{"id":1481,"date":"2022-03-06T09:36:18","date_gmt":"2022-03-06T08:36:18","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1481"},"modified":"2022-04-23T09:47:18","modified_gmt":"2022-04-23T07:47:18","slug":"vzdelavatel-nebo-didaktik-teoretik-nebo-praktik","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2022\/03\/06\/vzdelavatel-nebo-didaktik-teoretik-nebo-praktik\/","title":{"rendered":"Vzd\u011blavatel nebo didaktik? Teoretik nebo praktik?"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">V&nbsp;\u010desk\u00e9m \u0161kolstv\u00ed (\u00famysln\u011b nepou\u017e\u00edv\u00e1m ozna\u010den\u00ed \u201e\u010desk\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed\u201c) nastala doba <strong>\u201evelk\u00e9 revize\u201c kurikula <\/strong>(v\u00edce <a href=\"https:\/\/velke-revize-zv.rvp.cz\/\">ZDE<\/a>). R\u00e1mcov\u00e9 vzd\u011bl\u00e1vac\u00ed programy se v&nbsp;\u010desk\u00fdch &nbsp;\u0161kol\u00e1ch pou\u017e\u00edvaj\u00ed od roku 2007. S&nbsp;velkou reviz\u00ed se, alespo\u0148 pro mne, &nbsp;vyno\u0159uj\u00ed ot\u00e1zky, kter\u00e9 jsou nazna\u010deny v\u00fd\u0161e. V&nbsp;blogu a v&nbsp;\u010dl\u00e1nc\u00edch na t\u00e9to platform\u011b jsem se n\u011bkter\u00fdm ot\u00e1zk\u00e1m ji\u017e v\u011bnoval, nap\u0159\u00edklad <em>Pozn\u00e1v\u00e1n\u00ed a pozn\u00e1n\u00ed ve v\u00fduce \u010desk\u00e9ho (gymnazi\u00e1ln\u00edho) zem\u011bpisu II: styly a strategie<\/em> (2013, <a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/G\/17203\/poznavani-a-poznani-ve-vyuce-ceskeho-gymnazialniho-zemepisu-ii-styly-a-strategie.html\">ZDE<\/a>); <em>Oborov\u00e1 didaktika\/oborov\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed \u201emezi\u201c<\/em> (2017; <a href=\"https:\/\/blogy.rvp.cz\/educator\/2017\/04\/18\/kdo-umi-umi-kdo-neumi-uci\/#comments\">ZDE<\/a>), <em>Obecn\u00e1 didaktika, transdidaktika, nebo snad pedago-demago? <\/em>(2018; <a href=\"https:\/\/blogy.rvp.cz\/educator\/2018\/08\/01\/obecna-didaktika-transdidaktika-pedago-demago\/\">ZDE<\/a>); <em>Modr\u00e1 je dobr\u00e1? Recenze koncepce geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Certifikovan\u00e1 metodika <\/em>(2019, <a href=\"https:\/\/blogy.rvp.cz\/educator\/2019\/02\/15\/modra-je-dobra-recenze-koncepce-geografickeho-vzdelavani-certifikovana-metodika\/\">ZDE<\/a>); <em>Znalosti a schopnosti. \u010c\u00e1st I: Znalosti (knowledge)<\/em> (2019, <a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/G\/22164\/znalosti-a-schopnosti.-cast-i-znalosti-knowledge-.html\">ZDE<\/a>) &nbsp;nebo <em>Mezi teori\u00ed a prax\u00ed v&nbsp;\u010desk\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, na p\u0159\u00edkladu zem\u011bpisu <\/em>(2020; <a href=\"https:\/\/blogy.rvp.cz\/educator\/2020\/05\/14\/mezi-teorii-a-praxi-v-ceskem-vzdelavani-na-prikladu-zemepisu\/\">ZDE<\/a>). Podn\u011btn\u00e9 jsou reakce\/koment\u00e1\u0159e pod n\u011bkter\u00fdmi z&nbsp;uveden\u00fdch text\u016f.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Obsah<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Obecn\u00fd pohled na vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/li><li><strong>Pohled na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><ul><li><strong>Certifikovan\u00e1 metodika geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/li><\/ul><\/li><li><strong>V\u00fdvoj t\u00e9mat v&nbsp;americk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/li><li><strong>Shrnut\u00ed<\/strong><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Sv\u016fj blog na t\u00e9to platform\u011b jsem sice ozna\u010dil jako \u201eVzd\u011blavatel\u201c, ale sp\u00ed\u0161 se c\u00edt\u00edm b\u00fdt na cest\u011b, rozhl\u00ed\u017eet se, pozn\u00e1vat, p\u0159em\u00fd\u0161let a sna\u017eit se v&nbsp;praxi uplatnit to, k&nbsp;\u010demu jsem za dlouhou pedagogickou dr\u00e1hou dosp\u011bl, ne\u017e abych dos\u00e1hl stavu, a u\u017e v\u016fbec ne postaven\u00ed, kdy mohu \u201erozd\u00e1vat moudra\u201c a rozhodovat za druh\u00e9. Vyjevuji svoje n\u00e1zory podlo\u017een\u00e9 studiem a osobn\u00ed zku\u0161enost\u00ed. A st\u00e1le se u\u010d\u00edm.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Obecn\u00fd pohled na vzd\u011bl\u00e1v\u00e1n\u00ed<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;jednom z&nbsp;prvn\u00edch text\u016f \/<a href=\"https:\/\/blogy.rvp.cz\/educator\/2017\/04\/18\/kdo-umi-umi-kdo-neumi-uci\/#comments\">ZDE<\/a>) jsem upozornil na \u201edvoj\u00ed b\u0159eh\u201c pro toho, kdo vede budouc\u00ed u\u010ditele, ale i pro samotn\u00e9 u\u010ditele. Z&nbsp;jedn\u00e9 strany do vzd\u011bl\u00e1v\u00e1n\u00ed mluv\u00ed <strong>oborov\u00ed experti<\/strong> neznal\u00ed pedagogiky (zjednodu\u0161en\u011b \u0159e\u010deno) a z&nbsp;druh\u00e9 strany <strong>obecn\u00ed pedagogov\u00e9<\/strong>, neznal\u00ed oboru. Jedni mluv\u00ed, CO by se m\u011blo u\u010dit a druz\u00ed JAK by se to m\u011blo u\u010dit. Doch\u00e1z\u00ed k&nbsp;tomu, \u017ee lev\u00e1 nev\u00ed, co d\u011bl\u00e1 prav\u00e1. Mluv\u00edm te\u010f o situaci, kter\u00e1 dlouhodob\u011b trv\u00e1 v&nbsp;oboru v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edho p\u0159edm\u011btu Zem\u011bpis. Pokud prvn\u00edm \u0159eknete, tak JAK to m\u00e1m u\u010dit, oborov\u00ed experti odpov\u011bd\u00ed, \u017ee s&nbsp;t\u00edm si jako u\u010ditel mus\u00edte poradit, pokud druh\u00fdm (odborn\u00edk\u016fm na pedagogiku) \u0159eknete CO u\u010dit, odpov\u011bd\u00ed, \u017ee to je oborov\u00e1 z\u00e1le\u017eitost u\u010ditele, z\u00e1le\u017eitost jeho aprobace. &nbsp;Pro takov\u00fd p\u0159\u00edstup m\u00e1m ozna\u010den\u00ed \u201eslo\u017eka\u0159en\u00ed\u201c. Pro v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00ed p\u0159edm\u011bt Zem\u011bpis je to sp\u00ed\u0161 \u201ezem\u011b-pis\u201c ne\u017e geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Velmi \u010dasto jsem byl sv\u011bdkem, kdy experti z&nbsp;obou \u201eb\u0159eh\u016f\u201c se vyjad\u0159ovali a\u017e s&nbsp;pohrd\u00e1n\u00edm o kvantit\u011b znalost\u00ed u\u010ditel\u016f, ale kriti\u010dt\u00ed byli jen v&nbsp;oblasti sv\u00e9 \u00fazk\u00e9 specializace, nebyli schopni obs\u00e1hnout celou oborovou ale i pedagogickou \u0161\u00ed\u0159\u00ed profese u\u010ditele.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">K&nbsp;lep\u0161\u00edmu porozum\u011bn\u00ed pou\u017eiji pro oborov\u00e9 znalosti u\u010ditele metaforu o va\u0159en\u00ed. &nbsp;Do hrnce se vraz\u00ed jednotliv\u00e9 ingredience (slo\u017eky) a pova\u0159\u00ed. Ten, kdo takto va\u0159\u00ed, si mysl\u00ed, \u017ee po ur\u010dit\u00e9 chv\u00edli odstav\u00ed hrnec z&nbsp;plotny a m\u00e1 hotovo. Jako \u201ekucha\u0159\u201c ano, ale co \u201ehost\u201c, kter\u00fd konzumuje? Ten \u201ehost\u201c chu\u0165ov\u011b c\u00edt\u00ed\/vn\u00edm\u00e1, \u017ee ingredience nejsou propojeny a c\u00edt\u00ed tam pr\u00e1v\u011b ty jednotliv\u00e9 \u201eslo\u017eky\u201c. Pr\u00e1v\u011b dosa\u017een\u00ed toho propojen\u00ed (pln\u00e9 chuti) vy\u017eaduje od \u201ekucha\u0159e\u201c znalost, dovednost, zku\u0161enost a \u010das, aby do\u0161lo k&nbsp;tomu propojen\u00ed, aby to, co \u201ekucha\u0159\u201c uva\u0159\u00ed, tak\u00e9 chutnalo, aby to nebyly jen oh\u0159\u00e1t\u00e9 \u201eslo\u017eky\u201c, aby p\u0159ipraven\u00e9 j\u00eddlo m\u011blo plnou chu\u0165. Mluv\u00edme tady o kvalit\u011b, kter\u00e1 nen\u00ed jen v\u00fdsledkem v\u00e1hov\u00e9ho pom\u011bru (kvantity). Nejde jen o propojen\u00ed jednotliv\u00fdch slo\u017eek, ale i o jejich metamorf\u00f3zu (p\u0159em\u011bnu v&nbsp;novou kvalitu).