{"id":1592,"date":"2022-11-20T22:45:46","date_gmt":"2022-11-20T21:45:46","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1592"},"modified":"2022-11-21T06:48:15","modified_gmt":"2022-11-21T05:48:15","slug":"geograficke-vzdelavani-z-albertovskeho-pohledu-cast-druha-geograficka-vzdelavaci-temata","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2022\/11\/20\/geograficke-vzdelavani-z-albertovskeho-pohledu-cast-druha-geograficka-vzdelavaci-temata\/","title":{"rendered":"Geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed z albertovsk\u00e9ho pohledu. \u010c\u00e1st druh\u00e1: geografick\u00e1 \/ vzd\u011bl\u00e1vac\u00ed t\u00e9mata"},"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). Druh\u00e1 \u010d\u00e1st se v\u011bnuje geografick\u00fdm \/ vzd\u011bl\u00e1vac\u00edm t\u00e9mat\u016fm v (geografick\u00e9m) vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tento text navazuje na prvn\u00ed \u010d\u00e1st. V prvn\u00ed \u010d\u00e1sti se v\u011bnuji stavu a procesu \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed, <a href=\"https:\/\/blogy.rvp.cz\/educator\/2022\/11\/16\/geograficke-vzdelavani\/\">ZDE<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Obsah 2. \u010d\u00e1sti<\/h3>\n\n\n\n<ul class=\"wp-block-list\"><li>Geografick\u00e1 \/ vzd\u011bl\u00e1vac\u00ed t\u00e9mata<ul><li>T\u00e9mata a standardy v americk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed<\/li><li>Zem\u011bpisn\u00e1 t\u00e9mata v N\u00e1vrhu M. Hampla<\/li><li>Z\u00e1v\u011br podlo\u017een\u00fd osobn\u00ed zku\u0161enost\u00ed<\/li><li>Reference 2. \u010d\u00e1sti<\/li><\/ul><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">\u201ePopul\u00e1rn\u00edch\u201c p\u011bt t\u00e9mat \u0161koln\u00edho zem\u011bpisu<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"605\" height=\"346\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/5_temat.jpg\" alt=\"\" class=\"wp-image-1594\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/5_temat.jpg 605w, https:\/\/blogy.rvp.cz\/educator\/files\/2022\/11\/5_temat-300x172.jpg 300w\" sizes=\"auto, (max-width: 605px) 100vw, 605px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj: White, James B. (2008): <em>Five Themes of Geography<\/em>;&nbsp; <a href=\"https:\/\/www.youtube.com\/watch?v=AIqC79WrpKg\">https:\/\/www.youtube.com\/watch?v=AIqC79WrpKg<\/a>, dostupn\u00e9 12.11.2022<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;tomto textu se zam\u00fd\u0161l\u00edm nad n\u00e1vrhem \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00fd v&nbsp;hrub\u00fdch rysech p\u0159edstavili Hampl &amp; Marada, <em>Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/em>, 2022.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Geografick\u00e1 \/ vzd\u011bl\u00e1vac\u00ed t\u00e9mata<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00e9mata mohou b\u00fdt konkr\u00e9tn\u00edmi t\u00e9maty nebo mohou m\u00edt formu zast\u0159e\u0161uj\u00edc\u00edch ot\u00e1zek. Tematick\u00e9 u\u010den\u00ed \u00fazce souvis\u00ed s interdisciplin\u00e1rn\u00ed nebo integrovanou v\u00fdukou, s u\u010den\u00edm podle t\u00e9mat, s&nbsp;u\u010den\u00edm v projektov\u00e9 v\u00fduce nebo ve v\u00fduce, kter\u00e1 je zalo\u017een\u00e1 na jevech. Podle Gersmehla, (2005) je pedagogick\u00e9 t\u00e9ma n\u011bco, co prostupuje t\u0159\u00eddou \/ v\u00fdukou a pom\u00e1h\u00e1 ji dr\u017eet pohromad\u011b t\u00edm, \u017ee <em>definuje, jak\u00e9 obrazy a my\u0161lenky jsou d\u016fle\u017eit\u00e9. T\u00e9ma poskytuje n\u00e1vod, jak\u00e9 ot\u00e1zky by se m\u011bly kl\u00e1st a jak\u00e9 odpov\u011bdi jsou platn\u00e9. T\u00e9ma ale nemus\u00ed b\u00fdt nutn\u011b vyhl\u00e1\u0161eno jako t\u00e9ma dne<\/em>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;americk\u00e9 lexikologii se pro t\u00e9ma uv\u00e1d\u011bj\u00ed dva v\u00fdrazy <em>\u2013 theme<\/em>, jako obecn\u00e9, r\u00e1mcov\u00e9 t\u00e9ma, a <em>topic<\/em> jako konkr\u00e9tn\u00ed, ur\u010den\u00e9 pro diskusi. Pro v\u00fduku zalo\u017eenou na t\u00e9matech se pou\u017e\u00edv\u00e1 v\u00fdraz <em>&nbsp;theme.