{"id":1857,"date":"2025-07-21T21:24:59","date_gmt":"2025-07-21T19:24:59","guid":{"rendered":"https:\/\/blogy.rvp.cz\/educator\/?p=1857"},"modified":"2025-07-24T10:39:38","modified_gmt":"2025-07-24T08:39:38","slug":"manifest-25-k-naprave-vzdelavani","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/educator\/2025\/07\/21\/manifest-25-k-naprave-vzdelavani\/","title":{"rendered":"Manifest 25 k n\u00e1prav\u011b \/ k zlep\u0161en\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Pro\u010d jsem k&nbsp;tomuto manifestu sp\u00ed\u0161 skeptick\u00fd.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"261\" src=\"https:\/\/blogy.rvp.cz\/educator\/files\/2025\/07\/image-800x261.png\" alt=\"\" class=\"wp-image-1859\" srcset=\"https:\/\/blogy.rvp.cz\/educator\/files\/2025\/07\/image-800x261.png 800w, https:\/\/blogy.rvp.cz\/educator\/files\/2025\/07\/image-300x98.png 300w, https:\/\/blogy.rvp.cz\/educator\/files\/2025\/07\/image-768x250.png 768w, https:\/\/blogy.rvp.cz\/educator\/files\/2025\/07\/image.png 945w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Zdroj obr\u00e1zku: 21K School. Where Every&nbsp; Learner Finds Their Path. <a href=\"https:\/\/www.21kschool.com\/in\/blog\/modern-education\/\">https:\/\/www.21kschool.com\/in\/blog\/modern-education\/<\/a> (nav\u0161t\u00edveno 8.7.2025)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Manifest &nbsp;25 k&nbsp;n\u00e1prav\u011b \/ k zlep\u0161en\u00ed vzd\u011bl\u00e1n\u00ed (Moravec, 2025) poch\u00e1z\u00ed z&nbsp;aktivistick\u00e9ho hnut\u00ed americk\u00e9ho odborn\u00edka na budoucnost vzd\u011bl\u00e1n\u00ed Johna Moravce (<a href=\"https:\/\/manifesto25.org\/en\/\">ZDE<\/a>). V&nbsp;\u010desk\u00e9m prost\u0159ed\u00ed (na tomto port\u00e1lu) jej prezentuje v Spomocn\u00edku Bo\u0159ivoj Brde\u010dka <a href=\"https:\/\/spomocnik.rvp.cz\/clanek\/24197\/MANIFESTO-25%3A-PLAN-NAPRAVY-VZDELAVANI.html?res=1&amp;sid=91525bacublhe1n9ps5ccgldgg.\">ZDE<\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Posouzen\u00ed pou\u017eit\u00fdch zdroj\u016f<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;origin\u00e1lu Manifestu 25 jsou pou\u017eity a\u017e na v\u00fdjimky sou\u010dasn\u00e9 zdroje s&nbsp;datac\u00ed 2000 a nov\u011bj\u0161\u00ed. Z&nbsp;celkov\u00e9 po\u010dtu zdroj\u016f, kter\u00fdch je v&nbsp;uveden\u00e9m origin\u00e1lu 20, jsou z&nbsp;20. stolet\u00ed uvedeny pouze 3, z&nbsp;nich\u017e nejstar\u0161\u00ed je od Michaela Polanyiho<em> Personal Knowledge. Towards a Post-Critical Philosophy ,1958 \/ 1962<\/em>. Uv\u00e1d\u00edm, \u017ee &nbsp;<strong>Michael Polanyi<\/strong> (1891-1976) byl kritikem pozitivismu a kritikem do t\u00e9 doby nadm\u011brn\u00e9ho zd\u016fraz\u0148ov\u00e1n\u00ed objektivn\u00edch v\u011bdeck\u00fdch znalost\u00ed reality bez zapojen\u00ed osobn\u00ed zku\u0161enosti. Jinak \u0159e\u010deno, v&nbsp;pozitivistick\u00e9m p\u0159\u00edstupu &nbsp;\u0161lo