{"id":1576,"date":"2022-11-16T09:33:39","date_gmt":"2022-11-16T08:33:39","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1576"},"modified":"2022-11-20T22:48:41","modified_gmt":"2022-11-20T21:48:41","slug":"geograficke-vzdelavani","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2022\/11\/16\/geograficke-vzdelavani\/","title":{"rendered":"Geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed z albertovsk\u00e9ho pohledu. \u010c\u00e1st prvn\u00ed: stav a proces (geografick\u00e9ho) vzd\u011bl\u00e1v\u00e1n\u00ed"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">V&nbsp;listopadu 2022 vy\u0161el text Hampl &amp; Marada, <em>Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> (2022), kter\u00fd p\u0159ich\u00e1z\u00ed s&nbsp;n\u00e1vrhem, jak d\u00e1l v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, a to z&nbsp;pohledu univerzitn\u00edho pracovi\u0161t\u011b, kter\u00e9 v&nbsp;roce 2017 publikovalo Certifikovanou metodiku geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed (Marada, a dal\u0161\u00ed, 2017). Prvn\u00ed \u010d\u00e1st se v\u011bnuje stavu a procesu (geografick\u00e9ho) vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Obsah prvn\u00ed \u010d\u00e1sti<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li>\u00davod do problematiky geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/li><li><a href=\"#_Toc119309367\">C<\/a>o je geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed? Jak jej ch\u00e1pat?<ul><li>Stav pozn\u00e1n\u00ed (znalosti a dovednosti). A sta\u010d\u00ed to?<\/li><li>Proces pozn\u00e1v\u00e1n\u00ed (kognice)<\/li><li>Generalizace, z\u00e1konitosti a powerful knowledge v&nbsp;procesu pozn\u00e1v\u00e1n\u00ed<\/li><li>Reference<\/li><\/ul><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Obr\u00e1zek n\u00ed\u017ee m\u00e1 sp\u00ed\u0161 ilustrativn\u00ed charakter<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Obr\u00e1zek 1<\/strong> <em>Klasifikace re\u00e1ln\u00fdch syst\u00e9m\u016f a postaven\u00ed geografick\u00fdch a spole\u010densk\u00fdch syst\u00e9m\u016f v hierarchii reality<\/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\/2022\/11\/Hampl_real_systemy-735x800.jpg\" alt=\"\" class=\"wp-image-1578\" width=\"580\" height=\"631\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/Hampl_real_systemy-735x800.jpg 735w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/Hampl_real_systemy-276x300.jpg 276w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/Hampl_real_systemy-768x836.jpg 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/Hampl_real_systemy.jpg 1325w\" sizes=\"auto, (max-width: 580px) 100vw, 580px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: Hampl, Gardavsk\u00fd, &amp; K\u00fchnl, Region\u00e1ln\u00ed struktura a v\u00fdvoj syst\u00e9mu os\u00eddlen\u00ed \u010cSR, 1987, str. 195<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">\u00davod do problematiky geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Absolvent\u016fm P\u0159\u00edrodov\u011bdeck\u00e9 fakulty UK, obor geografie, nemus\u00edm p\u0159ipom\u00ednat, kdo byl Prof. Martin Hampl. Pro ty, kte\u0159\u00ed absolvovali jinde nebo jim toto jm\u00e9no nic ne\u0159\u00edk\u00e1, kr\u00e1tk\u00fd exkurz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Profesor M. Hampl je ikonickou osobnost\u00ed