<\/em> Pro u\u010ditele i \u017e\u00e1ky \/ studenty je toto vymezen\u00ed d\u016fle\u017eit\u00e9, aby se zam\u011b\u0159en\u00ed v\u00fduky, p\u0159\u00edpadn\u00e1 diskuse \u017e\u00e1k\u016f neposouvala mimo prob\u00edran\u00e9 t\u00e9ma. Gersmehl v&nbsp;knize&nbsp; <em>Teaching Geography<\/em> (2014) tvrd\u00ed, \u017ee t\u00e9ma dr\u017e\u00ed pohromad\u011b to, co je p\u0159edkl\u00e1dan\u00e9 jako hlavn\u00ed my\u0161lenka \/ my\u0161lenky. Av\u0161ak tematick\u00e1 v\u00fduka je voln\u011bji zam\u011b\u0159en\u00e1 ne\u017e v\u00fduka zam\u011b\u0159en\u00e1 na vzd\u011bl\u00e1vac\u00ed c\u00edle.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">T\u00e9mata a standardy v&nbsp;americk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Zem\u011bpis na celosv\u011btov\u00e9 \u00farovn\u00ed je nejv\u00edce zn\u00e1m\u00fd <strong>p\u011bti vzd\u011bl\u00e1vac\u00edmi t\u00e9maty<\/strong>, kter\u00e9 vykrystalizovaly v&nbsp;80. letech minul\u00e9ho stolet\u00ed z&nbsp;diskus\u00ed o budoucnosti zem\u011bpisu \/ geografie v&nbsp;USA a kter\u00e9 vznikaly za podpory celosv\u011btov\u011b respektovan\u00e9 odborn\u00e9 spole\u010dnosti <em>The<\/em> <em>National Geographic Society<\/em>:<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>Poloha&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;<\/li><li>M\u00edsto &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<\/li><li>Vztahy v r\u00e1mci m\u00edst &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<\/li><li>Vztahy mezi m\u00edsty (pohyb)<\/li><li>Region<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00e9mata byla prvn\u011b prezentov\u00e1na <em>v Guidelines for Geographic Education: Elementary and Secondary Schools <\/em>(Petersen, Natoli, &amp; Boehm, 1984), tedy v&nbsp;jak\u00e9si rukov\u011bti \u010di stru\u010dn\u00e9 metodice pro u\u010ditele zem\u011bpisu na z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol\u00e1ch v&nbsp;USA. N\u00e1sledn\u011b byla tato t\u00e9mata rozpracov\u00e1na do \u0161esti element\u016f (v\u00edce Hardwick &amp; Holtgrieve, <em>Geography for Educators. Standards, Themes and Concepts,<\/em> 1996):<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>Sv\u011bt v&nbsp;prostorov\u00fdch pojmech<\/li><li>M\u00edsta a regiony<\/li><li>P\u0159\u00edrodn\u00ed syst\u00e9my<\/li><li>Hum\u00e1nn\u00ed syst\u00e9my<\/li><li>Prost\u0159ed\u00ed a spole\u010dnost<\/li><li>Pou\u017e\u00edv\u00e1n\u00ed \/ vyu\u017e\u00edv\u00e1n\u00ed geografie<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Pro hodnocen\u00ed a ov\u011b\u0159ov\u00e1n\u00ed znalost\u00ed bylo vytvo\u0159eno 18 standard\u016f. Prvn\u00ed vyd\u00e1n\u00ed bylo v&nbsp;roce 1994 (Bednarz, et al., <em>Geography for Life<\/em>, 1994), kter\u00e9 bylo pr\u016fkopnick\u00e9 a zam\u011b\u0159en\u00e9 p\u0159edev\u0161\u00edm na geografick\u00fd obsah. Po 18 letech n\u00e1sledovalo 2. vyd\u00e1n\u00ed (Heffron &amp; Downs<em>, Geography for Life<\/em>, 2012). D\u016fle\u017eit\u00e9 je tak\u00e9 zm\u00ednit, \u017ee tento po\u010din (1. vyd\u00e1n\u00ed americk\u00fdch Standard\u016f) ovlivnil i obsah a podobu <em>Mezin\u00e1rodn\u00ed charty geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> (Haubrich, <em>International Charter on Geographical Education<\/em>, 1994).