o znalosti, kter\u00e9 m\u011bli \u201eobjektivn\u00ed\u201c kvalitu \u2013 jeden pohled, sp\u00ed\u0161e \u201ejedin\u011b pravdiv\u00fd\u201c nadhled. Polanyi v kontrastu k \u201eobjektivn\u00ed\u201c realit\u011b poukazoval na to, \u017ee soci\u00e1ln\u00ed \u017eivot je ned\u00edlnou sou\u010d\u00e1st\u00ed uva\u017eov\u00e1n\u00ed lid\u00ed o &nbsp;komoditn\u00ed (spot\u0159ebn\u00ed) ekonomice (Polanyi 1947; in: (Cloke, Crang, &amp; Goodwin, 2005, p. 538).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Moravec v&nbsp;Manifestu 25 poukazuje i s&nbsp;pou\u017eit\u00edm dal\u0161\u00edch nov\u011bj\u0161\u00edch zdroj\u016f na to, \u017ee sou\u010dasn\u00e9 syst\u00e9my vzd\u011bl\u00e1v\u00e1n\u00ed jsou \u201c<em>navr\u017een\u00e9 k&nbsp;\u0159e\u0161en\u00ed probl\u00e9m\u016f, kter\u00e9 <strong>udr\u017euj\u00ed<\/strong> <strong>nerovnosti, potla\u010duj\u00ed kreativu<\/strong> a <strong>nedok\u00e1\u017eou p\u0159ipravit \u017e\u00e1ky na slo\u017eitost a nejistotu dne\u0161ka i z\u00edt\u0159ka<\/strong><\/em>.\u201c (vlastn\u00ed p\u0159eklad a zv\u00fdrazn\u011bn\u00ed). D\u00e1le se v&nbsp;Manifestu 25 p\u00ed\u0161e:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>\u201eSna\u017e\u00edme se <strong>rozb\u00edt zastaral\u00e1 paradigmata<\/strong>, <strong>zpochybnit zako\u0159en\u011bn\u00e9 mocensk\u00e9 struktury<\/strong> a <strong>\u0159e\u0161it syst\u00e9mov\u00e9 probl\u00e9my<\/strong>, kter\u00e9 <strong>udr\u017euj\u00ed nerovnost<\/strong>, <strong>omezuj\u00ed potenci\u00e1l<\/strong> <\/em>(\u017e\u00e1ka, pozn. JV) <em>&nbsp;a <strong>potla\u010duj\u00ed inovace<\/strong>. Na\u0161\u00edm c\u00edlem je inspirovat \u017e\u00e1ky, aby byli dynami\u010dt\u00ed, inkluzivn\u00ed a zam\u011b\u0159ovali se na ekosyst\u00e9my. To umo\u017en\u00ed v\u0161em jedinc\u016fm prosperovat jako plnohodnotn\u00ed \u00fa\u010dastn\u00edci propojen\u00e9ho sv\u011bta.\u201c<\/em><\/p><cite>(vlastn\u00ed p\u0159eklad a zv\u00fdrazn\u011bn\u00ed)<\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;V&nbsp;Manifestu 25 chyb\u00ed z\u00e1klady \u010di zdroje, ze kter\u00fdch vych\u00e1zej\u00ed tato prohl\u00e1\u0161en\u00ed, a ty ur\u010dit\u011b sahaj\u00ed do 20. stolet\u00ed. Proto tento text pova\u017euji za aktivistick\u00fd, nikoli odborn\u00fd. Uveden\u00e9 zdroje pod Manifestem 25 jsou z&nbsp;m\u00e9ho pohledu nedostate\u010dn\u00e9. Na druhou stranu ch\u00e1pu aktivismus, prezentovan\u00fd v&nbsp;Moravcov\u011b Manifestu 25 &nbsp;v&nbsp;bod\u011b 24 jako \u201ehnac\u00ed s\u00edlu\u201c, kter\u00e9 je sou\u010d\u00e1st\u00ed zm\u011bn tohoto sv\u011bt\u011b. Av\u0161ak omezuje to r\u00e1mec \u010di z\u00e1klad pro odbornou diskusi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Moravec zmi\u0148uje &nbsp;<strong>Paula Freirea<\/strong> (1921-1997), brazilsk\u00e9ho pedagoga a filosofa, kter\u00fd v\u00fdrazn\u011b