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;\u010cesku podle m\u00fdch zku\u0161enost\u00ed v&nbsp;p\u0159\u00edprav\u011b u\u010ditel\u016f zem\u011bpisu, ale snad i obecn\u011b v&nbsp;u\u010ditelsk\u00e9m studiu, se st\u00e1le pou\u017e\u00edv\u00e1 uveden\u00e1 \u201eslo\u017ekovitost\u201c. Je to patrn\u00e9 z&nbsp;toho, jak je koncipovan\u00e9 a hlavn\u011b realizovan\u00e9 toto studium. Na p\u0159\u00edrodov\u011bdeck\u00fdch fakult\u00e1ch v\u00fdrazn\u011b p\u0159eva\u017euje oborovost, na pedagogick\u00fdch fakult\u00e1ch m\u00e1 siln\u00e9 zastoupen\u00ed pedagogicko-psychologick\u00e1 \u010d\u00e1st. Prvn\u00ed fakulty vychov\u00e1vaj\u00ed sp\u00ed\u0161 mal\u00e9 oborov\u00e9 odborn\u00edky, v p\u0159\u00edpad\u011b zem\u011bpisu geografy, kte\u0159\u00ed by m\u011bli rozum\u011bt geografii komplexn\u011b, v&nbsp;cel\u00e9 jej\u00ed \u0161\u00ed\u0159i, ale p\u0159edn\u00e1\u0161\u00ed jim specialisti, a druh\u00e9 fakulty stav\u00ed na \u201emodern\u00ed didaktice\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tu \u0161\u00ed\u0159i u\u010ditelsk\u00e9ho oboru Zem\u011bpis (ale asi i dal\u0161\u00edch v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch obor\u016f) snad mohu tak\u00e9 p\u0159irovnat k&nbsp;profesi praktick\u00e9ho l\u00e9ka\u0159e, kter\u00fd mus\u00ed zvl\u00e1dnout alespo\u0148 z\u00e1klady v\u00edce l\u00e9ka\u0159sk\u00fdch obor\u016f, aby mohl alespo\u0148 v&nbsp;urgentn\u00edch p\u0159\u00edpadech diagnostikovat a \u00fa\u010dinn\u011b pomoci, a v&nbsp;nenal\u00e9hav\u00fdch p\u0159\u00edpadech um\u011bt diagnostikovat, l\u00e9\u010dit, p\u0159\u00edpadn\u011b odeslat ke specialistovi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tak\u017ee u\u010ditel nap\u0159\u00edklad zem\u011bpisu mus\u00ed zvl\u00e1dat z\u00e1kladn\u00ed obory geografie \u2013 fyzickou, hum\u00e1nn\u00ed (podle n\u011bkter\u00fdch odborn\u00edk\u016f soci\u00e1ln\u00ed) a humanistickou (jedinec v&nbsp;prost\u0159ed\u00ed, to je v\u0161ak v&nbsp;\u010cesku t\u00e9m\u011b\u0159 nezn\u00e1m\u00e1 oborov\u00e1 oblast). Je mo\u017en\u00e9 tyto &#8222;\u010d\u00e1sti&#8220; ozna\u010dit jako slo\u017eky.&nbsp; Ty slo\u017eky budouc\u00edmu u\u010diteli serv\u00edruj\u00ed na vysok\u00e9 \u0161kole, jak jsem ji\u017e uvedl v\u00fd\u0161e, odborn\u00edci-specialisti, kte\u0159\u00ed jsou \u010dasto \u00fazce oborov\u011b vymezen\u00ed a\u017e zaslepen\u00ed.&nbsp; Student, budouc\u00ed u\u010ditel k&nbsp;p\u0159\u00edprav\u011b na povol\u00e1n\u00ed vyu\u017e\u00edv\u00e1 sv\u00fdch osobn\u00edch zku\u0161enost\u00ed ve sv\u00e9m dosavadn\u00edm \u017eivot\u011b a na z\u00e1klad\u011b t\u011bchto zku\u0161enost\u00ed si vytv\u00e1\u0159\u00ed o\u010dek\u00e1v\u00e1n\u00ed v&nbsp;bli\u017e\u0161\u00ed i vzd\u00e1len\u011bj\u0161\u00ed budoucnosti (viz Obr\u00e1zek 1). V&nbsp;osobnosti (a\u0165 \u017e\u00e1ka\/studenta nebo u\u010ditele) doch\u00e1z\u00ed k&nbsp;propojov\u00e1n\u00ed, k&nbsp;<strong>internalizaci,<\/strong> viz d\u00e1le. &nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jak bude studentova a n\u00e1sledn\u011b u\u010ditelsk\u00e1 zku\u0161enost nar\u016fstat v \u010dase (\u010das je d\u016fle\u017eit\u00fd), bude m\u00edt tak\u00e9 v\u00edce zku\u0161enost\u00ed s&nbsp;v\u00fd\u0161e uveden\u00fdm propojov\u00e1n\u00edm \u201eslo\u017eek\u201c. U star\u0161\u00edho jedince se bude zkracovat doba, kter\u00e1 zahrnuje \u201eo\u010dek\u00e1v\u00e1n\u00ed\u201c.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 1<\/strong> <em>Vztah osobn\u00ed zku\u0161enost a o\u010dek\u00e1v\u00e1n\u00ed v \u017eivot\u011b jedince (u\u010ditele) v&nbsp;jeho 30. v\u011bku a v&nbsp;jeho 60. v\u011bku (v\u011bkov\u00e9 intervaly jsou zjednodu\u0161eny)<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"605\" height=\"259\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Osobni_zkusenost.jpg\" alt=\"\" class=\"wp-image-1491\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Osobni_zkusenost.jpg 605w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Osobni_zkusenost-300x128.jpg 300w\" sizes=\"auto, (max-width: 605px) 100vw, 605px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: V\u00e1vra 2019 (dostupn\u00e9 <a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/G\/22164\/znalosti-a-schopnosti.-cast-i-znalosti-knowledge-.html\">ZDE<\/a>; Obr\u00e1zek 2)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ten profesn\u00ed a osobn\u00ed v\u00fdvoj studenta a posl\u00e9ze u\u010ditele vede v&nbsp;zem\u011bpisu (odvozeno od osobn\u00ed zku\u0161enosti) od popisnosti ke generalizac\u00edm, konceptualizac\u00edm, zjednodu\u0161en\u011b od um\u00edst\u011bn\u00ed (poloha, popis, kde to je) k&nbsp;osobn\u00edm teori\u00edm (odvozov\u00e1n\u00ed, vysv\u011btlov\u00e1n\u00ed, p\u0159edv\u00edd\u00e1n\u00ed). Korthagen (Korthagen, Kessels, Koster, Lagerwerf, &amp; Wubbels, 2001), kter\u00fd se v\u011bnoval propojen\u00ed teorie a praxe ve vzd\u011bl\u00e1v\u00e1n\u00ed, toto osobn\u00ed individu\u00e1ln\u00ed u\u010ditelovo uspo\u0159\u00e1d\u00e1n\u00ed v\u011bdomost\u00ed naz\u00fdv\u00e1 \u201e<strong>teorie s&nbsp;mal\u00fdm t<\/strong>\u201c. Velmi d\u016fle\u017eit\u00e1 je reflexe \u010di sebe-reflexe. Jinak \u0159e\u010deno, s&nbsp;n\u011bk\u00fdm si o sv\u00e9 zku\u0161enosti popov\u00eddat a vyu\u017e\u00edvat sd\u00edlen\u00ed, pohledu zvn\u011bj\u0161ku.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Podle Korthagena studium a p\u0159\u00edprava u\u010ditele by m\u011bly b\u00fdt st\u00e1le v\u00edce koncipov\u00e1ny jako pokra\u010duj\u00edc\u00ed proces pro\u017e\u00edv\u00e1n\u00ed praktick\u00fdch v\u00fdukov\u00fdch a jin\u00fdch vzd\u011bl\u00e1vac\u00edch situac\u00ed. Jejich reflexe by m\u011bla prob\u00edhat pod veden\u00edm zku\u0161en\u011bj\u0161\u00edho kolegy a napomoci v rozv\u00edjen\u00ed vlastn\u00edho vhledu do v\u00fduky prost\u0159ednictv\u00edm interakce mezi osobn\u00ed reflex\u00ed a teoretick\u00fdmi p\u0159edstavami, kter\u00e9 student\u016fm p\u0159edkl\u00e1daj\u00ed \u201evzd\u011blavatel\u00e9\u201c. Teorie s&nbsp;mal\u00fdm t nejsou teorie typu \u201ezdrav\u00e9ho selsk\u00e9ho rozumu\u201c, ten m\u016f\u017ee klamat (V\u00e1vra 2016, <a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/G\/20839\/zdravy-selsky-rozum-a-vedecke-mysleni-ktere-se-tyka-uceni-o-prostoru-v-prostoru-a-s-pomoci-prostoru.html\">ZDE<\/a>), ale jde o \u201eteorie\u201c, kter\u00e9 vych\u00e1zej\u00ed v\u00edc ze sd\u00edlen\u00e9 zku\u0161enosti, kter\u00e1 vych\u00e1z\u00ed z&nbsp;uplat\u0148ov\u00e1n\u00ed teorie v praxi. V&nbsp;t\u00e9to f\u00e1zi, kdy budouc\u00ed adepti u\u010ditelstv\u00ed p\u0159ech\u00e1zej\u00ed k&nbsp;praktick\u00e9 v\u00fduce, nejsou studenti u\u010ditelstv\u00ed podle Korthagena obecn\u011b motivov\u00e1n\u00ed pro \u201e<strong>Teorie s&nbsp;velk\u00fdm T<\/strong>\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ka\u017edodenn\u00ed zku\u0161enost a praxe je formov\u00e1na a systematicky uspo\u0159\u00e1d\u00e1na <strong>v&nbsp;modelu<\/strong>, kter\u00fd Korthagen naz\u00fdv\u00e1 <strong>ALACT<\/strong> (Korthagen 1984; in: Korthagen et al. 2001, str. 44; in: Hynek, V\u00e1vra 2012; &nbsp;in: V\u00e1vra 2020; <a href=\"https:\/\/blogy.rvp.cz\/educator\/2020\/05\/14\/mezi-teorii-a-praxi-v-ceskem-vzdelavani-na-prikladu-zemepisu\/\">ZDE<\/a>; Obr\u00e1zek 1). Tento model umo\u017e\u0148uje propojovat jak odbornost, tak