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;souvislosti se zem\u011bpisn\u00fdmi t\u00e9maty je popul\u00e1rn\u00ed skladba <em>Five Themes of Geography<\/em>&nbsp; v&nbsp;rapov\u00e9m stylu, kter\u00e1 je dostupn\u00e1 <a href=\"https:\/\/www.youtube.com\/watch?v=AIqC79WrpKg\">ZDE<\/a>.&nbsp; K&nbsp;\u201ep\u011bti zem\u011bpisn\u00fdm t\u00e9mat\u016fm\u201c se tak\u00e9 vyslovil americk\u00fd odborn\u00edk na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed P. Gersmehl (2014):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>\u201eO deset let pozd\u011bji dos\u00e1hl tento skromn\u00fd dokument <\/em>(my\u0161lena metodika \u010di rukov\u011b\u0165 od autor\u016f Petersen, Natoli, &amp; Boehm, 1984, viz v\u00fd\u0161e)<em> mezi n\u011bkter\u00fdmi pedagogy postaven\u00ed Bible nebo Kor\u00e1nu. Byly organizov\u00e1ny konference zam\u011b\u0159en\u00e9 na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed s vyu\u017eit\u00edm \u201ep\u011bti t\u00e9mat\u201c. U\u010ditel\u00e9 byli nab\u00e1d\u00e1ni, aby navrhli tematick\u00e9 celky na ka\u017ed\u00e9 z \u201ep\u011bti t\u00e9mat\u201c. Psaly se u\u010debnice s \u201ep\u011bti t\u00e9maty\u201c jako n\u00e1zvy kapitol nebo jako nadpisy podkapitol. Kreslily se plak\u00e1ty o \u201ep\u011bti t\u00e9matech\u201c. D\u011bti zp\u00edvaly rapov\u00e9 p\u00edsn\u011b na t\u00e9ma \u201ep\u011bt t\u00e9mat\u201c. Vzd\u011bl\u00e1vac\u00ed programy byly schvalov\u00e1ny nebo zam\u00edt\u00e1ny na z\u00e1klad\u011b toho, zda pou\u017e\u00edvaj\u00ed \/ vyu\u017e\u00edvaj\u00ed  \u010di opom\u00edjej\u00ed \u201ep\u011bt t\u00e9mat\u201c. Kdy\u017e se v roce 1994 objevila prvn\u00ed sada norem National Geography Standards, mnoho lid\u00ed je kritizovalo. Tito lid\u00e9, kte\u0159\u00ed Standardy kritizovali, u nich postr\u00e1dali pr\u00e1v\u011b srozumitelnost a jednoduchost p\u011bti t\u00e9mat. Jin\u00ed \u0159\u00edkali, \u017ee standardy jsou k tomu, aby bylo jasn\u00e9 <strong>CO u\u010dit<\/strong>, ale t\u00e9mata jsou st\u00e1le pot\u0159ebn\u00e1, proto\u017ee n\u00e1m \u0159\u00edkaj\u00ed, <strong>JAK u\u010dit<\/strong>.\u201c<\/em><\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">Gersmehl respektoval koncept p\u011bti zem\u011bpisn\u00fdch t\u00e9mat, av\u0161ak ch\u00e1pal je jinak, ne\u017e jak byla prezentov\u00e1na ve Standardech z&nbsp;roku 1994. Oproti vyd\u00e1n\u00ed z&nbsp;roku 1994 bylo nov\u00e9 vyd\u00e1n\u00ed Standard\u016f z&nbsp;roku 2012 v\u00edce sm\u011b\u0159ov\u00e1no do oblasti \u201eJak u\u010dit\u201c, av\u0161ak i to je podle Gersmehla nedostate\u010dn\u00e9. Ale to je na samostatn\u00fd p\u0159\u00edsp\u011bvek.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Zem\u011bpisn\u00e1 t\u00e9mata v&nbsp;n\u00e1vrhu M. Hampla<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">N\u00e1vrh (tak jej d\u00e1le v&nbsp;textu budu ozna\u010dovat), kter\u00fd prezentuje M. Marada (Hampl &amp; Marada, <em>Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/em>, 2022) se zem\u011bpisn\u00fd obsah d\u011bl\u00ed do p\u011bti (!) hlavn\u00edch t\u00e9mat:<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>Geografick\u00e9 prost\u0159ed\u00ed<\/li><li>Geografick\u00e9 rozm\u00edst\u011bn\u00ed jev\u016f<\/li><li>Region, regionalizace<\/li><li>Region\u00e1ln\u00ed syst\u00e9my, hierarchie, typologie, geografick\u00e1 poloha<\/li><li>Probl\u00e9my a konflikty v&nbsp;geografick\u00e9m prost\u0159ed\u00ed (jen n\u00e1znak?!)