p\u0159isp\u011bl ke kritice sou\u010dasn\u00e9ho glob\u00e1ln\u00edho my\u0161len\u00ed o vzd\u011bl\u00e1v\u00e1n\u00ed a ze kter\u00e9ho evidentn\u011b Manifest 25 vych\u00e1z\u00ed, viz nerovnost, potenci\u00e1l, mocensk\u00e9 struktury a dal\u0161\u00ed. &nbsp;Freireovou z\u00e1sadn\u00ed knihou byla a je \u201e<em>Pedagogika utla\u010dovan\u00fdch<\/em>\u201c (portugalsky 1968, anglicky 1970). V&nbsp;n\u00ed Freire v\u00fduku poj\u00edm\u00e1 jako <strong>spole\u010dn\u00fd akt osvobozen\u00ed<\/strong>, nikoli jen p\u0159ed\u00e1v\u00e1n\u00ed a zpracov\u00e1v\u00e1n\u00ed znalost\u00ed. &nbsp;Je zakladatelem kritick\u00e9 teorie ve vzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kritick\u00e1 pedagogika je&nbsp; zp\u016fsob, jak <strong>dos\u00e1hnout r\u016fzn\u00fdch (\u00fahl\u016f) pohled\u016f na tento sv\u011bt<\/strong>, a t\u00edm dos\u00e1hnout &nbsp;i <strong>osobn\u00ed svobody<\/strong>. V&nbsp;Moravcov\u011b Manifestu 25 je pro osvobozen\u00ed pou\u017eit term\u00edn z&nbsp;budhistick\u00e9ho u\u010den\u00ed \u2013 nirv\u00e1na, kter\u00fd m\u00ed\u0159\u00ed&nbsp; je\u0161t\u011b v\u00edce do transcendentna. Podle anglick\u00e9 wikipedie je Freire jedn\u00edm z&nbsp;nev\u00fdznamn\u011bj\u0161\u00edch pedagogick\u00fdch teoretik\u016f 20. stolet\u00ed, po boku osobnost\u00ed jako je John Dewey (1859-1952) a Maria Montessori (1870-1952).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nab\u00edz\u00edm n\u00e1sleduj\u00edc\u00ed dva pojmy, snad i koncepty, kter\u00e9 jsou p\u016fvodem od P. Freirea, a kter\u00fdm by se m\u011bla &nbsp;v\u011bnovat pozornost v&nbsp;souvislosti se &nbsp;zm\u011bnami ve&nbsp;vzd\u011bl\u00e1v\u00e1n\u00ed:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>&#8222;bankovn\u00ed&#8220; koncept vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Freire kritizuje sou\u010dasn\u00fd stav ve vzd\u011bl\u00e1v\u00e1n\u00ed, kdy jsou \u017e\u00e1ci &nbsp;vn\u00edm\u00e1ni jako pr\u00e1zdn\u00e9 \u201edut\u00e9\u201c &nbsp;hlavy \/ n\u00e1doby, kter\u00e9 maj\u00ed u\u010ditel\u00e9 napl\u0148ovat \/ naplnit v\u011bdomostmi, nebo sp\u00ed\u0161e by se m\u011bly &nbsp;arbitr\u00e1rn\u011b stanoven\u00e9 znalosti ve v\u00fduce nap\u011bchovat \/ p\u011bchovat do pr\u00e1zdn\u00fdch hlav &nbsp;\u017e\u00e1k\u016f, nap\u0159\u00edklad biflov\u00e1n\u00edm. Opakovan\u00e9 ukl\u00e1d\u00e1n\u00ed t\u011bchto arbitr\u00e1rn\u011b stanoven\u00fdch znalost\u00ed lze p\u0159ipodobnit k ukl\u00e1d\u00e1n\u00ed pen\u011bz do banky. &nbsp;Freire poznamen\u00e1v\u00e1, \u017ee &#8222;<em>to m\u011bn\u00ed \u017e\u00e1ky v p\u0159ij\u00edmaj\u00edc\u00ed objekty a &nbsp;t\u00edm se <\/em>(vl\u00e1dnouc\u00ed elita, pozn\u00e1mka JV) <em>pokou\u0161\u00ed ovl\u00e1dat jejich my\u0161len\u00ed a jedn\u00e1n\u00ed, kter\u00e9 vede <\/em>(vzd\u011bl\u00e1van\u00e9, pozn. JV)<em> mu\u017ee a \u017eeny k p\u0159izp\u016fsoben\u00ed se sv\u011btu a brzd\u00ed jejich tv\u016fr\u010d\u00ed s\u00edlu<\/em>.