i pedagogickou str\u00e1nku v\u00fduky v&nbsp;osobn\u00ed zku\u0161enosti. Postupn\u011b by za\u010d\u00ednaj\u00edc\u00ed adept u\u010ditelsk\u00e9ho povol\u00e1n\u00ed m\u011bl p\u0159ech\u00e1zet z&nbsp;ka\u017edodennosti, kter\u00e1 p\u0159in\u00e1\u0161\u00ed neust\u00e1l\u00e9 korigov\u00e1n\u00ed a prom\u011bnu dosavadn\u00ed osobn\u00ed zku\u0161enosti, do st\u00e1dia, kdy se u jedince vytv\u00e1\u0159ej\u00ed teoretick\u00e9 poznatky (dalo by se \u0159\u00edci a\u017e kompetence a zp\u016fsobilost) typu <strong>Teorie s&nbsp;velk\u00fdm T<\/strong>, kdy poznatky z&nbsp;praxe i z&nbsp;teorie (nutn\u00e9 je nap\u0159\u00edklad dal\u0161\u00ed studium) maj\u00ed hlub\u0161\u00ed, trvalej\u0161\u00ed a pevn\u011bj\u0161\u00ed podobu, kter\u00e1 nen\u00ed vychylovan\u00e1 (nebo snad a\u017e rozmet\u00e1van\u00e1) tou ka\u017edodennost\u00ed praxe. Jak se u\u010ditel dost\u00e1v\u00e1 do f\u00e1ze pou\u017e\u00edv\u00e1n\u00ed Teori\u00ed s&nbsp;velk\u00fdm T, upev\u0148uje svoje znalosti a v\u011bdomosti a dovednosti jednak v&nbsp;interakci ve v\u00fduce s&nbsp;\u017e\u00e1ky, tak i v&nbsp;interakci se sv\u00fdmi kolegy z&nbsp;u\u010ditelsk\u00e9ho oboru \u010di z&nbsp;profesn\u00ed komunity.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tento osobn\u00ed v\u00fdvoj jedince, a je jedno zda \u017e\u00e1ka \u010di u\u010ditele, odr\u00e1\u017e\u00ed koncept, se kter\u00fdm p\u0159i\u0161el Vygotsky. Jedincovo u\u010den\u00ed ch\u00e1pal ve t\u0159ech vrstv\u00e1ch. Jednak v&nbsp;t\u00e9 jak\u00e9si vnit\u0159n\u00ed, jde o zvnit\u0159n\u011bn\u00ed\/<strong>internalizaci<\/strong>, ztoto\u017en\u011bn\u00ed), ve kter\u00e9 si je jedinec jist\u00fd sv\u00fdmi znalostmi, nepot\u0159ebuje \u017e\u00e1dnou pomoc. Vn\u011bj\u0161\u00ed vrstva, ve kter\u00e9 jedinec bez pomoci z vn\u011bj\u0161ku t\u00e1pe ve sv\u00fdch v\u011bdomostech, znalostech. Mezi nimi je pak vrstva pozn\u00e1n\u00ed, ve kter\u00e9 se jedinec orientuje, vzd\u011bl\u00e1v\u00e1 s&nbsp;pomoc\u00ed z vn\u011bj\u0161ku. Ta vrstva\/oblast dostala n\u00e1zev <strong>z\u00f3na nejbli\u017e\u0161\u00edho v\u00fdvoje<\/strong> (angl. <em>zone of proximal development<\/em>) (Vygotsky, 1978; v\u00edce in: V\u00e1vra 2013<a href=\"https:\/\/clanky.rvp.cz\/clanek\/c\/G\/17203\/poznavani-a-poznani-ve-vyuce-ceskeho-gymnazialniho-zemepisu-ii-styly-a-strategie.html\">, ZDE<\/a>, Obr\u00e1zek 2).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;hlediska vzd\u011bl\u00e1v\u00e1n\u00ed a s&nbsp;jist\u00fdm zjednodu\u0161en\u00edm z\u00f3na nejbli\u017e\u0161\u00edho v\u00fdvoje znamen\u00e1 pro n\u011bkter\u00e9 jedince hranici, za kterou nep\u016fjdou a z\u016fstanou v&nbsp;t\u00e9 vrstv\u011b \u201esv\u00fdch jist\u00fdch\u201c znalost\u00ed, jinak \u0159e\u010deno, necht\u011bj\u00ed se d\u00e1le vzd\u011bl\u00e1vat. Jin\u00ed naopak&nbsp;vstupuj\u00ed do z\u00f3ny nejbli\u017e\u0161\u00edho v\u00fdvoje a se zv\u00eddavost\u00ed jdou do \u201enekonformn\u00ed\u201c z\u00f3ny, kter\u00e1 m\u016f\u017ee naru\u0161ovat jejich \u201eteorie s&nbsp;mal\u00fdm t\u201c \u010di tyto teorie roz\u0161i\u0159ovat a bl\u00ed\u017eit se k \u201eTeori\u00edm s&nbsp;velk\u00fdm T\u201c.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Pohled na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Ned\u00edlnou sou\u010d\u00e1st\u00ed u\u010ditelsk\u00e9ho studia a vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;\u010cesku je oborov\u00e1 \u010d\u00e1st. V&nbsp;p\u0159\u00edpad\u011b geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed je to geografie. Geografie je v\u011bda komplexn\u00ed. Zahrnuje jak \u010d\u00e1st, kter\u00e1 m\u00e1 <strong>p\u0159\u00edrodov\u011bdn\u00fd charakter<\/strong> (fyzick\u00e1 geografie) tak \u010d\u00e1st, kter\u00e1 m\u00e1 <strong>spole\u010densko-v\u011bdn\u00ed charakter<\/strong> (hum\u00e1nn\u00ed geografie). V&nbsp;tradi\u010dn\u00ed geografii se pak spojuj\u00ed v&nbsp;region\u00e1ln\u00ed geografii (jsem si v\u011bdom, \u017ee pom\u00edj\u00edm nap\u0159. kartografii a geografick\u00e9 informace). &nbsp;Ob\u011b tyto \u010d\u00e1sti se navz\u00e1jem ovliv\u0148uj\u00ed, jsou v&nbsp;interaktivn\u00edm vztahu. Velmi zjednodu\u0161en\u011b jde o vztah <strong>spole\u010dnost a p\u0159\u00edroda<\/strong> s&nbsp;d\u016frazem na prostorov\u00e9 vztahy. V&nbsp;posledn\u00ed dob\u011b se st\u00e1le v\u00edce prosazuje humanistick\u00e1 geografie, kter\u00e1 se zam\u011b\u0159uje na vztah jedinec a prost\u0159ed\u00ed v&nbsp;prostorov\u00fdch vztaz\u00edch. Lze \u0159\u00edci, v&nbsp;tomto hledu se geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed \u201eindividualizuje\u201c. &nbsp;Mluv\u00edme nejen o prostoru, ale tak\u00e9 o prostorovosti, tedy zjednodu\u0161en\u011b o subjektivn\u011b reprezentovan\u00e9m prostoru. V\u00edce nap\u0159. (V\u00e1vra, 2010).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;\u010cesku asi nejzn\u00e1m\u011bj\u0161\u00edm p\u0159edstavitelem <strong>teorie komplexity v&nbsp;re\u00e1ln\u00fdch syst\u00e9mech<\/strong> je M. Hampl (Hampl, Gardavsk\u00fd, &amp; K\u00fchnl, Region\u00e1ln\u00ed struktura a v\u00fdvoj syst\u00e9mu os\u00eddlen\u00ed \u010cSR, 1987; Hampl &amp; al., 1996). Hampl\u016fv model se t\u00fdk\u00e1 re\u00e1ln\u00fdch syst\u00e9m\u016f a v&nbsp;nich postaven\u00ed geografick\u00fdch a spole\u010densk\u00fdch syst\u00e9m\u016f v&nbsp;hierarchii reality (Hampl, Gardavsk\u00fd, &amp; K\u00fchnl, Region\u00e1ln\u00ed struktura a v\u00fdvoj syst\u00e9mu os\u00eddlen\u00ed \u010cSR, 1987). V&nbsp;syst\u00e9mu se uveden\u00ed auto\u0159i v\u011bnuj\u00ed v\u00fdvojov\u00e9 slo\u017eitosti a aktivit\u011b syst\u00e9m\u016f. V&nbsp;n\u00ed na vrcholu v\u00fdvoje a slo\u017eitosti jsou <strong>\u010dlov\u011bk \u2013 soci\u00e1ln\u00ed syst\u00e9m \u2013 soci\u00e1ln\u011b geografick\u00fd syst\u00e9m \u2013 komplexn\u011b geografick\u00fd syst\u00e9m<\/strong>. Zvl\u00e1\u0161t\u011b u dvou posledn\u011b zmi\u0148ovan\u00fdch syst\u00e9m\u016f je podle autor\u016f vysok\u00e1 \u00farove\u0148 komplexity, jinak \u0159e\u010deno <strong>\u201ekvalitativn\u00ed \u00faplnosti\u201c.<\/strong> Slo\u017eitost tak\u00e9 roste od elementu (\u010dlov\u011bk a soci\u00e1ln\u00ed syst\u00e9m) a\u017e po fin\u00e1ln\u00ed komplex, za kter\u00fd auto\u0159i pova\u017euj\u00ed pr\u00e1v\u011b komplexn\u011b geografick\u00fd syst\u00e9m. V\u00edce o t\u00e9to teorii&nbsp; in: Hynek &amp; V\u00e1vra (2012). Na vrcholu komplexity je zjednodu\u0161en\u011b \u0159e\u010deno \u201esyst\u00e9m\u201c. V&nbsp;tomto p\u0159\u00edstupu nejde o vztah \u010dlov\u011bka (jedince) &nbsp;k&nbsp;prost\u0159ed\u00ed, ve kter\u00e9m \u017eije, ve sv\u011bt\u011b, ve kter\u00e9m rozum\u00ed v\u00fdznam\u016fm. Tradi\u010dn\u00ed sociologov\u00e9 by \u0159ekli, \u017ee v&nbsp;tomto p\u0159\u00edpad\u011b jde o makro-\u00farove\u0148 (syst\u00e9m) a nikoli o mikro-\u00farove\u0148 (v syst\u00e9mu sp\u00ed\u0161 jednotlivce).