albertovsk\u00e9ho pracovi\u0161t\u011b, tedy P\u0159F UK. V\u011bnoval se v&nbsp;teoretick\u00e9 oblasti geografick\u00e9 organizaci \/ uspo\u0159\u00e1d\u00e1n\u00ed spole\u010dnosti a po roce 1989 transforma\u010dn\u00edm prostorov\u00fdm proces\u016fm v&nbsp;\u010cesk\u00e9 republice. V&nbsp;praktick\u00e9 oblasti jsou cen\u011bn\u00e9 jeho pr\u00e1ce, kter\u00e9 se t\u00fdkaly regionalizace \u010cesk\u00e9 republiky, funk\u010dn\u00edm region\u016fm, kter\u00e9 s&nbsp;dal\u0161\u00edmi spolupracovn\u00edky v&nbsp;desetilet\u00fdch period\u00e1ch M. Hampl revidoval a znovu stanovoval (zalo\u017eeno na datech ze SLDB). Jde o ucelenou \u0159adu od 70. let a\u017e do SLDB 2011.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159\u00edklady M. Hamplov\u00fdch st\u011b\u017eejn\u00edch prac\u00ed, kter\u00e9 v&nbsp;<span style=\"text-decoration: underline\">ne\u00fapln\u00e9m v\u00fdb\u011bru<\/span> prezentuji: Hampl, <em>P\u0159\u00edsp\u011bvek k teorii regionu<\/em> (1966), Hampl, Gardavsk\u00fd, &amp; K\u00fchnl, <em>Region\u00e1ln\u00ed struktura a v\u00fdvoj syst\u00e9mu os\u00eddlen\u00ed \u010cSR<\/em> (1987), Hampl &amp; al., <em>Geografick\u00e1 organizace spole\u010dnosti a transforma\u010dn\u00ed procesy v \u010cesk\u00e9 republice<\/em> (1996), Hampl, <em>Geografick\u00e1 organizace spole\u010dnosti v \u010cesk\u00e9 republice: transforma\u010dn\u00ed procesy a jejich obecn\u00fd kontext<\/em> (2005), Hampl, <em>Hierarchick\u00e9 formy uspo\u0159\u00e1d\u00e1n\u00ed nerovnom\u011brnost\u00ed v realit\u011b: hled\u00e1n\u00ed pravidelnost\u00ed a probl\u00e9my explanace<\/em> (2018).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">O tom, \u017ee se M. Hampl zaj\u00edm\u00e1 o geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed, jsem se dozv\u011bd\u011bl z&nbsp;podklad\u016f pro revizi geografick\u00e9ho kurikula z&nbsp;<em>Certifikovan\u00e9 metodiky<\/em> (Marada, a dal\u0161\u00ed, 2017), na kterou jsem reagoval (V\u00e1vra, 2019) textem <em>Modr\u00e1 je dobr\u00e1? <\/em>(v\u00edce <a href=\"https:\/\/blogy.rvp.cz\/educator\/2019\/02\/15\/modra-je-dobra-recenze-koncepce-geografickeho-vzdelavani-certifikovana-metodika\/\">ZDE<\/a>). V&nbsp;m\u00e9m textu jsem vyslovil n\u00e1zor, \u017ee pra\u017esk\u00e9 (albertovsk\u00e9) pracovi\u0161t\u011b hled\u00e1 odbornou a osobnostn\u00ed autoritu, kter\u00e1 by za\u0161ti\u0165ovala revizi nov\u00e9ho \u010desk\u00e9ho geografick\u00e9ho kurikula.V&nbsp;\u010dl\u00e1nku <em>Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> od &nbsp;M. Marady se tento p\u0159edpoklad \/ n\u00e1zor potvrzuje, Hampl &amp; Marada (2022; dostupn\u00e9 <a href=\"https:\/\/geography.cz\/wp-content\/uploads\/2022\/10\/icgs022022_hampl.pdf\">ZDE<\/a>). Uveden\u00fd postup v&nbsp;prosazov\u00e1n\u00ed zem\u011bpisu v&nbsp;\u010desk\u00fdch \u0161kol\u00e1ch je i pochopiteln\u00fd.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Co je geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed? Jak jej ch\u00e1pat?