&#8220;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00fdznamn\u00fd sou\u010dasn\u00fd britsk\u00fd odborn\u00edk na vzd\u011bl\u00e1v\u00e1n\u00ed <strong>Michael F.D. Young <\/strong>(*1934) (in: Young, Lambert, Roberts, &amp; Roberts, 2014, str. 10) odkazuje pr\u00e1v\u011b na P. Freirea a podporuje Freireovu &nbsp;kritiku dosavadn\u00edho zp\u016fsobu u\u010den\u00ed, tj. ukl\u00e1d\u00e1n\u00ed znalost\u00ed \u201e<em>jako usazenin<\/em>\u201c do \u201e<em>pr\u00e1zdn\u00fdch hlav<\/em>\u201c \u017e\u00e1k\u016f.&nbsp; Young p\u0159ich\u00e1z\u00ed s&nbsp;koncepc\u00ed <strong><em>powerful knowledge<\/em><\/strong>, znalost\u00ed a vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00e9 vych\u00e1z\u00ed ze vzd\u011bl\u00e1vac\u00edch&nbsp;pot\u0159eb a potenci\u00e1lu jednotliv\u00fdch \u017e\u00e1k\u016f \/ jedinc\u016f a s&nbsp;odstra\u0148ov\u00e1n\u00edm nerovnost\u00ed v&nbsp;p\u0159\u00edstupu ke vzd\u011bl\u00e1v\u00e1n\u00ed. Zd\u016fraz\u0148uje znalosti z&nbsp;akademick\u00fdch obor\u016f (v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edch p\u0159edm\u011bt\u016f) &nbsp;a broj\u00ed proti \u201eka\u017edodenn\u00edm\u201c znalostem. Dosa\u017een\u00fdm c\u00edlem maj\u00ed b\u00fdt znalosti vl\u00e1dnouc\u00ed elity, kter\u00e9 byly ov\u011b\u0159eny v&nbsp;dlouhodob\u00e9m v\u00fdvoji spole\u010dnosti, a kter\u00e9 maj\u00ed b\u00fdt dostupn\u00e9 v\u0161em, nejen \u017e\u00e1k\u016fm z&nbsp;elitn\u00edch soukrom\u00fdch \u0161kol, kter\u00e9 jsou \u201epodporovan\u00e9\u201c \u0161t\u011bdr\u00fdm \u0161koln\u00fdm.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ke \u201eka\u017edodenn\u00edm\u201c znalostem, kter\u00e9 Young odm\u00edt\u00e1 v&nbsp;konceptu \u201e<em>powerful knowledge<\/em>\u201c, se vyj\u00e1d\u0159il oxfordsk\u00fd profesor Richard Pring (in: Wilby, 2018; vlastn\u00ed p\u0159eklad). \u201e<em>Nem\u016f\u017eete jen tak zavrhnout \u201aka\u017edodenn\u00ed znalosti\u2018, jak to te\u010f d\u011bl\u00e1 on<\/em> (rozum\u011bj Young, pozn\u00e1mka JV),\u201c \u0159\u00edk\u00e1 Pring. \u201e<em>Spousta lid\u00ed si vytv\u00e1\u0159\u00ed n\u00e1zory &nbsp;na tento sv\u011bt z&nbsp;nau\u010den\u00e9ho ve \u0161kole a prost\u0159ednictv\u00edm praktick\u00fdch \u010dinnost\u00ed. Pr\u00e1v\u011b jsem se vr\u00e1til ze zahr\u00e1dky. Zahradni\u010den\u00ed vede k mnoha n\u00e1zor\u016fm (k p\u0159em\u00fd\u0161len\u00ed), jak zajistit potraviny na tomto &nbsp;sv\u011bt\u011b, jak se zdrav\u011b stravovat a tak d\u00e1le. Pro\u010d toto <\/em>(rozum\u011bj \u201eka\u017edodenn\u00ed znalost\u201c) <em>nen\u00ed \u201apowerful knowledge\u2018?\u201c<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Young v\u0161ak m\u011bl pravd\u011bpodobn\u011b na mysl\u00ed \u201ejin\u00e9\u201c ka\u017edodenn\u00ed znalosti, kter\u00e9 &nbsp;je mo\u017en\u00e9 ch\u00e1pat podle hesla, kter\u00e9 se objevuje i na maturitn\u00edch tri\u010dk\u00e1ch: \u201e<em>Neu\u010d se, \u017eivot t\u011b nau\u010d\u00ed.