<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Certifikovan\u00e1 metodika geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Teorie komplexity byla zvolena jako v\u00fdchoz\u00ed teorie do textu nazvan\u00e9ho&nbsp; <strong><em>Koncepce geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Certifikovan\u00e1 metodika<\/em><\/strong>. (Marada, a dal\u0161\u00ed, 2017), kter\u00fd vznikl pod garanc\u00ed P\u0159F UK, MUNI, a \u010cesk\u00e9 geografick\u00e9 spole\u010dnosti (\u010cGS). &nbsp;Zd\u016fraz\u0148uji, \u017ee tento text vy\u0161el na konci roku 2017 a podrobn\u011b jsem se mu v\u011bnoval v&nbsp;kritick\u00e9m textu z&nbsp;roku 2019 <em>Modr\u00e1 je dobr\u00e1? Recenze Koncepce geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Certifikovan\u00e1 metodika<\/em>), kter\u00fd je dostupn\u00fd <a href=\"https:\/\/blogy.rvp.cz\/educator\/2019\/02\/15\/modra-je-dobra-recenze-koncepce-geografickeho-vzdelavani-certifikovana-metodika\/\">ZDE<\/a>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jak je patrn\u00e9 z&nbsp;v\u00fd\u0161e uveden\u00e9 charakteristiky teorie komplexity v&nbsp;re\u00e1ln\u00fdch syst\u00e9mech, je tato teorie slo\u017eit\u00e1 a do geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed obt\u00ed\u017en\u011b \u201ep\u0159enositeln\u00e1\u201c. Toho si jsou tak\u00e9 auto\u0159i certifikovan\u00e9 metodiky v\u011bdomi. Zjednodu\u0161en\u011b \u0159e\u010deno vybrali z&nbsp;t\u00e9 \u201eteorie\u201c princip \u010di koncept hierarchie a princip\/koncept regionu, v\u010detn\u011b postup\u016f jak se k&nbsp;hierarchii a k&nbsp;regionu dopracovat (nap\u0159. regionalizace). D\u00e1le se nechali \u201evoln\u011b inspirovat\u201c <strong>americk\u00fdmi p\u011bti t\u00e9maty geografie<\/strong>: poloha \u2013 m\u00edsto \u2013 vztah spole\u010dnost a prost\u0159ed\u00ed \u2013 pohyb \u2013 region (v\u00edce nap\u0159. Hardwick &amp; Holtgrieve, 1996). \u010cesk\u00e1 t\u00e9mata z<em>&nbsp;Certifikovan\u00e9 metodiky<\/em> (tam jsou ozna\u010dena jako <strong>kl\u00ed\u010dov\u00e9 pojmy z&nbsp;roku 2017<\/strong>) jsou: <strong>m\u00edsto a region \u2013 poloha \u2013 v\u00fdvoj \u2013 interakce \u2013 \u0159\u00e1dovost (lok\u00e1ln\u00ed a\u017e glob\u00e1ln\u00ed) \u2013 rozm\u00edst\u011bn\u00ed (prostorov\u00e9 vzorce) \u2013 vz\u00e1jemn\u00e9 vztahy kl\u00ed\u010dov\u00fdch koncept\u016f<\/strong>. Celkem je pou\u017eito sedm kl\u00ed\u010dov\u00fdch pojm\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Marada, a dal\u0161\u00ed&nbsp; (2017) um\u00edstili <em>Certifikovanou metodiku<\/em> na internetov\u00e9 str\u00e1nky (<a href=\"https:\/\/www.egeografie.cz\/\">ZDE<\/a>). V&nbsp;tomto textu posuzuji stav t\u00e9to metodiky k&nbsp;15. \u00fanoru 2022. Od pap\u00edrov\u00e9ho vyd\u00e1n\u00ed (prosinec 2017) uplynulo n\u011bkolik rok\u016f a proto jsem se rozhodl posoudit&nbsp; \u00faplnost t\u00e9to metodiky, kter\u00e1 by m\u011bla napomoci u\u010ditel\u016fm v&nbsp;jejich pedagogick\u00e9 praxi a snad i k&nbsp;velk\u00e9 revizi RVP ZV (v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00ed obor zem\u011bpis\/geografie). Pr\u00e1v\u011b ve sv\u00e9m kritick\u00e9m textu jsem poukazoval na n\u011bkter\u00e9 \u010d\u00e1sti Certifikovan\u00e9 metodiky, kter\u00e9 byly nedokon\u010den\u00e9. Garanty metodiky jsou P\u0159F UK, Centrum geografick\u00e9ho a environment\u00e1ln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed, \u010cGS, MUNI a TA\u010cR.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">U kl\u00ed\u010dov\u00fdch koncept\u016f &nbsp;zm\u00edn\u011bn\u00e9 metodiky (stav k&nbsp;\u00fanoru 2022) jsem narazil na zm\u011bnu. V&nbsp;seznamu jsou: <strong>region a <u>lokalita<\/u> \u2013 geografick\u00e1 poloha \u2013 rozm\u00edst\u011bn\u00ed \u2013 \u0159\u00e1dovost \u2013 interakce \u2013 v\u00fdvoj<\/strong>. Celkem 6 kl\u00ed\u010dov\u00fdch pojm\u016f\/koncept\u016f. Ze seznamu vypadlo \u201em\u00edsto\u201c, se kter\u00fdm si tato skupina geograf\u016f dlouhou dobu nev\u00ed rady, viz nap\u0159. V\u00e1vra, <em>The Concept of Place in the U.S. NGS and the Czech Geographical Curriculum<\/em> (2007). Tento probl\u00e9m s&nbsp;koncepc\u00ed m\u00edsta se t\u00e1hne od chybn\u00e9ho p\u0159ekladu anglick\u00e9ho textu <em>Mezin\u00e1rodn\u00ed charty geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> do \u010desk\u00e9ho jazyka (Haubrich, 1994). To nepochopen\u00ed rozd\u00edlu mezi m\u00edstem a regionem lze dokumentovat p\u0159\u00edmo z&nbsp;<em>Certifikovan\u00e9 metodiky<\/em> z&nbsp;\u00fanora 2022:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>M\u00edsto\/region bydli\u0161t\u011b m\u00e1 sv\u00e9 jedine\u010dn\u00e9 (unik\u00e1tn\u00ed) vlastnosti, kter\u00fdmi m\u016f\u017ee konkurovat ostatn\u00edm. Z\u00e1rove\u0148 v n\u011bm zaznamen\u00e1v\u00e1me \u0159adu obecn\u00fdch jev\u016f a proces\u016f, kter\u00e9 jsou p\u0159\u00edtomn\u00e9 i v jin\u00fdch regionech. <\/em>(dostupn\u00e9 <a href=\"https:\/\/www.egeografie.cz\/tvrzeni\/?order=concept&amp;order2=region\">ZDE<\/a>, 13. 2. 2022)<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">K&nbsp;t\u00e9to charakteristice je filtr nastaven n\u00e1sledovn\u011b: <strong>T\u00e9ma:<\/strong>&nbsp;16 Krajina a \u017eivotn\u00ed prost\u0159ed\u00ed,&nbsp;<strong>kl\u00ed\u010dov\u00fd koncept:<\/strong>&nbsp;01 Region a lokalita,&nbsp;<strong>region:<\/strong>&nbsp;01 \u010cesko, 00 M\u00edstn\u00ed region, 02 Evropa, 07 Austr\u00e1lie a Oce\u00e1nie, 03 Asie, 10 Sv\u011bt,&nbsp;<strong>stupe\u0148:<\/strong>&nbsp;1. stupe\u0148 Z\u0160, 2. stupe\u0148 Z\u0160<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 2<\/strong> <em>Vztah mezi vzd\u011bl\u00e1vac\u00edm obsahem zem\u011bpisu a kl\u00ed\u010dov\u00fdmi koncepty Certifikovan\u00e9 metodiky<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"604\" height=\"267\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Obsah_koncepty.jpg\" alt=\"\" class=\"wp-image-1496\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Obsah_koncepty.jpg 604w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Obsah_koncepty-300x133.jpg 300w\" sizes=\"auto, (max-width: 604px) 100vw, 604px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: V\u00e1vra, p\u016fvodn\u00ed<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ot\u00e1zky, kter\u00e9 se mn\u011b vybavuj\u00ed v&nbsp;souvislosti s &nbsp;v\u00fd\u0161e citovan\u00fdm textem: Jak krajina a \u017eivotn\u00ed prost\u0159ed\u00ed souvis\u00ed s&nbsp;(m\u00edstn\u00edm) regionem? Mluv\u00edm o konceptu. V\u016fbec se nevych\u00e1z\u00ed z&nbsp;geografick\u00e9ho konceptu m\u00edsta (v\u00edce nap\u0159. V\u00e1vra, 2009). Tak\u00e9 charakteristika, kter\u00e1 se pou\u017e\u00edv\u00e1 v&nbsp;<em>Certifikovan\u00e9 metodice<\/em>, v\u016fbec nevych\u00e1z\u00ed z&nbsp;o\u010dek\u00e1van\u00fdch v\u00fdstup\u016f pro 1. stupe\u0148. Tam je uveden \u201edomov\u201c. N\u00e1sledn\u011b v&nbsp;2. stupni je uvedeno \u201ebydli\u0161t\u011b\u201c. Jak spolu tyto koncepty jdou dohromady? Jak\u00fd je v\u016fbec rozd\u00edl mezi m\u00edstem a regionem? Pro\u010d do\u0161lo k&nbsp;vypu\u0161t\u011bn\u00ed \u201em\u00edsta\u201c, kter\u00e9 bylo nahrazeno pojmem \u201elokalita\u201c? Poznamen\u00e1v\u00e1m, \u017ee p\u0159edn\u00ed britsk\u00e1 geografka D. Massey (Massey, 1993) hodnotila koncepty m\u00edsto \u2013 region \u2013 lokalita v&nbsp;N\u00e1rodn\u00edm (rozum\u011bj anglick\u00e9m) kurikulu.