<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Uv\u011bdomuji si, \u017ee reaguji jen na po\u010d\u00e1te\u010dn\u00ed \u00favahy o \u010desk\u00e9m geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed, ale p\u0159esto se zam\u011b\u0159\u00edm na v\u011bcn\u00e9 argumenty. Jde mn\u011b o vyt\u0159\u00edben\u00ed koncepce \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159i pohledu na po\u010det hlavn\u00edch t\u00e9mat \u010dten\u00e1\u0159e napadne pro\u010d pr\u00e1v\u011b P\u011aT hlavn\u00edch t\u00e9mat. Nelze se zbavit dojmu, \u017ee tady maj\u00ed vliv pr\u00e1v\u011b americk\u00e9 Standardy s&nbsp;d\u016fle\u017eit\u00fdmi roky 1984, 1994 a 2012. Po\u010det hlavn\u00edch t\u00e9mat je tak\u00e9 v&nbsp;\u010desk\u00e9m N\u00e1vrhu flexibiln\u00ed. Flexibilita je v&nbsp;n\u00e1vrhu umo\u017en\u011bna stanovov\u00e1n\u00edm subt\u00e9mat.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;<em>Mezin\u00e1rodn\u00ed chart\u011b geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> (Haubrich, 1994) se v obsahu a konceptech geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed mluv\u00ed o t\u0159ech p\u0159\u00edstupech:<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><strong>Systematick\u00fd<\/strong>, metodicky uspo\u0159\u00e1dan\u00fd (fyzick\u00e1 geografie, hum\u00e1nn\u00ed geografie)<\/li><li><strong>Zalo\u017een\u00fd na probl\u00e9mech \/ probl\u00e9mov\u00fdch ot\u00e1zk\u00e1ch<\/strong> (studium sou\u010dasn\u00fdch probl\u00e9m\u016f, osobn\u00ed n\u00e1zory, kter\u00e9 vypl\u00fdvaj\u00ed z&nbsp;geografick\u00fdch poznatk\u016f)<\/li><li><strong>Syst\u00e9mov\u00fd<\/strong> (p\u0159\u00edrodn\u00ed, hum\u00e1nn\u00ed, ekosyst\u00e9my)<\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;t\u011bchto t\u0159\u00ed p\u0159\u00edstup\u016f lze odvodit, \u017ee \u010desk\u00fd (\u0161koln\u00ed) zem\u011bpis vych\u00e1z\u00ed z&nbsp;prvn\u00edho a druh\u00e9ho p\u0159\u00edstupu. T\u0159et\u00ed p\u0159\u00edstup (spolu s&nbsp;prvn\u00edm) je st\u011b\u017eejn\u00ed pro studium geografie na \u010desk\u00fdch vysok\u00fdch \u0161kol\u00e1ch. Odtud lze tak\u00e9 sledovat p\u016fvod a strukturu obsahu \u010desk\u00e9ho geografick\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v&nbsp;N\u00e1vrhu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pokud srovn\u00e1me p\u011bt hlavn\u00edch t\u00e9mat u Standard\u016f s&nbsp;p\u011bti hlavn\u00edmi t\u00e9maty v N\u00e1vrhu, pak z N\u00e1vrhu je z\u0159ejm\u00e9, \u017ee v n\u011bm dominuje syst\u00e9mov\u00fd p\u0159\u00edstup a to region\u00e1ln\u00ed syst\u00e9m zalo\u017een\u00fd na regionu \/ regionech a na regionalizaci. Sou\u010d\u00e1st\u00ed je m\u011b\u0159\u00edtkov\u00e1 \u00farove\u0148 (makro-, mezo-, mikro-) a hierarchie, kter\u00e1 vych\u00e1z\u00ed z&nbsp;m\u00edry komplexity.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"> &nbsp;V&nbsp;N\u00e1vrhu je nazna\u010deno, \u017ee hlavn\u00ed t\u00e9mata (my\u0161lenky, koncepty) maj\u00ed \u201elogickou posloupnost\u201c, kter\u00e1 za\u010d\u00edn\u00e1 u prost\u0159ed\u00ed. Je to dost zvl\u00e1\u0161tn\u00ed, proto\u017ee jsem se ve vzd\u011bl\u00e1v\u00e1n\u00ed nesetkal s&nbsp;t\u00edm, \u017ee by se zem\u011bpisn\u00e1 \/ geografick\u00e1 poloha u\u010dila a\u017e ve \u010dtvrt\u00e9m t\u00e9matu \/ kroku. V\u00fdjimkou m\u016f\u017ee b\u00fdt snad kniha R. \u010capka, <em>Modern\u00ed didaktika. Lexikon v\u00fdukov\u00fdch a hodnot\u00edc\u00edch metod<\/em>. 