<\/em>\u201c Podle tohoto p\u0159\u00edstupu nen\u00ed pot\u0159eba v\u0161eobecn\u00fdch (akademick\u00fdch znalost\u00ed), ale jedinec se u\u010d\u00ed z&nbsp;ka\u017edodenn\u00ed zku\u0161enosti \u2013 narovn\u00e1vat zbo\u017e\u00ed do reg\u00e1lu, vypl\u0148ovat standardizovan\u00e9 formul\u00e1\u0159e,&nbsp; dov\u00e1\u017eet zbo\u017e\u00ed ze skladu na ur\u010denou adresu, a podobn\u011b \u2013 rutinn\u00ed znalosti, kter\u00e9 se opakuj\u00ed s&nbsp;\u017eeleznou pravidelnost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mizzi (2025) ch\u00e1pe &nbsp;Youngovy <strong><em>power knowledge<\/em><\/strong> (\u010desky asi nejbl\u00ed\u017e \u201eznalosti zalo\u017een\u00e9 na potenci\u00e1lu jedince\u201c) jako schopnost (dispozi\u010dn\u00ed kapacitu) jedince, kterou jedinec vykazuje ve sv\u00e9 \u010dinnosti. Je schopen d\u011blat \u010di ch\u00e1pat ur\u010dit\u00e9 v\u011bci pomoc\u00ed z\u00edskan\u00fdch <strong>odborn\u00fdch znalost\u00ed, z\u00edskan\u00fdch ve \u0161kole<\/strong>. Podle t\u00e9to koncepce jsou \u017e\u00e1ci schopni <strong>si p\u0159edstavovat alternativy<\/strong> a <strong>p\u0159em\u00fd\u0161let o nich nad r\u00e1mec dominantn\u00edch struktur ve form\u00e1ln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed<\/strong>. Proti tomuto \u201enov\u00e9mu\u201c Youngov\u011b konceptu &nbsp;stoj\u00ed star\u00fd Young\u016fv koncept ze 70. let \u201eznalosti elit\u201c (<em>the knowledge of the powerful<\/em>), ve kter\u00e9m se uplat\u0148uj\u00ed znalosti horn\u00edch vl\u00e1dnouc\u00edch &nbsp;elit, kter\u00e9 ur\u010duj\u00ed \/ determinuj\u00ed, jak\u00e9 znalosti se maj\u00ed ve form\u00e1ln\u00edm vzd\u011bl\u00e1v\u00e1n\u00ed \u017e\u00e1ci ve \u0161kol\u00e1ch u\u010dit a podle toho se posuzuje schopnost jedince.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;den\u00edku <em>The Guardian<\/em> Peter Wilby (2018) v&nbsp;rozhovoru s&nbsp;M. Youngem poukazuje na jeho obrat o 180 stup\u0148\u016f, co se t\u00fdk\u00e1 znalost\u00ed. Zpo\u010d\u00e1tku Young (in: Young M. F., <em>Knowledge and Control: New Directions in the Sociology of Education (Set books<\/em>), 1971) brojil proti \u201eznalostem elit\u201c (<strong><em>the knowledge of the powerful<\/em><\/strong>), proti jejich v\u00fdlu\u010dnosti pro p\u0159\u00edslu\u0161n\u00edky elity, a zasazoval se o to, by tyto znalosti z\u00edsk\u00e1valy i d\u011bt\u00ed z&nbsp;d\u011blnick\u00e9 t\u0159\u00eddy, rozum\u011bj z&nbsp;nepodp\u016frn\u00e9ho prost\u0159ed\u00ed, z prost\u0159ed\u00ed, ze kter\u00e9 z\u00edsk\u00e1v\u00e1 jedinec znalosti z \u201eka\u017edodennosti\u201c. &nbsp;Po roce 2007 Young tvrdil, \u017ee \u0161koly maj\u00ed d\u011bti nau\u010dit v\u0161e, co se nemohou nau\u010dit jinde (in: Young M. F.,<em> Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education,<\/em> 2007). Jde o zm\u011bnu jeho n\u00e1zoru na to, jak\u00e9 znalosti se maj\u00ed \u017e\u00e1ci u\u010dit ve \u0161kole. Obr\u00e1til a zm\u011bnil n\u00e1zor, k&nbsp;tomu je\u0161t\u011b viz d\u00e1le.