&nbsp; &nbsp;Zd\u00e1 se, \u017ee autor\u016fm v&nbsp;<em>Certifikovan\u00e9 metodice<\/em> chyb\u00ed ost\u0159ej\u0161\u00ed a koncep\u010dn\u00ed vymezen\u00ed. Dal\u0161\u00edch a podobn\u00fdch ot\u00e1zek jenom s&nbsp;t\u00edmto uveden\u00fdm textem m\u011b napad\u00e1 v\u00edce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Metodika je ur\u010dena hlavn\u011b u\u010ditel\u016fm z&nbsp;praxe, proto m\u011b zaj\u00edmala praktick\u00e1 \u010d\u00e1st. V&nbsp;pap\u00edrov\u011b podob\u011b z&nbsp;roku 2017 m\u00e1 <em>Certifikovan\u00e1 metodika<\/em> (Marada, a dal\u0161\u00ed, 2017) dv\u011b modelov\u00e9 lekce: <em>Popula\u010dn\u00ed v\u00fdvoj \u2013 p\u0159\u00edklad soci\u00e1ln\u011bgeografick\u00e9ho t\u00e9matu<\/em> (ur\u010deno pro S\u0160) a <em>Pedosf\u00e9ra \u2013p\u0159\u00edklad fyzickogeografick\u00e9ho t\u00e9matu<\/em> (ur\u010deno pro 2 Z\u0160, S\u0160). Rozd\u00edl mezi 2. stupn\u011bm z\u00e1kladn\u00ed \u0161koly a st\u0159edn\u00ed \u0161kolou (gymn\u00e1ziem) nen\u00ed patrn\u00fd. Mluv\u00edm o principu spir\u00e1lov\u00e9ho kurikula. Posunulo se\/Doplnilo se toto v&nbsp;<em>Certifikovan\u00e9 metodice <\/em>za t\u011bch n\u011bkolik let od vyd\u00e1n\u00ed v&nbsp;roce 2017?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na internetov\u00fdch str\u00e1nk\u00e1ch <em>Certifikovan\u00e9 metodiky <\/em>jsem na\u0161el odkaz \u201eHledat p\u0159\u00edpravy\u201c. Na kliknut\u00ed s&nbsp;t\u00edmto odkazem vpravo naho\u0159e se zobrazilo na obrazovce toto:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 3<\/strong> <em>Vyhled\u00e1v\u00e1n\u00ed p\u0159\u00edprav v Certifikovan\u00e9 metodice<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"606\" height=\"328\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Pripravy_certifikovana_metodika.jpg\" alt=\"\" class=\"wp-image-1497\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Pripravy_certifikovana_metodika.jpg 606w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Pripravy_certifikovana_metodika-300x162.jpg 300w\" sizes=\"auto, (max-width: 606px) 100vw, 606px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: Marada, a dal\u0161\u00ed, 2017; dostupn\u00e9 <a href=\"https:\/\/www.egeografie.cz\/pripravy\/?order=level&amp;order2=level\">ZDE<\/a>, 13. 2. 2022<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nev\u00edm, zda se u\u010ditel, kter\u00fd bude hledat \u201evzorovou p\u0159\u00edpravu\u201c, spokoj\u00ed s <strong>\u201edsadasda<\/strong>\u201c nebo <strong>\u201esdasdasd\u201c<\/strong>!? To \u201esdasdasd\u201c naz\u00fdv\u00e1m cvi\u010den\u00edm prstokladu lev\u00e9 ruky na kl\u00e1vesnici po\u010d\u00edta\u010de<strong>, opus pro t\u0159i prsty lev\u00e9 ruky<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">S&nbsp;p\u0159\u00edpravami, kter\u00e9 jsou z\u00e1kladem pro jakoukoli v\u00fduku, je v&nbsp;tomto p\u0159\u00edpad\u011b metodika dost na \u0161t\u00edru.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 4 <\/strong><em>Souhrn v\u00fdsledk\u016f vyhled\u00e1v\u00e1n\u00ed, pokra\u010dov\u00e1n\u00ed str\u00e1nky z Obr\u00e1zku <\/em>3<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"214\" height=\"239\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/03\/Souhrn_vyhledavani.jpg\" alt=\"\" class=\"wp-image-1498\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: Marada, a dal\u0161\u00ed, 2017; dostupn\u00e9 <a href=\"https:\/\/www.egeografie.cz\/pripravy\/?order=level&amp;order2=level\">ZDE<\/a>, 13. 2. 2022<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;v\u00fd\u0161e uveden\u00e9ho Souhrnu v\u00fdsledk\u016f vyhled\u00e1v\u00e1n\u00ed \u201evzorov\u00fdch p\u0159\u00edprav\u201c <em>Certifikovan\u00e1 metodika<\/em> na internetov\u00fdch str\u00e1nk\u00e1ch s konkr\u00e9tn\u00edmi p\u0159\u00edpravami neh\u00fd\u0159ila. Pro S\u0160 (tedy gymn\u00e1zia) nenab\u00edzela v\u016fbec nic. Celkov\u011b cel\u00e1 ta \u010d\u00e1st metodiky na m\u011b d\u011blala dojem velmi dob\u0159e vypadaj\u00edc\u00edho a uspo\u0159\u00e1dan\u00e9ho formul\u00e1\u0159e, kter\u00fd je pot\u0159eba zaplnit (pr\u00e1v\u011b t\u00edm \u201esdasdasd\u201c prstokladem), aby p\u0159i elektronick\u00e9 kontrole nevypadly pr\u00e1zdn\u00e9 \u0159\u00e1dky, av\u0161ak tup\u00fd algoritmus po\u010d\u00edta\u010de nedovede posoudit obsah \u0159\u00e1dku, kontroluje jen vypln\u011bn\u00fd\/nevypln\u011bn\u00fd \u0159\u00e1dek. P\u0159itom by sta\u010dilo tento odkaz vypnout a vyhnout se t\u00e9to blam\u00e1\u017ei a trapnosti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jak m\u016f\u017ee m\u00edt zem\u011bpis\/geografie respekt, kdy\u017e jej reprezentuj\u00ed takov\u00e9 polotovary? Jakou v\u00e1\u017enost a respekt mohou m\u00edt z\u00e1stupci tohoto oboru, kdy\u017e se ve vyjedn\u00e1v\u00e1n\u00ed o \u201evelk\u00e9 revizi\u201c potk\u00e1vaj\u00ed s&nbsp;reprezentanty dal\u0161\u00edch obor\u016f v&nbsp;p\u0159\u00edprav\u011b na \u201evelkou\u201c revizi RVP?<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">V\u00fdvoj t\u00e9mat v&nbsp;americk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Jak jsem ji\u017e uvedl v&nbsp;kritick\u00e9m posouzen\u00ed <em>Certifikovan\u00e9 metodiky geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed,<\/em> pou\u017e\u00edvaj\u00ed se v&nbsp;zem\u011bpisu dlouhodob\u011b t\u00e9mata. Je dobr\u00e9 si je p\u0159ipomenout v&nbsp;souvislosti \u201evelk\u00e9 revize\u201c \u010desk\u00e9ho kurikula.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Murphy (2014), kter\u00fd se v\u011bnuje v&nbsp;uveden\u00e9m \u010dl\u00e1nku pr\u016f\u0159ezov\u00fdm t\u00e9mat\u016fm v&nbsp;geografii, odkazuje na \u201e<strong>\u010dty\u0159i tradice v geografii<\/strong>\u201c (Pattison, 1963). Pattison v&nbsp;60. letech minul\u00e9ho stolet\u00ed za \u00fa\u010delem nep\u0159ekr\u00fdv\u00e1n\u00ed z\u00e1jm\u016f jednotliv\u00fdch geografick\u00fdch obor\u016f, pro vzd\u011bl\u00e1v\u00e1n\u00ed a pro u\u010den\u00ed zem\u011bpisu se pokusil vytvo\u0159it geografick\u00e9 kategorie a do\u0161el k&nbsp;tomuto v\u00fdsledku, k&nbsp;t\u011bmto \u201etradic\u00edm\u201c:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>prostorov\u00e9 (<em>spatial tradition<\/em>)<\/li><li>are\u00e1lov\u00e9 studie (<em>area studies tradition<\/em>)<\/li><li>\u010dlov\u011bk a p\u016fda (<em>man-land tradition<\/em>)<\/li><li>v\u011bda o Zemi (<em>earth sciences tradition<\/em>)<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;80. letech pak v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed vykrystalizovaly tyto \u201etradice\u201c v&nbsp;USA do&nbsp;p\u011bti t\u00e9mat geografie (Hardwick &amp; Holtgrieve, 1996, str. 25), srovnej s&nbsp;kl\u00ed\u010dov\u00fdmi koncepty v&nbsp;\u010desk\u00e9 <em>Certifikovan\u00e9 metodice<\/em>:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>um\u00edst\u011bn\u00ed (<em>location<\/em>) \u2013 um\u00edst\u011bn\u00ed\/poloha na povrchu Zem\u011b<\/li><li>m\u00edsto (<em>place<\/em>) \u2013 fyzicko- a hum\u00e1nn\u011b geografick\u00e9 charakteristiky<\/li><li>vztahy spole\u010dnost a prost\u0159ed\u00ed (<em>human\/environment interaction<\/em>) \u2013 vztahy mezi m\u00edsty<\/li><li>pohyb (<em>movement<\/em>) \u2013 lid\u00e9 na Zemi maj\u00ed vztahy mezi sebou<\/li><li>regiony (<em>regions<\/em>)<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Sp\u00ed\u0161 ne\u017e o t\u00e9mata se jednalo o velmi obecn\u00e9 kategorie (v\u00edce Bednarz, et al., 1994), ve kter\u00fdch by m\u011blo prob\u00edhat geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed. Cel\u00e1 konstrukce byla podpo\u0159ena 18 standardy, kter\u00e9 jsou kvalitativn\u011b v\u00fd\u0161e (z hlediska metodologick\u00e9ho, tedy jak jsou vytvo\u0159en\u00e9 a ov\u011b\u0159en\u00e9\/ov\u011b\u0159ovan\u00e9\/ov\u011b\u0159ovateln\u00e9) ne\u017e \u010desk\u00e9 o\u010dek\u00e1van\u00e9 v\u00fdstupy v RVP ZV. Jedna z&nbsp;kvalit US geografick\u00fdch standard\u016f je spir\u00e1lov\u00e9 uspo\u0159\u00e1d\u00e1n\u00ed cel\u00e9ho geografick\u00e9ho kurikula, kter\u00e9 zvl\u00e1\u0161t\u011b pos\u00edlilo ve druh\u00e9m vyd\u00e1n\u00ed US Standard\u016f geografie (Heffron &amp; Downs, 2012). V&nbsp;\u010desk\u00e9 <em>Certifikovan\u00e9 metodice<\/em> je toto jen nazna\u010deno, viz Obr\u00e1zky 2 a 3 v tomto textu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Siln\u00fdm kritikem americk\u00fdch p\u011bti t\u00e9mat geografie byl Philip Gersmehl.