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Hned na \u00favod zd\u016fraz\u0148uji, \u017ee m\u00fdm z\u00e1m\u011brem nen\u00ed \u00fato\u010dit na odbornost M. Hampla, pokud jde o geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed. Naprosto respektuji upozorn\u011bn\u00ed spoluautora textu M. Marady, \u017ee se jedn\u00e1 o <strong>pozn\u00e1mky<\/strong>, kter\u00e9 byly u sam\u00e9ho za\u010d\u00e1tku \u00favah, kudy sm\u011b\u0159ovat \u010desk\u00e9 geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed a jak obt\u00ed\u017en\u00e1 byla a je pozice M. Hampla pro \u201e<em>nakopnut\u00ed k&nbsp;dal\u0161\u00edmu p\u0159em\u00fd\u0161len\u00ed<\/em>\u201c. Naprosto souhlas\u00edm s&nbsp;uveden\u00fdm&nbsp; Hamplov\u00fdm v\u00fdrokem \u201e<em>Dobr\u00fd, ale je to v\u0161echno slo\u017eit\u011bj\u0161\u00ed\u2026<\/em>\u201c. Ten je st\u00e1le platn\u00fd, ale jak uk\u00e1\u017eu d\u00e1le, v&nbsp;souvislosti s&nbsp;\u010desk\u00fdm geografick\u00fdm vzd\u011bl\u00e1v\u00e1n\u00edm i mnohozna\u010dn\u00fd.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Stav pozn\u00e1n\u00ed (znalosti a dovednosti). A sta\u010d\u00ed to?<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">U\u017e samotn\u00fd n\u00e1zev \u201evzd\u011bl\u00e1v\u00e1n\u00ed\u201c je v&nbsp;koncepci tohoto textu nejednozna\u010dn\u00fd. Profesor Hampl se geografick\u00e9mu vzd\u011bl\u00e1v\u00e1n\u00ed, ov\u0161em v&nbsp;jin\u00e9m smyslu, v\u011bnoval ji\u017e od 60. let \u2013 vzd\u011bl\u00e1val na P\u0159F UK studenty odborn\u00e9 geografie. Ale jak\u00fd m\u00e1 charakter a co je podstatou takov\u00e9ho &nbsp;akademick\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed? \u00daloha a role vyu\u010duj\u00edc\u00edho v&nbsp;neu\u010ditelsk\u00e9m studiu je nau\u010dit adepty odborn\u00e9 v\u011bdy <strong>stavu v\u011bdeck\u00e9ho pozn\u00e1n\u00ed<\/strong>, v&nbsp;tomto p\u0159\u00edpad\u011b odborn\u00e9 geografie, p\u0159\u00edpadn\u011b ur\u010dit\u00e9mu segmentu z&nbsp;takto \u0161iroce koncipovan\u00e9ho oboru. Asi nebudu daleko od reality, \u017ee takto je st\u00e1le ch\u00e1pan\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;\u010desk\u00fdch vysok\u00fdch \u0161kol\u00e1ch, kter\u00e9 p\u0159ipravuj\u00ed odborn\u00e9 geografy, ale je to asi i obvykl\u00e9 v&nbsp;dal\u0161\u00edch v\u011bdeck\u00fdch oborech.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pr\u00e1ce a v\u00fdsledky profesora M. Hampla ve vzd\u011bl\u00e1v\u00e1n\u00ed student\u016f, kter\u00e9 se t\u00fdkaj\u00ed stavu v\u011bdeck\u00e9ho pozn\u00e1n\u00ed re\u00e1ln\u00fdch syst\u00e9m\u016f (viz nap\u0159. sch\u00e9ma takov\u00e9 klasifikace z&nbsp;roku 1987 v\u00fd\u0161e) hovo\u0159\u00ed samy za sebe. Maj\u00ed dopady do v\u00edcero generac\u00ed \u010desk\u00fdch odborn\u00fdch geograf\u016f.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Proces pozn\u00e1v\u00e1n\u00ed (kognice)<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;t\u00e9to \u010d\u00e1sti vzd\u011bl\u00e1v\u00e1n\u00ed je z\u00e1sadn\u00ed ot\u00e1zka \u201e<strong>Jak se k&nbsp;pozn\u00e1n\u00ed \/pozn\u00e1v\u00e1n\u00ed dopracovat?<\/strong>\u201c A to nejen na univerzit\u011b, ale v cel\u00e9m form\u00e1ln\u00edm vzd\u011bl\u00e1v\u00e1n\u00edm (tedy i ve \u0161koln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed)? A v\u016fbec jak se k&nbsp;pozn\u00e1n\u00ed dopracov\u00e1vat v&nbsp;celo\u017eivotn\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed? &nbsp;A jak na tento \u201e<strong>proces vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>\u201c p\u0159ipravit odborn\u00edky na (geografick\u00e9) vzd\u011bl\u00e1v\u00e1n\u00ed \u2013 u\u010ditele, didaktiky, metodiky, vzd\u011blavatele? Sta\u010d\u00ed vymezit stav, a proces, kter\u00fd vede k&nbsp;tomuto stavu, se u\u017e n\u011bjak dostav\u00ed, nastartuje a p\u0159inese k\u00fd\u017een\u00e9 v\u00fdsledky? Bude sta\u010dit vyj\u00edt z \u201epozn\u00e1n\u00ed re\u00e1ln\u00fdch syst\u00e9m\u016f\u201c?