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Podle Younga (2007) maj\u00ed v\u0161eobecn\u00e9 (akademick\u00e9) znalosti umo\u017enit \/ umo\u017e\u0148ovat v\u0161em \u017e\u00e1k\u016fm <strong>zobec\u0148ovat, vytv\u00e1\u0159et koncepty<\/strong>, a maj\u00ed pomoci \u017e\u00e1k\u016fm ch\u00e1pat, jak to na tomto sv\u011bt\u011b funguje a jak je mo\u017en\u00e9 tento sv\u011bt m\u011bnit. Young doslova \u0159\u00edk\u00e1, \u017ee pomoc\u00ed \u201eka\u017eodenn\u00edch znalost\u00ed\u201c, kter\u00e9 jsou v\u00e1zan\u00e9 na kontexty, ve kter\u00fdch lid\u00e9 \u017eij\u00ed, toho \u017e\u00e1ci nikdy nedos\u00e1hnou. To je posun proti \u201e<em>the knowldge of the powerful<\/em>\u201c (znalostem elit) z&nbsp;jeho n\u00e1zor\u016f ze 70. let, kdy podle Younga znalosti elit, vybran\u00e9 a uspo\u0159\u00e1dan\u00e9 pro tyto elity, vylu\u010dovaly nevzd\u011blan\u00e9 masy a chr\u00e1nily privilegia elit. Soci\u00e1ln\u00ed spravedlnost vy\u017eaduje, aby d\u011bti z n\u00edzkop\u0159\u00edjmov\u00e9ho prost\u0159ed\u00ed m\u011bly stejn\u00fd p\u0159\u00edstup ke znalostem jako jejich zv\u00fdhodn\u011bn\u00ed vrstevn\u00edci, kte\u0159\u00ed se vzd\u011bl\u00e1vaj\u00ed v&nbsp;soukrom\u00fdch \u0161kol\u00e1ch s&nbsp;placen\u00fdm \u0161koln\u00fdm.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ji\u017e v\u00fd\u0161e zm\u00edn\u011bn\u00fd Richard Pring, sou\u010dasn\u00fd profesor pedagogiky na Oxfordsk\u00e9 univerzit\u011b, reagoval na Youngovu knihu &nbsp;<em>Knowledge and Control: New Directions in the Sociology of Education (Set books<\/em>, 1971) v odpov\u011bdi nazvan\u00e9 <em>Znalosti mimo kontrolu<\/em> (mo\u017en\u00e1 a\u017e vymknut\u00e9 z&nbsp;kontroly) &nbsp;se provokativn\u011b zeptal, zda Youngova kritika znalost\u00ed zalo\u017een\u00fdch na vzd\u011bl\u00e1vac\u00edm oboru \/ p\u0159edm\u011btu&nbsp; (jak po\u017eadovalt Young) nem\u016f\u017ee &nbsp;sama o sob\u011b b\u00fdt konstruktem vl\u00e1dnouc\u00ed t\u0159\u00eddy \/ elity.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jak bylo \u0159e\u010deno, Young b\u011bhem \u010dty\u0159iceti let zm\u011bnil n\u00e1zor. Samotn\u00fd Young (in: Wilby, 2018) ten koncep\u010dn\u00ed &nbsp;zlom specifikoval: \u201e<em>Kdy\u017e jsem se <strong>stal rodi\u010dem<\/strong><\/em>.