsp;t\u011bmto publikac\u00edm jsem zve\u0159ejnil <a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/G\/13907\/reakce-na-vyzkumnou-zpravu-o-tvorbe-gymnazialniho-kurikula-z-roku-2011.html\/\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a>, &nbsp;<a href=\"https:\/\/blogy.rvp.cz\/educator\/2018\/08\/01\/obecna-didaktika-transdidaktika-pedago-demago\/?preview_id=717&amp;preview_nonce=db99b87e0e&amp;preview=true\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a> a <a href=\"https:\/\/blogy.rvp.cz\/educator\/2020\/05\/14\/mezi-teorii-a-praxi-v-ceskem-vzdelavani-na-prikladu-zemepisu\/\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Ale v&nbsp;\u010cesku nejen \u017ee chyb\u00ed \u201emodel\u201c geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. V&nbsp;\u010cesku tak\u00e9 chyb\u00ed <strong>odborn\u011b fundovan\u00e9 a modern\u00ed geografick\u00e9 kurikulum<\/strong>, kter\u00e9 m\u00e1 nejen z\u00e1m\u011brnou (psanou) podobu (n\u00e1rodn\u00ed RVP) ale i kvalitn\u00ed <strong>hodnot\u00edc\u00ed standardy<\/strong>. O tom tak\u00e9 auto\u0159i v&nbsp;\u010dl\u00e1nku p\u00ed\u0161\u00ed. Dod\u00e1v\u00e1m, \u017ee t\u011bmi standardy by se &nbsp;m\u011bla ov\u011b\u0159ovat kvalita a efektivita \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed, a to na n\u011bkolika v\u00fdvojov\u00fdch \u00farovn\u00edch (alespo\u0148 v 9. ro\u010dn\u00edku a v maturitn\u00edm ro\u010dn\u00edku). Op\u011bt jako p\u0159\u00edklad mohu uv\u00e9st n\u011bmeck\u00fd koncept geografick\u00fdch vzd\u011bl\u00e1vac\u00edch standard\u016f (Gamerith, Hemmer, &amp; Czapek, 2014), kter\u00fd vych\u00e1z\u00ed z&nbsp;kompetenc\u00ed. Dosavadn\u00ed \u010desk\u00fd v\u00fdsledek tzv. Certifikovan\u00e1 metodika (Marada, a dal\u0161\u00ed, 2017; v\u00edce <a href=\"https:\/\/blogy.rvp.cz\/educator\/2019\/02\/15\/modra-je-dobra-recenze-koncepce-geografickeho-vzdelavani-certifikovana-metodika\/\" target=\"_blank\" rel=\"noreferrer noopener\">ZDE<\/a>)&nbsp; je pouh\u00fdm a snad a\u017e zoufal\u00fdm a v\u0161e\u0159\u00edkaj\u00edc\u00edm torzem \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;sou\u010dasn\u00e9 dob\u011b u\u017e nesta\u010d\u00ed \u0159\u00edkat: \u201eN\u011bjak se za\u010d\u00edt mus\u00ed.\u201c V&nbsp;\u010cesku chyb\u00ed celkov\u00fd koncept, jak postupovat d\u00e1l v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, jak\u00e9 jsou c\u00edle, kter\u00e9 budou rozpracovan\u00e9 do konkr\u00e9tn\u00edch postupn\u00fdch\/postupov\u00fdch krok\u016f a do harmonogramu, a d\u00e1le jak&nbsp; a jak\u00fd t\u00fdm sestavit z kompetentn\u00edch odborn\u00edk\u016f z&nbsp;akademick\u00fdch instituc\u00ed (didaktici, metodici, teoretici) a z&nbsp;praxe (u\u010ditel\u00e9, \u0159editel\u00e9, \u0161koln\u00ed inspekto\u0159i &#8211; metodici) s&nbsp;jasn\u011b dan\u00fdmi kompetenecemi a kontrolovateln\u00fdmi a kontrolovan\u00fdmi \u00fakoly. Podstatn\u00e9 je, aby&nbsp; v\u00fdsledky t\u00fdmu\/t\u00fdm\u016f byly kvalifikovan\u011b a nestrann\u011b oponovan\u00e9 skute\u010dn\u011b kompetentn\u00edmi odborn\u00edky. Obrazn\u011b \u0159e\u010deno, nesta\u010d\u00ed jen \u201erozhazovat pen\u00edze na bl\u00e1tiv\u00e9 a neudr\u017eovan\u00e9 cest\u011b\u201c.