&nbsp; Prodejce jeho knihy <em>Teaching Geography<\/em> (2014), spole\u010dnost Amazon, jej p\u0159edstavuje jako autora dvou u\u010debnic &#8211; <em>Physical Geography<\/em> a <em>The Language of Maps<\/em>, kter\u00e9 vy\u0161ly v&nbsp;80. letech.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prvn\u00ed v\u00fdznamnou publikaci o geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed vydal Gersmehl v&nbsp;roce 1996 (Gersmehl P. J., 1996), kterou nazval <em>Why Not Here? Teaching Geography to a New Standard <\/em>(\u010desky Pro\u010d ne tady? V\u00fduka geografie v&nbsp;nov\u00e9m standardu), ve kter\u00e9 vyu\u017eil geografick\u00e1 t\u00e9mata z&nbsp;80. let, kter\u00e1 m\u011bl zpracovan\u00e1 na f\u00f3li\u00edch pro zp\u011btn\u00fd projektor. Jak je tak\u00e9 z&nbsp;titulu knihy patrn\u00e9, reagoval na publikovan\u00e9 americk\u00e9 standardy geografie (Bednarz, et al., 1994). V&nbsp;t\u00e9matu <em>Teaching Geography<\/em> Gersmehl pokra\u010doval ve t\u0159ech vyd\u00e1n\u00edch (2005, 2008, 2014). Sv\u016fj koncept postavil na <strong>\u010dty\u0159ech z\u00e1kladn\u00edch \u201ekamenech\u201c: poloha \u2013 m\u00edsto (<em>place<\/em>) \u2013 propojen\u00ed (<em>link<\/em>) \u2013 region<\/strong>. N\u00e1sledn\u011b v&nbsp;dal\u0161\u00ed kapitole kriticky posuzoval <strong>p\u011bt t\u00e9mat geografie<\/strong>, na kter\u00fdch se, podle jeho slov, dohodli ameri\u010dt\u00ed odborn\u00edci a publikovali je v&nbsp;roce 1984 (Petersen, Natoli, &amp; Boehm, 1984). Gersmehl (1996, str. 78), napsal:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>V roce 1984 se setkala skupina geograf\u016f, aby se rozhodli, jak popsat z\u00e1kladn\u00ed my\u0161lenky geografie pro u\u010ditele zem\u011bpisu a pro \u201epracovn\u00edky ve \u0161kolstv\u00ed\u201c. Hmatateln\u00fdm v\u00fdsledkem jejich \u00favah byla 28str\u00e1nkov\u00e1 bro\u017eura s n\u00e1zvem \u201ePokyny pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed: z\u00e1kladn\u00ed a st\u0159edn\u00ed \u0161koly\u201c <\/em>(auto\u0159i Petersen, Natoli, &amp; Boehm, 1984, p\u0159eklad n\u00e1zvu do \u010de\u0161tiny J.V.)<em>. V tomto dokumentu auto\u0159i tvrdili, \u017ee u\u010ditel\u00e9 mohou hodiny zem\u011bpisu uspo\u0159\u00e1dat do <strong>p\u011bti z\u00e1kladn\u00edch t\u00e9mat: poloha, m\u00edsto, vztahy uvnit\u0159 m\u00edst (interakce), vztahy mezi m\u00edsty (pohyb) a region<\/strong>. <\/em>(vlastn\u00ed p\u0159eklad a zv\u00fdrazn\u011bn\u00ed J.V.)<\/p><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>O deset let pozd\u011bji <\/em>(1994, pozn\u00e1mka J. V.) z\u00edskal<em> tento \u00fatl\u00fd dokument u n\u011bkter\u00fdch pedagog\u016f status Bible nebo Kor\u00e1nu. Konaly se konference o vyu\u017e\u00edv\u00e1n\u00ed \u201ep\u011bti t\u00e9mat\u201c v geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. U\u010ditel\u00e9 byli vyb\u00edzeni, aby navrhli vyu\u010dovac\u00ed hodiny pro ka\u017ed\u00e9 z \u201ep\u011bti t\u00e9mat\u201c. U\u010debnice byly ps\u00e1ny podle \u201ep\u011bti t\u00e9mat\u201c jako n\u00e1zvy kapitol nebo nadpisy tematick\u00fdch celk\u016f. Vyu\u010dovac\u00ed p\u0159edm\u011bty byly schvalov\u00e1ny nebo zam\u00edt\u00e1ny na z\u00e1klad\u011b vyu\u017e\u00edv\u00e1n\u00ed nebo nevyu\u017e\u00edv\u00e1n\u00ed\/opomenut\u00ed &nbsp;\u201ep\u011bti t\u00e9mat\u201c.<\/em><\/p><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>Cel\u00e9 to \u00fasil\u00ed bylo nem\u00edstn\u00e9 a bl\u00e1hov\u00e9. <\/em>(vlastn\u00ed p\u0159eklad)<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;citace je z\u0159ejm\u00e9, \u017ee Gersmehl si s t\u00fdmem kolem americk\u00fdch geografick\u00fdch standard\u016f (Bednarz, et al., 1994) \u201enepadl do noty\u201c. Ve t\u0159et\u00edm vyd\u00e1n\u00ed jeho st\u011b\u017eejn\u00ed knihy <em>Teaching Geography<\/em> (Gersmehl P., Teaching Geography, 2014, str. 135-136) napsal:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>O sedm let pozd\u011bji z\u00e1kon z roku 2001 No Child Left Behind Act <\/em>(Americk\u00fd z\u00e1kon \u201e\u017d\u00e1dn\u00e9 d\u00edt\u011b nesm\u00ed z\u016fstat ve vzd\u011bl\u00e1v\u00e1n\u00ed opominuto\u201c. Z\u00e1kon navr\u017een\u00fd administrativou&nbsp;prezidenta <a href=\"https:\/\/cs.wikipedia.org\/wiki\/George_W._Bush\">G. W. Bushe<\/a>&nbsp;s c\u00edlem zlep\u0161it \u00farove\u0148 vzd\u011bl\u00e1n\u00ed \u017e\u00e1k\u016f v&nbsp;USA.&nbsp; Pozn\u00e1mka J. V.) <em>stanovil, \u017ee zem\u011bpis pa\u0159\u00ed do hlavn\u00edch v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch p\u0159edm\u011bt\u016f a na\u0159\u00eddil vytvo\u0159en\u00ed n\u00e1rodn\u00edch <\/em>(americk\u00fdch, pozn\u00e1mka J. V.) <em>standard\u016f. Lid\u00e9 v mnoha st\u00e1tech cht\u011bli standardy, p\u0159istoupili na jejich podobu a na jejich zam\u011b\u0159en\u00ed do p\u011bti t\u00e9mat. D\u011bti zp\u00edvaly hiphopovou podobu skladby o \u201ep\u011bti t\u00e9matech\u201c. \u2026 <\/em>(<a href=\"https:\/\/www.youtube.com\/watch?v=AIqC79WrpKg\">ZDE<\/a>)<\/p><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>Kdy\u017e se v roce 1994 objevil prvn\u00ed soubor americk\u00fdch Standard\u016f geografie, mnoho lid\u00ed jej kritizovalo, proto\u017ee jim v&nbsp;t\u011bchto p\u011bti t\u00e9matech chyb\u011bla srozumitelnost a jednoduchost. Jin\u00ed \u0159\u00edkali, \u017ee Standardy na\u0159izuj\u00ed, <strong>CO<\/strong> &nbsp;m\u00e1me u\u010dit, ale&nbsp; T\u00e9mata jsou st\u00e1le pot\u0159eba, proto\u017ee vedou k tomu, <strong>JAK&nbsp; <\/strong>u\u010dit. <\/em>(vlastn\u00ed p\u0159eklad a p\u016fvodn\u00ed zv\u00fdrazn\u011bn\u00ed, J.V.)<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Gersmehl (Teaching Geography, 2014, str. 136) pokra\u010doval:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>D\u011bs\u00ed m\u011b, jak velk\u00e1 pozornost se v\u011bnuje t\u011bm p\u011bti t\u00e9mat\u016fm, kter\u00e1 byla a jsou zav\u00e1d\u011bj\u00edc\u00ed a bl\u00e1hov\u00e1.<\/em><\/p><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>Lid\u00e9 hovo\u0159ili o p\u011bti t\u00e9matech a doporu\u010dovali zp\u016fsoby, jak u\u010dit t\u011bch p\u011bt t\u00e9mat, ani\u017e by pochopili, co ve skute\u010dnosti jsou <strong>pedagogick\u00e1 t\u00e9mata<\/strong>.P\u0159itom vytv\u00e1\u0159ej\u00ed podp\u016frn\u00e9 pedagogick\u00e9 materi\u00e1ly a navrhuj\u00ed strategie, kter\u00e9 v&nbsp;kone\u010dn\u00e9m d\u016fsledku podvracej\u00ed my\u0161lenku pedagogiky, kter\u00e1 vych\u00e1z\u00ed z t\u00e9mat.<\/em><\/p><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>Nyn\u00ed se v&nbsp;USA diskutuje &nbsp;nejen o roli pedagogick\u00fdch t\u00e9mat, ale i&nbsp; o oboru &nbsp;geografie a o dal\u0161\u00edch \u201eobsahov\u00fdch\u201c oblastech <strong>oborov\u00e9ho j\u00e1dra<\/strong> (core discipline) <\/em>(\u010desky \u201ez\u00e1kladu\u201c, J.V.)<em>.Bohu\u017eel jsme teprve na za\u010d\u00e1tku cyklu nov\u00fdch u\u010debnic, kter\u00e9 budou tyto nov\u00e9 kurikul\u00e1rn\u00ed iniciativy \u0159e\u0161it.Pokud se lid\u00e9 budou i nad\u00e1le chovat tak, jak se chovali doposud, je nepravd\u011bpodobn\u00e9, \u017ee by se mohlo geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed zlep\u0161it.