\u201c A pokra\u010doval: \u201e<em>Ne\u017e moje star\u0161\u00ed dcera p\u0159e\u0161la na st\u0159edn\u00ed \u0161kolu <\/em>(v \u010cesku je to ekvivalent od 6. ro\u010dn\u00edku)<em>, zast\u00e1val jsem typicky levicov\u00fd postoj k v\u00fdb\u011bru d\u011bt\u00ed (rovnost v p\u0159\u00edstupu), kritick\u00fd k&nbsp;v\u00fdlu\u010dnosti soukrom\u00fdch \u0161kol a tak d\u00e1le. Ale jako rodi\u010d se mus\u00edte sm\u00ed\u0159it s t\u00edm, \u017ee je to <strong>va\u0161e d\u00edt\u011b a je to jeho jedin\u00e1 \u0161ance<\/strong>. D\u011bl\u00e1te si starosti s t\u00edm, do jak\u00e9 \u0161koly p\u016fjde a jestli ve t\u0159\u00edd\u011b je <strong>dost d\u011bt\u00ed ze st\u0159edn\u00ed t\u0159\u00eddy<\/strong>.<\/em>\u201c (vlastn\u00ed zv\u00fdrazn\u011bn\u00ed). Young demonstruje p\u0159\u00edstup, kter\u00fd \u0159e\u0161\u00ed opakovan\u011b a \u010dasto i rodi\u010de v&nbsp;\u010cesku. Nejk\u0159iklav\u011bj\u0161\u00ed \u010desk\u00fd p\u0159\u00edklad je rozhodnut\u00ed n\u011bkd\u011bj\u0161\u00ed ministryn\u011b \u0161kolstv\u00ed za \u010cSSD z&nbsp;let 2002 \u2013 2006) Petry Buzkov\u00e9&nbsp; d\u00e1t svou dceru v&nbsp;dob\u011b veden\u00ed resortu do soukrom\u00e9 \u0161koly. Tedy v&nbsp;duchu hesla: \u201e<em>K\u00e1\u017ee vodu, pije v\u00edno<\/em>.\u201c Ov\u0161em z&nbsp;jej\u00edho pohledu odpov\u011bdn\u00e9 rozhodnut\u00ed v\u016f\u010di jej\u00ed dce\u0159i. Podobn\u011b se zachoval i dal\u0161\u00ed politik z&nbsp;\u010cSSD Milo\u0161 Zeman. U n\u011bj&nbsp; mor\u00e1ln\u00ed integritu nebudu&nbsp; zmi\u0148ovat. Av\u0161ak Michael Young alespo\u0148 p\u0159iznal, \u017ee zm\u011bnil postoj, a zachoval si mor\u00e1ln\u00ed integritu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Druh\u00fdm d\u016fvodem Youngovy konverze (zm\u011bny n\u00e1zoru na p\u0159\u00edstup ke znalostem), jak s\u00e1m \u0159\u00edk\u00e1 in: Wilby, 2018, bylo jeho p\u016fsoben\u00ed v <strong>Jihoafrick\u00e9 republice v 90. letech<\/strong>. <em>\u201eTehdy jsem byl \u017eenat\u00fd s Jihoafri\u010dankou, tak\u017ee jsem se stal jak\u00fdmsi konzultantem demokratick\u00e9ho hnut\u00ed. Necht\u011bli nic, co by zav\u00e1n\u011blo apartheidem a co by zahrnovalo star\u00e9 kurikulum s jeho v\u0161eobecn\u011b vzd\u011bl\u00e1vac\u00edmi &nbsp;p\u0159edm\u011bty. M\u011bli <strong>kurikulum &#8222;zalo\u017een\u00e9 na o\u010dek\u00e1van\u00fdch v\u00fdsledc\u00edch&#8220; <\/strong><\/em>(\u201a<em>outcomes-based\u2019 curriculum<\/em>)<strong><em>,<\/em><\/strong><em> nap\u0159. jak &#8222;se st\u00e1t aktivn\u00edm \u010dlenem spole\u010dnosti&#8220;. Av\u0161ak u\u010ditel\u00e9 <\/em>(pro takovou v\u00fduku, pozn\u00e1mka JV<em>) nem\u011bli dostate\u010dnou kvalifikaci, nebyli v&nbsp;tom vzd\u011bl\u00e1v\u00e1ni \/ vzd\u011bl\u00e1ni. O\u010dek\u00e1valo se od nich, \u017ee si sami vytvo\u0159\u00ed znalosti (<strong>sami se budou vzd\u011bl\u00e1vat, sami to nastuduj\u00ed)<\/strong>. V\u00fdsledkem bylo, \u017ee u\u010ditel\u00e9 nev\u011bd\u011bli, co by m\u011bli ve v\u00fduce d\u011blat. Byla to naprost\u00e1 katastrofa.