2015, ale to je jin\u00fd p\u0159\u00edb\u011bh (viz <a href=\"https:\/\/blogy.rvp.cz\/educator\/2020\/01\/05\/moderni-didaktika\/\">ZDE<\/a>)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;A d\u00e1le, o jak\u00e9 se jedn\u00e1 prost\u0159ed\u00ed v&nbsp;prvn\u00edm t\u00e9matu? Fyzick\u00e9 \/ p\u0159\u00edrodn\u00ed \u010di kulturn\u00ed? Pokud je to p\u0159\u00edrodn\u00ed, pak dominuje podle Mardy a Hampla (2022) deterministick\u00fd vztah. Takov\u00fd p\u0159\u00edstup v&nbsp;geografick\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed je v sou\u010dasn\u00e9 dob\u011b ji\u017e minulost\u00ed, p\u0159edev\u0161\u00edm v&nbsp;hum\u00e1nn\u00ed geografii. V&nbsp;N\u00e1vrhu se mluv\u00ed o \u201einterakc\u00edch\u201c a z&nbsp;koncepce vypl\u00fdv\u00e1, \u017ee v&nbsp;syst\u00e9mech dominuje spole\u010dnost a prost\u0159ed\u00ed a snad i ekologick\u00fd p\u0159\u00edstup. Ale proto\u017ee se pohybujeme v&nbsp;oblasti (geografick\u00e9ho) vzd\u011bl\u00e1v\u00e1n\u00ed, naprosto chyb\u00ed zac\u00edlen\u00ed na jedince a na jeho pozn\u00e1n\u00ed a pozn\u00e1v\u00e1n\u00ed. V&nbsp;N\u00e1vrhu jasn\u011b dominuje ve vzd\u011bl\u00e1v\u00e1n\u00ed ovliv\u0148ov\u00e1n\u00ed jedince z&nbsp;vn\u011bj\u0161ku, chyb\u00ed jedincova \/ \u017e\u00e1kova vnit\u0159n\u00ed motivace. V&nbsp;tomto p\u0159\u00edstupu chyb\u011bj\u00ed kvality ve vzd\u011bl\u00e1v\u00e1n\u00ed jako je zv\u00eddavost, identita, identifikace, autentizace, osobn\u00ed zku\u0161enost, sd\u00edlen\u00e1 zku\u0161enost a dal\u0161\u00ed.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro srovn\u00e1n\u00ed uvedu, jak je ch\u00e1pan\u00fd region (p\u0159\u00edpadn\u011b m\u00edsto) ve srovn\u00e1n\u00ed &#8222;americk\u00e9 Standardy a N\u00e1vrh&#8220;:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><em>Geography for Life<\/em> <br>(Bednarz, et al., 1994),<strong> \u010d\u00edslo<\/strong> Standardu<\/td><td><em>Martin Hampl pro geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed<\/em> <br>(Hampl &amp; Marada, 2022)<\/td><\/tr><tr><td><strong>4.<\/strong> P\u0159\u00edrodn\u00ed a hum\u00e1nn\u00ed vlastnosti m\u00edst (<em>place<\/em>) <br><br><strong>5.<\/strong> Lid\u00e9 vytv\u00e1\u0159ej\u00ed regiony proto, aby interpretovali slo\u017eitost Zem\u011b <br><br><strong>6<\/strong>. Jak kultura a zku\u0161enosti ovliv\u0148uj\u00ed lidsk\u00e1 vn\u00edm\u00e1n\u00ed m\u00edst (<em>place<\/em>) a region\u016f.<\/td><td>V geografick\u00e9 realit\u011b existuj\u00ed d\u00edl\u010d\u00ed \u010d\u00e1sti \u2013 regiony. Existuj\u00ed dva typy \u2013 homogenn\u00ed a funk\u010dn\u00ed. <br><br>Fyzickogeografickou diferenciac\u00ed byly determinov\u00e1ny i po\u010d\u00e1te\u010dn\u00ed formy rozm\u00edst\u011bn\u00ed obyvatelstva a navazuj\u00edc\u00edch aktivit. S postupn\u00fdm spole\u010densk\u00fdm rozvojem, z\u00e1sadn\u011b zrychlen\u00fdm v&nbsp;moderniza\u010dn\u00edm \/ industri\u00e1ln\u00edm obdob\u00ed, doch\u00e1zelo a doch\u00e1z\u00ed k&nbsp;p\u0159ekon\u00e1v\u00e1n\u00ed p\u0159\u00edrodn\u00edch determinac\u00ed (viz koncepce geografick\u00e9ho determinismu) a k&nbsp;vytv\u00e1\u0159en\u00ed nov\u00e9ho typu region\u00e1ln\u00ed organizace, zalo\u017een\u00e9 na vnit\u0159n\u00ed polarit\u011b j\u00e1dra a z\u00e1zem\u00ed, na vztahov\u00e9 propojenosti (doj\u00ed\u017e\u010fka, migrace apod.) a funk\u010dn\u00ed d\u011blb\u011b.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;druh\u00e9m vyd\u00e1n\u00ed Standard\u016f (Heffron &amp; Downs, 2012) jsou Standardy 4 a\u017e 6 d\u00e1le specifikov\u00e1ny pr\u00e1v\u011b pro po\u017eadavky vzd\u011bl\u00e1v\u00e1n\u00ed. V&nbsp;n\u00e1sledovn\u00fdch p\u0159\u00edkladech se zam\u011b\u0159uji na <strong>\u017e\u00e1ky osm\u00fdch ro\u010dn\u00edk\u016f<\/strong>:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Standard 4<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><em>\u017e\u00e1k vysv\u011btl\u00ed, jak jsou osobn\u00ed, komunitn\u00ed nebo n\u00e1rodn\u00ed identity zalo\u017eeny na m\u00edstech (<\/em>place<em>), uvede na p\u0159\u00edkladech<\/em><\/li><li><em>\u017e\u00e1k vysv\u011btl\u00ed, jak\u00fdmi p\u0159\u00edrodn\u00edmi procesy se m\u011bn\u00ed m\u00edsta (<\/em>place<em>), uvede p\u0159\u00edklady<\/em><\/li><li><em>\u017e\u00e1k vysv\u011btl\u00ed, jak\u00fdmi lidsk\u00fdmi procesy se m\u011bn\u00ed m\u00edsta (<\/em>place<em>), uvede p\u0159\u00edklady<\/em><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Standard 5<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><em>\u017e\u00e1k identifikuje a vysv\u011btl\u00ed krit\u00e9ria, kter\u00e1 se pou\u017e\u00edvaj\u00ed k definov\u00e1n\u00ed form\u00e1ln\u00edch (homogenn\u00edch?), funk\u010dn\u00edch a percep\u010dn\u00edch region\u016f, uvede p\u0159\u00edklady<\/em><\/li><li><em>\u017e\u00e1k pop\u00ed\u0161e a vysv\u011btl\u00ed zm\u011bny hranic a charakteristik region\u016f, uvede p\u0159\u00edklady<\/em><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Standard 6<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><em>\u017e\u00e1k pop\u00ed\u0161e konkr\u00e9tn\u00ed p\u0159\u00edklady toho, jak je vn\u00edm\u00e1n\u00ed m\u00edst (<\/em>place<em>) a region\u016f zalo\u017eeno na p\u0159\u00edm\u00fdch zku\u0161enostech (nap\u0159. \u017eivot na konkr\u00e9tn\u00edm m\u00edst\u011b <\/em>place<em>, cestov\u00e1n\u00ed) a na nep\u0159\u00edm\u00fdch zku\u0161enostech (nap\u0159. m\u00e9dia, knihy, rodina a p\u0159\u00e1tel\u00e9)<\/em><\/li><li><em>\u017e\u00e1k analyzuje, jak lid\u00e9 m\u011bn\u00ed sv\u00e9 n\u00e1zory na m\u00edsta (<\/em>place<em>) a na regiony v d\u016fsledku zpr\u00e1v v m\u00e9di\u00edch nebo na interakc\u00edch s jin\u00fdmi lidmi <\/em>(pozn\u00e1mka JV: sd\u00edlen\u00ed)<em>, uvede p\u0159\u00edklady<\/em><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Uveden\u00e9 p\u0159\u00edklady pro srovn\u00e1n\u00ed jsou podle m\u00e9ho n\u00e1zoru v tomto textu dostate\u010dn\u00e9 k&nbsp;z\u00e1kladn\u00ed p\u0159edstav\u011b o rozd\u00edlech jak ch\u00e1pat geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed, zvl\u00e1\u0161t\u011b v&nbsp;konceptu m\u00edsta (<em>place<\/em>) a v&nbsp;konceptu regionu.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Z\u00e1v\u011br podlo\u017een\u00fd osobn\u00ed zku\u0161enost\u00ed<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Svou u\u010ditelskou dr\u00e1hu jsem za\u010d\u00ednal p\u0159ed\u00e1v\u00e1n\u00edm zem\u011bpisn\u00e9 mantry, kter\u00e1 poch\u00e1z\u00ed ji\u017e z doby Rakousko-Uherska (viz nap\u0159. David, <em>Jak vyu\u010dovati zem\u011bpisu s oporou nov\u00fdch \u010d\u00edtanek. U\u010divo o \u0159\u00ed\u0161i Rakousko-uhersk\u00e9 ve \u0161kole obecn\u00e9 i m\u011b\u0161\u0165ansk\u00e9<\/em>; 1905, citace): <\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><em>Velikost, po\u010det obyvatelstva (prost\u00fd i pom\u011brn\u00fd)<\/em><\/li><li><em>Hranice politick\u00e9 (n\u011bkdy i p\u0159\u00edrodn\u00ed)<\/em><\/li><li><em>Horopis a vodopis<\/em><\/li><li><em>Podnebn\u00e9 pom\u011bry<\/em><\/li><li><em>Obyvatelstvo dle rozd\u00edlu du\u0161evn\u00edch (n\u00e1rodnost, n\u00e1bo\u017eenstv\u00ed a vzd\u011bl\u00e1n\u00ed)<\/em><\/li><li><em>Zam\u011bstn\u00e1n\u00ed obyvatel\u016f: poln\u00ed hospod\u00e1\u0159stv\u00ed a chov dobytka, plodiny nerostn\u00e9 a hornictv\u00ed, pr\u016fmysl a obchod, podpory obchodu (cesty a \u017eeleznice)<\/em><\/li><li><em>Nejd\u016fle\u017eit\u011bj\u0161\u00ed v\u011bci z m\u00edstopisu<\/em><\/li><li><em>P\u0159\u00edrodn\u00ed zvl\u00e1\u0161tnosti<\/em><\/li><\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Pokra\u010dov\u00e1n\u00ed citace v\u00fd\u0161e:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>Ob \u010das m\u016f\u017ee se opakovati dle po\u0159adu v\u011bc\u00ed abecen\u011b se\u0159azen\u00fdch. Pro rychl\u00e9 opakov\u00e1n\u00ed je tento zp\u016fsob nejv\u00fdhodn\u011bj\u0161\u00ed a \u017e\u00e1ky velmi zaj\u00edm\u00e1. Vznik\u00e1 tu u nich prav\u00fd boj o p\u0159ednost, aby rozlu\u0161tili, co znamen\u00e1 jm\u00e9no u\u010ditelem pronesen\u00e9, kde p\u0159edm\u011bt je, jej\u017e jm\u00e9no ozna\u010duje, a co o n\u011bm v\u011bd\u00ed.