\u201c <\/em>(vlastn\u00ed p\u0159eklad a zv\u00fdrazn\u011bn\u00ed J.V.).<\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;uveden\u00fdch citac\u00ed je z\u0159ejm\u00e9, \u017ee Gersmehl podcenil s\u00edlu podpory americk\u00e9 <em>National Geographic Society <\/em>(vyd\u00e1v\u00e1 presti\u017en\u00ed \u010dasopis <em>National Geographic Magazine<\/em>), kter\u00e1 za\u0161ti\u0165ovala tvorbu a implementaci \u201eStandard\u016f\u201c&nbsp; a tedy \u201eP\u011bti t\u00e9mat\u201c do americk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Ukazuje se tak\u00e9 s\u00edla \u201estandardizace\u201c, kter\u00e1 umo\u017e\u0148uje propojovat jak pam\u011btn\u00ed memorov\u00e1n\u00ed, tak i geografick\u00e9 my\u0161len\u00ed. Ale proto\u017ee se pohybujeme ve vzd\u011bl\u00e1v\u00e1n\u00ed, na posouzen\u00ed v\u00fdsledku bude pot\u0159eba po\u010dkat. Abychom se dobrali n\u011bjak\u00fdch spolehliv\u00fdch dat, bude pot\u0159eba \u010das a dlouhodob\u00fd pedagogick\u00fd v\u00fdzkum, kter\u00fd p\u0159inese objektivn\u00ed a spolehliv\u011bj\u0161\u00ed v\u00fdsledky.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;kritice se Gersmehl podob\u00e1 Hirschovi (2016), ka\u017ed\u00fd v\u0161ak kritizuje ze sv\u00e9 odbornosti. Gersmehl kritizuje na z\u00e1klad\u011b sv\u00e9 geografick\u00e9 odbornosti. Nav\u00edc je nutn\u00e9 upozornit, \u017ee v&nbsp;sou\u010dasn\u00e9 dob\u011b je ji\u017e v&nbsp;pln\u00e9m proudu mezin\u00e1rodn\u00ed projekt (Solem, Lambert, &amp; Tani, 2013), kter\u00fd se v\u011bnuje \u201ed\u016fle\u017eit\u00fdm\/u\u017eite\u010dn\u00fdm znalostem\u201c (<em>powerful knowledge<\/em>) a schopnostem \u017e\u00e1k\u016f (<em>capabilities<\/em>). M. Hanus ve slovn\u00edku k&nbsp;mezin\u00e1rodn\u00edmu projektu uvedl n\u011bkter\u00e9 \u010desk\u00e9 ekvivalenty (<a href=\"https:\/\/www.geocapabilities.org\/glossary\/\">ZDE<\/a>; je mo\u017en\u00e9 p\u0159epnout na \u010desk\u00fd jazyk). Nap\u0159\u00edklad <em>capabilities<\/em> p\u0159elo\u017eil jako zp\u016fsobilosti a jinde jako schopnost. Op\u011bt tady nar\u00e1\u017e\u00edme na \u010deskou slabinu &#8211; pr\u00e1ce s&nbsp;cizojazy\u010dn\u00fdmi zdroji.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Koncept <em>Capabilities <\/em>lze shrnout do n\u00e1sleduj\u00edc\u00edch bod\u016f:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>objas\u0148uje roli geografick\u00fdch <strong>znalost\u00ed<\/strong> a geografick\u00e9ho <strong>my\u0161len\u00ed<\/strong><\/li><li>my\u0161len\u00ed je d\u016fle\u017eit\u00e9 v rozvoji vzd\u011blan\u00e9ho \u010dlov\u011bka<\/li><li>vzd\u011blan\u00fd \u010dlov\u011bk je schopen <strong>uva\u017eovat o sv\u011bt\u011b z oborov\u00e9 perspektivy<\/strong><\/li><li><strong>geografick\u00e9 znalosti pom\u00e1haj\u00ed pochopit sv\u011bt, kter\u00fd <u>nem\u016f\u017eeme poznat z na\u0161\u00ed ka\u017edodenn\u00ed zku\u0161enosti<\/u><\/strong><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">D. Lambert (2015), kter\u00fd vych\u00e1z\u00ed z&nbsp;p\u016fvodn\u00edho autora \u201e<em>powerul knoledge<\/em>\u201c M. Younga (1971), uv\u00e1d\u00ed, \u017ee b\u00fdt svobodn\u00fd (zjednodu\u0161en\u011b \u0159e\u010deno, ne\u017eit deprivovan\u00fd v &nbsp;\u201e\u017eit\u00e9 &nbsp;situaci\u201c) je dimenze lidsk\u00e9ho rozvoje schopnost\u00ed (osobn\u00ed potenci\u00e1l), ve kter\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed hraji jednu z&nbsp;hlavn\u00edch rol\u00ed. Cel\u00fd tento koncept je pak implementovan\u00fd v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed jako u\u017eite\u010dn\u00e9 oborov\u00e9 znalosti (<em>powerful disciplinary knowlege<\/em>; PDK), kter\u00e9 generuje akademick\u00fd sektor, a Geo-schopnosti. V\u00fduka (vzd\u011bl\u00e1v\u00e1n\u00ed) se st\u00e1v\u00e1 \u201ep\u00e9\u010d\u00ed o individu\u00e1ln\u00ed pot\u0159eby\u201c \u017e\u00e1ka.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vra\u0165me se ke Gersmehlovi. Sarah Bednarz, kter\u00e1 je jednou z&nbsp;autor\u016f zmi\u0148ovan\u00fdch geografick\u00fdch Standard\u016f z&nbsp;roku 1994 (Bednarz, et al., 1994),&nbsp; se sna\u017e\u00ed b\u00fdt v&nbsp; kritice Gersmelovy knihy&nbsp; (Bednarz &amp; Youda 2015) vyv\u00e1\u017een\u00e1. Spolu s&nbsp;japonsk\u00fdm kolegou v&nbsp;re\u0161er\u0161i na posledn\u00ed vyd\u00e1n\u00ed <em>Teaching Geography<\/em>&nbsp; poukazuje na Gersmehlovu&nbsp; erudovanost v&nbsp;americk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. Kritiku si v\u0161ak Gersmehl od nich vyslou\u017eil v ch\u00e1p\u00e1n\u00ed&nbsp;p\u0159esahu do oblasti neurov\u011bd a do v\u00fdzkumu mozku. Podle autor\u016f jsou Gersmehlovy p\u0159edstavy a\u017e \u201etrapn\u011b naivn\u00ed\u201c (<em>embarrassingly na\u00efve<\/em>). V&nbsp;re\u0161er\u0161i tak\u00e9 Bednarz &amp; Youda doporu\u010dili, aby se geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;Gersmehlov\u011b p\u0159\u00edpad\u011b zam\u011b\u0159ilo na rozv\u00edjen\u00ed vztahu mezi geografi\u00ed a spole\u010densk\u00fdmi v\u011bdami. Tady asi auto\u0159i nar\u00e1\u017eeli na Gersmehlovo zam\u011b\u0159en\u00ed na za\u010d\u00e1tku jeho kari\u00e9ry, na fyzickou geografii. V&nbsp;tomto p\u0159\u00edpad\u011b je podle m\u00e9ho n\u00e1zoru kritika S. Bednarz licom\u011brn\u00e1, proto\u017ee sama se zam\u011b\u0159uje sp\u00ed\u0161e na vyu\u017e\u00edv\u00e1n\u00ed GIS v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed. Oborov\u00fd z\u00e1b\u011br P. Gersmehla je ur\u010dit\u011b \u0161ir\u0161\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;USA se vzd\u011bl\u00e1v\u00e1n\u00ed zam\u011b\u0159uje na gramotnost, v&nbsp;p\u0159\u00edpad\u011b zem\u011bpisu na geografickou gramotnost. Downs, et al. (2012) definovali geografickou osobu jako jedince, kter\u00fd je p\u0159ipraven\u00fd rozum\u011bt:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Co<\/strong> se te\u010f d\u011bje ve sv\u011bt\u011b;<\/li><li>Pro\u010d se to d\u011bje v ur\u010dit\u00e9m <strong>m\u00edst\u011b<\/strong> (d\u011bji\u0161ti);<\/li><li>Jak se tyto v\u011bci mohou <strong>m\u011bnit v&nbsp;budoucnu<\/strong>; &nbsp;<\/li><li>Jak d\u011blat geograficky zasv\u011bcen\u00e1 a od\u016fvodn\u011bn\u00e1 <strong>rozhodnut\u00ed<\/strong>.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Geograficky obezn\u00e1men\u00e1 <\/strong>\u010di<strong> informovan\u00e1 osoba<\/strong> podle Downs, et al. (2012) mus\u00ed rozum\u011bt m\u00edst\u016fm \u2013 jejich vzniku, v\u00fdvoji a v\u00fdznamu<strong>. M\u00edsta <\/strong>maj\u00ed svou polohu \/ um\u00edst\u011bn\u00ed. To je odli\u0161uje navz\u00e1jem a d\u00e1v\u00e1 jim v\u00fdznam.