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;t\u00e9to oblasti vzd\u011bl\u00e1v\u00e1n\u00ed se dost\u00e1v\u00e1me k&nbsp;ot\u00e1zk\u00e1m \u201e<strong>Jak se u\u010dit?\u201c<\/strong> a \u201e<strong>Jak u\u010dit?\u201c<\/strong> Nesta\u010d\u00ed mistrovsky ovl\u00e1dnout \/ zvl\u00e1dnout stav pozn\u00e1n\u00ed oboru, ale ovl\u00e1dnout \/ zvl\u00e1dnout i ten \u201eproces\u201c jak se k&nbsp;tomu stavu pozn\u00e1n\u00ed v&nbsp;oboru dopracovat a jak jej zp\u0159\u00edstupnit a otev\u00edrat student\u016fm a \u017e\u00e1k\u016fm. Pozn\u00e1n\u00ed nejde bez pozn\u00e1v\u00e1n\u00ed a naopak &#8211; &nbsp;jsou nerozlu\u010dnou dvojic\u00ed, kter\u00e1 se dopl\u0148uje. Pokud je zapojen\u00fd jen jeden element, pak vzd\u011bl\u00e1v\u00e1n\u00ed \u201ekulh\u00e1 na jednu nohu&#8220;. U\u017e nejde o pouh\u00e9 memorov\u00e1n\u00ed, nal\u00e9v\u00e1n\u00ed v\u011bdomost\u00ed do hlavy studenta \/ \u017e\u00e1ka. Sou\u010dasn\u00e9 poznatky z&nbsp;psychologie nebo z neurov\u011bd ovliv\u0148uj\u00ed a jsou ur\u010duj\u00edc\u00ed i pro (geografick\u00e9) vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Generalizace, z\u00e1konitosti a <em>powerful knowledge <\/em>v&nbsp;procesu pozn\u00e1v\u00e1n\u00ed<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;textu-n\u00e1rhu (Hampl &amp; Marada, Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed, 2022) se zd\u016fraz\u0148uj\u00ed generalizace jako kl\u00ed\u010dov\u00e9 koncepty a obecn\u00e9 hlavn\u00ed my\u0161lenky v&nbsp;projektu, jeho\u017e c\u00edlem byla <em>Certifikovan\u00e1 metodika (Marada, a dal\u0161\u00ed, 2017)<\/em>. Auto\u0159i odkazuj\u00ed na my\u0161lenky americk\u00e9ho psychologa J. Brunera z&nbsp;60. let. Bruner jako stoupenec konstruktivistick\u00e9 teorie (Bruner J., 1966) se ve vzd\u011bl\u00e1v\u00e1n\u00ed (<em>education<\/em>) zam\u011b\u0159uje na <strong>strukturu <\/strong>a<strong> na spir\u00e1lov\u00fd v\u00fdvoj u\u010diva<\/strong> \/ <strong>znalost\u00ed<\/strong> tak, jak se ment\u00e1ln\u011b vyv\u00edj\u00ed jedinec. Anglick\u00fd odborn\u00edk na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed A. Standish odkazuje na Brunera s&nbsp;t\u00edm, \u017ee <em>&#8218;teorie rozvoje mus\u00ed b\u00fdt spojen\u00e1 jak s teori\u00ed o znalostech tak s teori\u00ed u\u010den\u00ed, jinak se spadne do triviality<\/em>&#8218; (Bruner, 1966, str. 21; in: Standish 2014, str. 89).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pokud si dob\u0159e pamatuji, tak o Brunerov\u011b strukturov\u00e1n\u00ed znalost\u00ed \/ u\u010diva mluvil na konferenci \u010cGS v&nbsp;\u00dast\u00ed nad Labem (2003?) A. Hynek. Pro mnoh\u00e9, kte\u0159\u00ed sledovali Hynkovu prezentaci, bylo jm\u00e9no Bruner t\u00e9m\u011b\u0159 nezn\u00e1m\u00e9, rovn\u011b\u017e i tri\u00e1da: fakta \u2013 pojmy \u2013 generalizace, a zcela ur\u010dit\u011b t\u00e9m\u011b\u0159 nevyu\u017e\u00edvan\u00e1. V&nbsp;\u010cesku je tato tri\u00e1da asi nejv\u00edce dostupn\u00e1 v&nbsp;odborn\u00e9 publikaci <em>Od vzd\u011bl\u00e1vac\u00edho programu k&nbsp;vyu\u010dovac\u00ed hodin\u011b<\/em> (Pasch, Gardner, Langerov\u00e1, Starkov\u00e1, &amp; Moodyov\u00e1, 1998; in: V\u00e1vra, <em>Didaktika geografie 1. Od vzd\u011bl\u00e1vac\u00edho programu k vyu\u010dovac\u00ed hodin\u011b v zem\u011bpisu na Z\u0160, na p\u0159\u00edkladu t\u00e9matu Sv\u011btov\u00fd oce\u00e1n<\/em>., 2006).