<\/em><\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">V dob\u011b m\u00e9ho studia byla student\u016fm u\u010ditelstv\u00ed zem\u011bpisu na P\u0159F UK vtlouk\u00e1na &#8222;bible&#8220; Janka, J., &amp; Mi\u0161tera, L. (1970). <em>Zem\u011bpis sv\u011btad\u00edl\u016f. U\u010debnice pro pedagogick\u00e9 fakulty.<\/em> Praha: St\u00e1tn\u00ed pedagogick\u00e9 nakladatelstv\u00ed. Zahrnovala t\u00e9m\u011b\u0159 v\u0161echny st\u00e1ty sv\u011bta a vyzna\u010dovala se zd\u016fraz\u0148ov\u00e1n\u00edm <strong>zem\u011bpisn\u00fdch nej-<\/strong>. Cituji a nam\u00e1tkou vyb\u00edr\u00e1m z t\u00e9to u\u010debnice: <em>nej\u00farodn\u011bj\u0161\u00edm st\u00e1tem v Evrop\u011b je Ukrajina<\/em>, <em>nejmen\u0161\u00edm st\u00e1tem na sv\u011bt\u011b je Vatik\u00e1n<\/em>;<em> v Asii se skl\u00edz\u00ed p\u0159ev\u00e1\u017en\u00e1 \u010d\u00e1st sv\u011btov\u00e9 produkce<\/em>; <em>Kanada je po SSSR druh\u00fd nejv\u011bt\u0161\u00ed st\u00e1tn\u00ed \u00fatvar na sv\u011bt\u011b<\/em>; <em>New York je nejv\u011bt\u0161\u00ed m\u011bsto sv\u011bta<\/em> &#8230;.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gersmehl (2005) takov\u00e1<strong> nej-<\/strong> ozna\u010duje jako <em>&#8222;categorilla<\/em>&#8220; jako v\u00fdznamem nejodli\u0161n\u011bj\u0161\u00ed polo\u017eku v kategorii. Poukazoval na jej\u00ed v\u00fdhody a nev\u00fdhody. Nev\u00fdhodou jednozna\u010dn\u011b je, pokud se z\u016fst\u00e1v\u00e1 v pozici bez dal\u0161\u00edho vysv\u011btlov\u00e1n\u00ed &#8222;pro\u010d&#8220;. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;sou\u010dasn\u00e9 dob\u011b to jsou zem\u011bpisn\u00e1 t\u00e9mata a za\u010d\u00edn\u00e1 se prosazovat koncept <em>GeoCapabilities<\/em>, kter\u00fd v\u00edce respektuje jednotliv\u00e9ho \u017e\u00e1ka \/ studenta a jeho potenci\u00e1l. Jsou to zm\u011bny, kter\u00e9 se v&nbsp;\u010cesku t\u011b\u017eko prosazuj\u00ed v&nbsp;tradi\u010dn\u011b uspo\u0159\u00e1dan\u00e9 realit\u011b pozn\u00e1n\u00ed \/ pozn\u00e1v\u00e1n\u00ed, kter\u00e1 se prom\u00edt\u00e1 tak\u00e9 do vztahu &#8222;region\u00e1ln\u00ed \u0161kolstv\u00ed \u2013 univerzity&#8220;.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Na jedn\u00e9 konferenci <em>International<\/em> <em>Geographical Union &#8211; IGU<\/em> (snad v&nbsp;Krakov\u011b, v&nbsp;roce 2014?) jsem byl sv\u011bdkem toho, jak do vzd\u011bl\u00e1vac\u00ed sekce p\u0159i\u0161el odborn\u00edk z&nbsp;veden\u00ed Unie a za\u010dal odborn\u00edk\u016fm na geografick\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed k\u00e1zat o tom, co je geografie (a to je\u0161t\u011b prezentoval jen v\u00fdsek z&nbsp;fyzick\u00e9 geografie) a \u017ee <em>Charta<\/em> a dal\u0161\u00ed dokumenty, na kter\u00fdch se ve vzd\u011bl\u00e1vac\u00ed &nbsp;sekci pracuje, jsou odborn\u011b \u0161patn\u00e9. Na argumenty, \u017ee mluv\u00edme o vzd\u011bl\u00e1v\u00e1n\u00ed a nikoli o geografii jako v\u011bdn\u00ed discipl\u00edn\u011b, tento expert v\u016fbec nereagoval. Skon\u010dilo to hrobov\u00fdm tichem. Expert odkr\u00e1\u010del, my v\u0161ichni jsme se na sebe pod\u00edvali \u2013 a pokra\u010dovali d\u00e1l po sv\u00e9m.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Po p\u0159e\u010dten\u00ed toho, co jsem napsal, kon\u010d\u00edm hamplovsk\u00fdm: \u201e<em>Dobr\u00fd, ale je to v\u0161echno slo\u017eit\u011bj\u0161\u00ed\u2026<\/em>\u201c.