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Shrnut\u00ed<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">C\u00edlem tohoto textu je upozornit a snad i vyvolat diskusi o n\u011bkter\u00fdch nevyjasn\u011bn\u00fdch \u010di dokonce a\u017e nespr\u00e1vn\u011b ch\u00e1pan\u00fdch koncept\u016f p\u0159i vstupu do \u201evelk\u00e9 revize\u201c RVP, zvl\u00e1\u0161t\u011b ZV. V&nbsp;oborovosti je vyu\u017e\u00edvan\u00e1 oborovost zem\u011bpisu\/geografie. Jak lze vyvodit z&nbsp;tohoto textu, ot\u00e1zky z&nbsp;nadpisu, kter\u00e9 maj\u00ed dichotomick\u00fd charakter, nejsou zodpov\u011bditeln\u00e9 a\u0165 na jednu nebo druhou stranu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z re\u0161er\u0161\u00ed a anal\u00fdzy zdroj\u016f vypl\u00fdv\u00e1, \u017ee v&nbsp;obecn\u00e9 oblasti vzd\u011bl\u00e1v\u00e1n\u00ed a v&nbsp;oborov\u00e9 oblast\u00ed geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed jsou nejasnosti v&nbsp;terminologii a v&nbsp;konceptech. Zar\u00e1\u017eej\u00edc\u00ed je, \u017ee velmi m\u00e1lo je vyu\u017e\u00edv\u00e1no zahrani\u010dn\u00edch zdroj\u016f a zku\u0161enost\u00ed (nap\u0159. <em>EU Key Compentences<\/em>, 2018) a \u010desk\u00e1 revize se tak dost\u00e1v\u00e1 do situace, kdy se bude \u201evlamovat\u201c do slep\u00fdch uli\u010dek, kter\u00e9 budou vy\u017eadovat men\u0161\u00ed, ale \u010dasto i hlub\u0161\u00ed a d\u016fkladn\u011bj\u0161\u00ed korekce, kter\u00e9 budou \u010desk\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed vrhat do nejistoty, mo\u017en\u00e1 a\u017e destabilizace. Anebo \u201evelk\u00e1 revize\u201c RVP bude \u201eobjevovat Ameriku\u201c. N\u011bco podobn\u00e9ho ji\u017e \u010desk\u00e9 \u0161kolstv\u00ed za\u017eilo a za\u017e\u00edvalo &nbsp;na p\u0159elomu 70. a 80. let, na p\u0159elomu 1989\/90 a v&nbsp;roce 2007 a v&nbsp;letech n\u00e1sleduj\u00edc\u00edch zav\u00e1d\u011bn\u00edm RVP.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jsem si v\u011bdom toho, \u017ee v n\u011bkter\u00fdch vzd\u011bl\u00e1vac\u00edch oblastech se ze setrva\u010dnosti udr\u017eovala relativn\u011b dobr\u00e1 \u00farove\u0148 v&nbsp;porovn\u00e1n\u00ed se zahrani\u010d\u00edm. V&nbsp;jin\u00fdch, konkr\u00e9tn\u011b v&nbsp;zem\u011bpisu, dosahovan\u00e1 \u00farove\u0148 nebyla podle m\u00e9ho n\u00e1zoru dobr\u00e1. \u010cten\u00e1\u0159 najde dost d\u016fkaz\u016f a argument\u016f v&nbsp;m\u00fdch textech na t\u00e9to platform\u011b. O \u010dem jsem zat\u00edm moc nepsal, v&nbsp;\u010cesku chyb\u00ed standardizovan\u00e9 hodnocen\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed (angl. <em>Assessment<\/em>). V&nbsp;zem\u011bpisu bylo a je mo\u017en\u00e9 \u00farove\u0148 geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed porovn\u00e1vat na v\u00fdsledc\u00edch z&nbsp;mezin\u00e1rodn\u00edch olympi\u00e1d. &nbsp;Doufejme, \u017ee zapojen\u00ed P\u0159F UK Praha do mezin\u00e1rodn\u00edho projektu <em>An Assessment Framework and Methodology for a Trends in International Geography Assessment Study (TIGAS)<\/em> (Solem, et al., 2018) p\u0159inese pot\u0159ebnou kvalitu do t\u00e9to oblasti geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Posledn\u00ed znejist\u011bn\u00ed obecn\u011b v&nbsp;\u010desk\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed bylo v&nbsp;dob\u011b pandemie (po\u010d\u00e1tek v&nbsp;b\u0159eznu 2020), kdy na del\u0161\u00ed dobu byly \u010desk\u00e9 \u0161koly ochromeny uzav\u0159en\u00edm \u0161kol a p\u0159enesen\u00edm v\u00fduky do dom\u00e1c\u00edho prost\u0159ed\u00ed s&nbsp;dom\u00e1c\u00ed v\u00fdukou (rozum\u011bj, rodi\u010de u\u010dili doma sv\u00e9 d\u011bti).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ve&nbsp;velk\u00e9 revizi RVP nejde jen o pr\u016f\u0159ezov\u00e1 t\u00e9mata, o nov\u011b stanovenou vzd\u011bl\u00e1vac\u00ed oblast Informatika (jej\u00ed a\u017e nekompetentn\u00ed vp\u00e1d do o\u010dek\u00e1van\u00fdch v\u00fdstup\u016f, konkr\u00e9tn\u011b v&nbsp;zem\u011bpisu, v\u00edce viz (V\u00e1vra, 2021; <a href=\"https:\/\/blogy.rvp.cz\/educator\/2021\/03\/07\/uredni-skrt-v-rvp-zv-vzdelavaci-predmet-zemepis-gumuje-v-hlave-nase-mapy\/\">ZDE<\/a>), o digit\u00e1ln\u00ed a finan\u010dn\u00ed gramotnosti \u010di kompetence, ale o obsah vzd\u011bl\u00e1v\u00e1n\u00ed zalo\u017een\u00fd na znalostech, dovednostech a podporovan\u00fd osobn\u00edm rozvojem ka\u017ed\u00e9ho \u017e\u00e1ka v&nbsp;oblasti hodnot, postoj\u016f a osobn\u00ed zku\u0161enosti.&nbsp; A je jedno, zda to bude v&nbsp;r\u00e1mci st\u00e1vaj\u00edc\u00edch v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch p\u0159edm\u011bt\u016f \u010di v&nbsp;n\u011bjak\u00e9m \u0161\u00ed\u0159eji koncipovan\u00e9m p\u0159edm\u011btu, nap\u0159\u00edklad p\u0159\u00edrodov\u011bdn\u00e9ho a\/nebo spole\u010denskov\u011bdn\u00edho charakteru. \u017d\u00e1k by se m\u011bl ve vzd\u011bl\u00e1v\u00e1n\u00ed rozv\u00edjet na z\u00e1klad\u011b sv\u00e9ho \u201evzd\u011bl\u00e1vac\u00edho\u201c potenci\u00e1lu, se kter\u00fdm se ztoto\u017e\u0148uje, to co se nau\u010d\u00ed, m\u00e1 pro n\u011bj v\u00fdznam a smysl. V&nbsp;tuto chv\u00edli pova\u017euji toto za z\u00e1klad pro dal\u0161\u00ed rozvoj \u010desk\u00e9ho (geografick\u00e9ho) vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>PS<\/strong> Obrovsk\u00e1 v\u00fdhoda tohoto m\u00e9dia\/blogu je, \u017ee tento text si m\u016f\u017ee ka\u017ed\u00fd volit, zda si jej chce p\u0159e\u010d\u00edst a p\u0159em\u00fd\u0161let o n\u011bm, diskutovat, co d\u011blat\/zm\u011bnit\/zachovat, nebo jej ne\u010d\u00edst a chr\u00e1nit \u201estabiln\u00ed\u201c uspo\u0159\u00e1d\u00e1n\u00ed sv\u00fdch v\u011bdomost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>PPS<\/strong> Text \u00famysln\u011b neuzav\u00edr\u00e1m pou\u017eitou literaturou, zdroji.&nbsp; Zdroje vpisuji do textu a nazna\u010duji tak, z&nbsp;\u010deho \u010derp\u00e1m. Tento text nem\u00e1 charakter v\u011bdeck\u00e9ho \u010dl\u00e1nku, ale je sp\u00ed\u0161 odborn\u00fdm koncep\u010dn\u00edm n\u00e1vrhem (preskriptem). A douf\u00e1m, \u017ee snad nebude moc t\u011bch, kte\u0159\u00ed p\u0159ed \u010dten\u00edm tohoto textu nic nev\u011bd\u011bli, a po p\u0159e\u010dten\u00ed tohoto textu budou sk\u00e1lopevn\u011b tvrdit, \u017ee je to p\u0159eci jasn\u00e9, \u017ee oni to ji\u017e d\u00e1vno v\u011bd\u011bli. To je moje osobn\u00ed zku\u0161enost inspirovan\u00e1 osobn\u00ed zku\u0161enost\u00ed A. Hynka. Pr\u00e1v\u011b proto se vyh\u00fdb\u00e1m t\u011bmto situac\u00edm s&nbsp;odkazem na zdroje v&nbsp;textu.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>V&nbsp;\u010desk\u00e9m \u0161kolstv\u00ed (\u00famysln\u011b nepou\u017e\u00edv\u00e1m ozna\u010den\u00ed \u201e\u010desk\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed\u201c) nastala doba \u201evelk\u00e9 revize\u201c kurikula (v\u00edce ZDE). R\u00e1mcov\u00e9 vzd\u011bl\u00e1vac\u00ed programy se v&nbsp;\u010desk\u00fdch &nbsp;\u0161kol\u00e1ch pou\u017e\u00edvaj\u00ed od roku 2007. S&nbsp;velkou reviz\u00ed se, alespo\u0148 pro mne, &nbsp;vyno\u0159uj\u00ed ot\u00e1zky, kter\u00e9 jsou nazna\u010deny v\u00fd\u0161e. V&nbsp;blogu a v&nbsp;\u010dl\u00e1nc\u00edch na t\u00e9to platform\u011b jsem se n\u011bkter\u00fdm ot\u00e1zk\u00e1m ji\u017e v\u011bnoval, nap\u0159\u00edklad Pozn\u00e1v\u00e1n\u00ed a pozn\u00e1n\u00ed ve v\u00fduce \u010desk\u00e9ho [&hellip;]<\/p>\n","protected":false},"author":1425,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4632],"tags":[4630,4631],"class_list":["post-1481","post","type-post","status-publish","format-standard","hentry","category-revize-rvp","tag-kurikulum","tag-revize"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1481","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=1481"}],"version-history":[{"count":32,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1481\/revisions"}],"predecessor-version":[{"id":1521,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1481\/revisions\/1521"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1481"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1481"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1481"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}