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pra\u017esk\u00e9 pracovi\u0161t\u011b se zjevn\u011b generalizac\u00ed za\u010d\u00edn\u00e1 v\u011bnovat a\u017e v&nbsp;souvislosti s celkovou&nbsp;reviz\u00ed obsahu zem\u011bpisu v&nbsp;RVP ZV a RVP GV. Pr\u00e1v\u011b strukturalizace a v\u00fdvojov\u00e1 spir\u00e1la je nejslab\u0161\u00edm \u010dl\u00e1nkem v&nbsp;projektu zam\u011b\u0159en\u00e9ho na revizi RVP ZV a RVP GV. <strong>Generalizaci<\/strong> slovy M. Marady, lze ch\u00e1pat jako (geografick\u00fd) koncept. To v\u0161ak nen\u00ed nic nov\u00e9ho, s \u010d\u00edm by p\u0159i\u0161el Albertov. Marzano &amp; Kendall (2007) v&nbsp;<em>Nov\u00e9 taxonomii<\/em> charakterizuj\u00ed&nbsp; koncept tak, \u017ee <em>koncept je<\/em> podle nich <em>synonymem pro generalizaci<\/em> (Marzano &amp; Kendall, 2007, p. 26). A nav\u00edc, na teorii \u201egeneralizace\u201c odkazuje ji\u017e americk\u00fd psycholog C.H. Judd, autor \u201e<em>V\u00fdvojov\u00e9 psychologie pro u\u010ditele<\/em>\u201c z&nbsp;roku 1903 (in: Ausubel, 1968, p. 162).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Generalizace je podle albertovsk\u00e9ho pracovi\u0161t\u011b stav pozn\u00e1n\u00ed, kter\u00e9 je strukturovan\u00e9 pro \u00fa\u010dely osvojen\u00ed si odborn\u00fdch znalost\u00ed v geografii. Av\u0161ak generalizace je tak\u00e9 proces.&nbsp; <strong>Generalizov\u00e1n\u00ed<\/strong>, jak je definovan\u00e9 v <em>Nov\u00e9 taxonomii<\/em> (Marzano &amp; Kendall, 2007, p. 48), je <em>proces konstruov\u00e1n\u00ed nov\u00fdch generalizac\u00ed z informac\u00ed, kter\u00e9 jsou ji\u017e zn\u00e1m\u00e9 nebo pozorovan\u00e9<\/em>. Americk\u00fd psycholog R. Slavin (2012) definuje generalizaci \/ generalizov\u00e1n\u00ed (zobec\u0148ov\u00e1n\u00ed) jako <em>p\u0159enos chov\u00e1n\u00ed, dovednost\u00ed nebo koncept\u016f z&nbsp;jednoho prost\u0159ed\u00ed nebo \u00fakolu do jin\u00e9ho.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;generalizaci v\u0161ak nejde jen o struktkuru samotnou. Ji\u017e v\u00fd\u0161e jsem odkazoval na Bruner\u016fv spir\u00e1lov\u00fd v\u00fdvoj u\u010diva v&nbsp;souladu s&nbsp;ment\u00e1ln\u00edm v\u00fdvojem jedince.&nbsp; Chase &amp; Chi (1981, p. 125) odkazuj\u00ed tak\u00e9 na dal\u0161\u00ed princip, na&nbsp; <strong>hierarchie<\/strong>, kter\u00e9 jsou podle nich<em> \u201eobecn\u011b vhodn\u00e9 pro vytv\u00e1\u0159en\u00ed abstrakc\u00ed, generalizac\u00ed a pro odvozov\u00e1n\u00ed\u201c. <\/em>&nbsp;Marzano &amp; Krathwohl (2007, p. 48) \u0159ad\u00ed generalizaci do uspo\u0159\u00e1d\u00e1n\u00ed (anglicky <em>generalization pattern<\/em>). V&nbsp;albertovsk\u00e9m p\u0159\u00edstupu jsou hierarchie ch\u00e1pan\u00e9 v&nbsp;duchu <strong>z\u00e1konitost\u00ed v\u00fdvoje hierarchick\u00e9 organizace geografick\u00fdch syst\u00e9m\u016f<\/strong> M. Hampla (v\u00edce nap\u0159. Novotn\u00e1, 2005).