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Reference pro 2. \u010d\u00e1st<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Bednarz, S. W., Bettis, N. C., Boehm, R. G., de Souza, A. R., Downs, R. M., Marran, J. F., . . . Slater, C. L. (1994). <em>Geography for Life. National Geography Standards 1994<\/em> (1st ed.). Washington D.C., USA: National Geographic Research &amp; Exploration.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u010capek, R. (2015). <em>Modern\u00ed didaktika. Lexikon v\u00fdukov\u00fdch a hodnot\u00edc\u00edch metod.<\/em> Praha: Grada Publishing, a.s.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">David, K. (1905). <em>Jak vyu\u010dovati zem\u011bpisu s oporou nov\u00fdch \u010d\u00edtanek. (U\u010divo o \u0159\u00ed\u0161i Rakousko-uhersk\u00e9 ve \u0161kole obecn\u00e9 i m\u011b\u0161\u0165ansk\u00e9.)<\/em> (2. vyd\u00e1n\u00ed. vyd., Sv. \u010c\u00e1st I. Zem\u011b Koruny \u010desk\u00e9). Velk\u00e9 Mezi\u0159\u00ed\u010d\u00ed: Nakladatestv\u00ed Alois \u0160a\u0161ek.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gersmehl, P. (2005). <em>Teaching Geography<\/em> (1th ed.). New York: The Guilford Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gersmehl, P. (2014). <em>Teaching Geography<\/em> (3rd ed.). New York: The Guilford Press.<\/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\">Hardwick, S. W., &amp; Holtgrieve, D. G. (1996). <em>Geography for Educators. Standards, Themes and Concepts<\/em> (2nd Edition ed.). New Jersey: Prentice-Hall, Inc. A Pearson Education Company.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Haubrich, H. (. (1994). <em>International Charter on Geographical Education (1992).<\/em> (H. Haubrich, Ed.) Freiburg: Commission on Geographical Education, IGU\/UGI.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Heffron, S. G., &amp; Downs, R. M. (Eds.). (2012). <em>Geography for Life: National Geography Standards<\/em> (Second Edition. Geography Education National Implementation Project ed.). 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What might powerful geographical knowledge look like? <em>Geography. An Internatioval Journal, 101<\/em>(2), pp. 70-76.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Petersen, J. F., Natoli, S. J., &amp; Boehm, R. G. (1984). <em>The Guidelines for Geographic Education: A Ten-Year Retrospective.<\/em> Retrieved June 10, 2015, from National Council for the Social Studies: https:\/\/www.socialstudies.org\/sites\/default\/files\/publications\/se\/5804\/580401.html<\/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\">Young, M. F. (Ed.). (1971). <em>Knowledge and Control. New Directions for the Sociology of Education.<\/em> London: Collier-MacMillan Publishers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Young, M., Lambert, D., Roberts, C., &amp; Roberts, M. (2014). <em>Knowledge and the Future School. Curriculum and Social Justice.<\/em> London: BLOOMSBURY.<\/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). Druh\u00e1 \u010d\u00e1st se v\u011bnuje geografick\u00fdm \/ vzd\u011bl\u00e1vac\u00edm t\u00e9mat\u016fm v (geografick\u00e9m) 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-1592","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\/1592","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=1592"}],"version-history":[{"count":16,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1592\/revisions"}],"predecessor-version":[{"id":1612,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1592\/revisions\/1612"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1592"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1592"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1592"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}