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Literatura, kter\u00e1 vyb\u00edz\u00ed k&nbsp;nahl\u00e9dnut\u00ed \u010di k studiu<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Ba\u0161t\u00e1\u0159, V., Herber, V., Hynek, A., &amp; Valenta, V. (2004). <em>Maturita ze zem\u011bpiu. Ot\u00e1zky a testy k p\u0159\u00edpar\u011b na maturitu a p\u0159ij\u00edmac\u00ed zkou\u0161ky.<\/em> (V. Valenta, Editor) Praha: Nakladatelstv\u00ed \u010cesk\u00e9 geografick\u00e9 spole\u010dnosti, s. r. o.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Brierley, D. L. (1998). <em>In the Sea of Life Enisled. An Introduction to the teaching of Geography in Waldorf Education.<\/em> Oslo: Antropos Academi, Atropos Forlag.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Brierley, D. L. (2004). <em>No Man is an Island.<\/em> Oslo: Antropos Academi, Atropos Forlag.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Casey, E. S. (1997). <em>The Fate of Place. A Philosophical History.<\/em> London: University of California Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Catling, S. (2004). An understanding of geography: The perspectives of English primary trainee teachers. <em>GeoJournal, 60<\/em>(2), pp. 149-158. Retrieved April 28, 2021, from https:\/\/www.jstor.org\/stable\/41147876?seq=3#metadata_info_tab_contents<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Duffek, V., Pluh\u00e1\u010dkov\u00e1, M., &amp; Stacke, V. (2018). Kritick\u00e1 m\u00edsta ve v\u00fduce zem\u011bpisu na Z\u0160 \u2013 \u00favod, stanoven\u00ed terminologie a metodick\u00fd postup jejich zji\u0161\u0165ov\u00e1n\u00ed. <em>ARNICA, Acta Rerum Naturalium didactICA, Ro\u010dn\u00edk 2018<\/em>(1), str\u00e1nky 45-55. Z\u00edsk\u00e1no 15. duben 2020, z https:\/\/www.arnica.zcu.cz\/images\/casopis\/2018\/Arnika_2018_1-6_Dufek-Pluhackova-Stacke-web.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gamerith, W., Hemmer, I., &amp; Czapek, F. (2014). <em>Educational Standards in Geography for the Intermediate School Certificate with sample assignments<\/em> (3 ed.). Bonn: German Geographical Society. Retrieved April 2021, 2021, from https:\/\/geographie.de\/wp-content\/uploads\/2016\/06\/geography_education.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gonos, G. 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Mluv\u00edm o v\u011bdeck\u00e9m pedagogick\u00e9m v\u00fdzkumu v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, jeho\u017e v\u00fdsledky byly publikov\u00e1ny v&nbsp;odborn\u00e9m \u010dasopise Geografie, kter\u00fd vyd\u00e1v\u00e1 \u010cesk\u00e1 geografick\u00e1 spole\u010dnost: Svobodov\u00e1, H., Spurn\u00e1, M., &amp; Knecht, P. (2020). Pojet\u00ed geografie a geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed u student\u016f u\u010ditelstv\u00ed [&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-1461","post","type-post","status-publish","format-standard","hentry","category-recenze"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1461","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=1461"}],"version-history":[{"count":6,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1461\/revisions"}],"predecessor-version":[{"id":1469,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1461\/revisions\/1469"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1461"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1461"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}