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><strong>Z\u00e1konitosti<\/strong><\/strong> (anglicky <em>pattern<\/em> nebo <em>principal<\/em>), jak jsou v&nbsp;tomto textu charakterizovan\u00e9, jsou generalizacemi. Na z\u00e1klad\u011b tohoto pozn\u00e1n\u00ed, nen\u00ed proto jasn\u00e9, pro\u010d je M. Marada v&nbsp;textech o revizi \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed zmi\u0148uje \u010di zd\u016fraz\u0148uje zvl\u00e1\u0161\u0165.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;t\u00e9to \u010d\u00e1st\u00ed textu je je\u0161t\u011b nutn\u00e9 se zm\u00ednit o st\u00e1le v\u00edce se prosazuj\u00edc\u00ed koncepci v&nbsp;(geografick\u00e9m) vzd\u011bl\u00e1v\u00e1n\u00ed, a to jsou<strong> <em>powerful knowledge<\/em><\/strong><em> <\/em>(nap\u0159. Young M. F., 1971; Young, Lambert, Roberts, &amp; Roberts, 2014; Maude, 2016)<em>. <\/em>M. Marada o nich&nbsp; v&nbsp;textu z&nbsp;roku 2022 mluv\u00ed, ale v\u016fbec je ned\u00e1v\u00e1 do kontextu k&nbsp;\u010desk\u00e9mu geografick\u00e9mu vzd\u011bl\u00e1v\u00e1n\u00ed \u2013 jen uv\u00e1d\u00ed odkaz na zahrani\u010dn\u00ed zdroje, jako by na Albertov\u011b si s&nbsp;t\u00edmto fenom\u00e9nem nev\u011bd\u011bli rady, ale jsou si dob\u0159e v\u011bdomi, \u017ee je nutn\u00e9 se o nich zm\u00ednit, proto\u017ee je to \u201eIN\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em><strong>Powerful knowledge<\/strong><\/em> toti\u017e jsou synekdochou (kapi\u010dkou zrcadl\u00edc\u00ed celek), ve kter\u00e9 se hrout\u00ed my\u0161lenkov\u00e9 koncepty \/ ideje albertovsk\u00e9ho pracovi\u0161t\u011b. Pro\u010d?&nbsp; Proto\u017ee cel\u00fd albertovsk\u00fd koncept je postaven\u00fd na syst\u00e9mech \u2013 konstrukc\u00edch, kter\u00e9 pom\u00edjej\u00ed \u010dlov\u011bka \/ jedince. Pro oblast vzd\u011bl\u00e1v\u00e1n\u00ed je absence takov\u00fdch znalost\u00ed nep\u0159ekro\u010ditelnou past\u00ed, do kter\u00e9 ve\u0161ker\u00e9 snahy i v\u00fdsledky Albertova v&nbsp;oblasti vzd\u011bl\u00e1v\u00e1n\u00ed (p\u0159\u00edpravy u\u010ditel\u016f, vytv\u00e1\u0159en\u00ed geografick\u00e9ho kurikula, vlastn\u00ed v\u00fduky zem\u011bpisu a dal.) padaj\u00ed \/ miz\u00ed. Z&nbsp;t\u00e9to pasti se nelze dostat \/ vyv\u00e1zat.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Z&nbsp;anal\u00fdzy, kterou jsem na\u010drtl v&nbsp;z\u00e1sadn\u00edch bodech, jsou <strong>pr\u00e1ce a v\u00fdsledky profesora Hampla na jedn\u00e9 stran\u011b z\u00e1kladem pro obor \u010desk\u00e9 geografie, ale na druh\u00e9 stran\u011b ne zcela vyhovuj\u00ed (\u010desk\u00e9mu) geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>. Je to neust\u00e1l\u00fd st\u0159et, zda u vzd\u011bl\u00e1v\u00e1n\u00ed za\u010d\u00edt s vysoce v\u011bdeck\u00fdmi znalostmi (a tak jsou p\u0159ipravov\u00e1n\u00ed budouc\u00ed u\u010ditel\u00e9 zem\u011bpisu) a ty transformovat do vzd\u011bl\u00e1v\u00e1n\u00ed, nebo rovnou za\u010d\u00edt vzd\u011bl\u00e1vac\u00edmi koncepcemi \/ generalizacemi \/ t\u00e9maty. U t\u011bch druh\u00fdch \u010d\u00edh\u00e1 past v tom, \u017ee hroz\u00ed nebezpe\u010d\u00ed pasti v podob\u011b p\u00e1du do triviality, jak na tuto past upozor\u0148uj\u00ed Gersmehl nebo Standish.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pokra\u010dov\u00e1n\u00ed druhou \u010d\u00e1st\u00ed <a href=\"https:\/\/blogy.rvp.cz\/educator\/?p=1592&amp;preview=true\">ZDE<\/a> <\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Reference<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Ausubel, D. P. (1968). <em>Educational Psychology. A Cognitive View.<\/em> New York: Holt, Rinehart and Winston, Inc.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bruner, J. (. (1966). <em>Learning about Learning, a conference report.<\/em> Washington: U.S. Department of Helth, Education, and Welfare, Office of Education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bruner, J. (1960, 1977). <em>The Process of Education. A Landmark in Educational Theory<\/em> (Twenty-seventh printing, 2003 ed.). Harvard University Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hampl, M. (1966). P\u0159\u00edsp\u011bvek k teorii regionu. <em>Sborn\u00edk \u010ceskoslovensk\u00e9 spole\u010dnosti zem\u011bpisn\u00e9<\/em>(71), str\u00e1nky 97-114.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hampl, M. (2005). <em>Geografick\u00e1 organizace spole\u010dnosti v \u010cesk\u00e9 republice: transforma\u010dn\u00ed procesy a jejich obecn\u00fd kontext.<\/em> Praha: Univerzita Karlova v Praze, P\u0159\u00edrodov\u011bdeck\u00e1 fakulta, Katedra soci\u00e1ln\u00ed geografie a region\u00e1ln\u00edho rozvoje.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hampl, M. (2018). Hierarchick\u00e9 formy uspo\u0159\u00e1d\u00e1n\u00ed nerovnom\u011brnost\u00ed v realit\u011b: hled\u00e1n\u00ed pravidelnost\u00ed a probl\u00e9my explanace. <em>Informace \u010cGS, 37<\/em>(1), str\u00e1nky 1-23. Z\u00edsk\u00e1no 20. duben 2018, z https:\/\/geography.cz\/informace-cgs\/wp-content\/plugins\/download-monitor\/download.php?id=60<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hampl, M., &amp; al. (1996). <em>Geografick\u00e1 organizace spole\u010dnosti a transforma\u010dn\u00ed procesy v \u010cesk\u00e9 republice.<\/em> Praha: P\u0159\u00edrodov\u011bdeck\u00e1 fakulta Univerzity Karlovy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hampl, M., &amp; Marada, M. (2022). Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed. <em>Informace \u010cesk\u00e9 geografick\u00e9 spole\u010dnosti, 41<\/em>(2), str\u00e1nky 4-10. Z\u00edsk\u00e1no 10. listopad 2022, z https:\/\/geography.cz\/wp-content\/uploads\/2022\/10\/icgs022022_hampl.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hampl, M., Gardavsk\u00fd, V., &amp; K\u00fchnl, K. (1987). <em>Region\u00e1ln\u00ed struktura a v\u00fdvoj syst\u00e9mu os\u00eddlen\u00ed \u010cSR.<\/em> Praha: Univerzita Karlova.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Chase, W. G., &amp; Chi, M. T. (1981). Cognitive Skill: Implications for Spatial Skill in Large-Scale Environments. In J. H. Harvey, <em>Cognition, Social Behavior, and the Environment<\/em> (pp. 111-136). Hillsdale: Lawrence Erlbaum Associated, Inc., Publishers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Marada, M., \u0158ezn\u00ed\u010dkov\u00e1, D., Hanus, M., Mat\u011bj\u010dek, T., Hofmann, E., Svato\u0148ov\u00e1, H., &amp; Knecht, P. (2017). <em>Koncepce geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Certifikovan\u00e1 metodika.<\/em> Praha: Univerzita Karlova a Masarykova univerzita. Z\u00edsk\u00e1no 24. leden 2018, z https:\/\/www.egeografie.cz\/<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Marzano, R. J., &amp; Kendall, J. S. (2007). <em>The New Taxonomy of Educational Objectives.<\/em> Thousand Oaks: Corwin Press, A Sage Pulbications Company.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Novotn\u00e1, M. (Editor). (2005). <em>Probl\u00e9my perifern\u00edch oblast\u00ed.<\/em> Praha: Univerzita Karlova v Praze, P\u0159\u00edrodov\u011bdeck\u00e1 fakulta, katedra soci\u00e1ln\u00ed geografie a region\u00e1ln\u00edho rozvoje. Z\u00edsk\u00e1no 12. listopad 2022, z https:\/\/web.archive.org\/web\/20081010055513\/http:\/\/www.periphery.cz\/download\/nectiny.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pasch, M., Gardner, T. G., Langerov\u00e1, G. M., Starkov\u00e1, A. J., &amp; Moodyov\u00e1, C. D. (1998). <em>Od vzd\u011bl\u00e1vac\u00edho programu k vyu\u010dovac\u00ed hodin\u011b. Jak pracovat s kurikulem.<\/em> (M. Koldinsk\u00fd, P\u0159ekl.) Praha: Port\u00e1l, s.r.o.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Slavin, R. E. (2012). <em>Educational Psychology. Theory and Practice.<\/em> Upper Saddle River: Pearson.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Standish, A. (2009). <em>Global Perspectives in the Geography Curriculum. Reviewing the moral case for geography.<\/em> London: Routledge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00e1vra, J. (2006). <em>Didaktika geografie 1. Od vzd\u011bl\u00e1vac\u00edho programu k vyu\u010dovac\u00ed hodin\u011b v zem\u011bpisu na Z\u0160, na p\u0159\u00edkladu t\u00e9matu Sv\u011btov\u00fd oce\u00e1n.<\/em> Liberec: Technick\u00e1 univerzita v Liberci.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00e1vra, J. (2019). <em>Modr\u00e1 je dobr\u00e1? Recenze Koncepce geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed. Certifikovan\u00e1 metodika.<\/em> Praha: Metodick\u00fd port\u00e1l rvp.cz. Z\u00edsk\u00e1no 15. \u00fanor 2019, z http:\/\/educator.blogy.rvp.cz\/category\/recenze\/<\/p>\n","protected":false},"excerpt":{"rendered":"<p>V listopadu 2022 vy\u0161el text Hampl &amp; Marada, Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed (2022), kter\u00fd p\u0159ich\u00e1z\u00ed s n\u00e1vrhem, jak d\u00e1l v geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, a to z pohledu univerzitn\u00edho pracovi\u0161t\u011b, kter\u00e9 v roce 2017 publikovalo Certifikovanou metodiku geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed (Marada, a dal\u0161\u00ed, 2017). Prvn\u00ed \u010d\u00e1st se v\u011bnuje stavu a procesu (geografick\u00e9ho) vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n","protected":false},"author":1425,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4633,4632],"tags":[],"class_list":["post-1576","post","type-post","status-publish","format-standard","hentry","category-priprava-ucitelu","category-revize-rvp"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1576","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=1576"}],"version-history":[{"count":14,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1576\/revisions"}],"predecessor-version":[{"id":1611,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1576\/revisions\/1611"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1576"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1576"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1576"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}