\u201c<\/em>(vlastn\u00ed zv\u00fdrazn\u011bn\u00ed). Ta charakteristika p\u0159ipom\u00edn\u00e1 i stav vzd\u011bl\u00e1v\u00e1n\u00ed v 90. a mo\u017en\u00e1 i n\u00e1sleduj\u00edc\u00edch &nbsp;letech v&nbsp;\u010cesku.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;prohl\u00e1\u0161en\u00ed v&nbsp;Manifestu 25 &nbsp;lze vytu\u0161it, \u017ee Moravec a jeho podporovatel\u00e9 jsou v&nbsp;opozici v\u016f\u010di jin\u00e9mu p\u0159\u00edstupu, kter\u00fd v&nbsp;USA raz\u00ed <strong>Eric Hirsch &nbsp;Jr<\/strong>. (*1928) ve dvou st\u011b\u017eejn\u00edch knih\u00e1ch <em>Cultural Literacy. What every American needs to know<\/em> (1987) a <em>&nbsp;Why Knowledge Matters. Resuing our children from failed educational theories<\/em> (2016). Hirsch\u016fv koncept je postaven\u00fd na soupisu \/ seznamu \u017e\u00e1dan\u00fdch (a vl\u00e1dnouc\u00edmi elitami) podporovan\u00fdch &nbsp;znalost\u00ed, kter\u00e9 jsou z\u00e1kladem <strong>kulturn\u00ed gramotnosti<\/strong> (<em>cultural literacy<\/em>). Ten soupis znalost\u00ed Hirsch naz\u00fdv\u00e1 \u201ez\u00e1kladn\u00ed \/ j\u00e1drov\u00e9 znalosti\u201c, mo\u017en\u00e1 i z\u00e1kladn\u00ed u\u010divo (<em>core knowledge<\/em>). I toto je p\u0159\u00edstup, kter\u00fd n\u011bkte\u0159\u00ed akt\u00e9\u0159i v&nbsp;\u010desk\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed podporuj\u00ed.<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Kultura \u201eml\u010den\u00ed\u201c<\/strong> \u010di <strong>\u201evyml\u010dov\u00e1n\u00ed\u201c<\/strong><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Podle Freirea nerovn\u00e9 spole\u010densk\u00e9 vztahy vytv\u00e1\u0159ej\u00ed <strong>&#8222;kulturu ml\u010den\u00ed<\/strong>&#8222;, kter\u00e1 utla\u010dovan\u00fdm v\u0161t\u011bpuje negativn\u00ed, pasivn\u00ed a potla\u010dovan\u00fd obraz sebe sama. Podle Freirea si&nbsp; proto \u017e\u00e1ci mus\u00ed osvojit kritick\u00e9 my\u0161len\u00ed, aby si uv\u011bdomili, \u017ee tato kultura ml\u010den\u00ed \u010di vyml\u010dov\u00e1n\u00ed je vytvo\u0159ena za \u00fa\u010delem utla\u010dov\u00e1n\u00ed. Kultura ml\u010den\u00ed&nbsp; \/ vyml\u010dov\u00e1n\u00ed m\u016f\u017ee tak\u00e9 zp\u016fsobit, \u017ee <strong>dominantn\u00ed jedinci<\/strong> z&nbsp;ni\u017e\u0161\u00ed spole\u010densk\u00e9 vrstvy ztrat\u00ed &nbsp;mo\u017enost \u010di prost\u0159edky, kter\u00fdmi mohou kriticky reagovat na kulturu vl\u00e1dnouc\u00ed elity spole\u010dnosti. Kultura vl\u00e1dnouc\u00edch elit je takov\u00fdm jedinc\u016fm vnucov\u00e1na prost\u0159ednictv\u00edm dominantn\u00ed kultury. Aktivn\u00ed jedinci jsou uml\u010dov\u00e1n\u00ed \u010di vyml\u010dov\u00e1ni (<em>culture of silence<\/em>), ve kter\u00e9 tito \u201eutla\u010dovan\u00ed\u201c jedinci nemaj\u00ed mo\u017enost se vyj\u00e1d\u0159it, nen\u00ed jim umo\u017en\u011bno b\u00fdt sly\u0161et. Vl\u00e1dnouc\u00ed elita se sna\u017e\u00ed tyto jedince zformovat do pat\u0159i\u010dn\u00e9 (pod\u0159\u00edzen\u00e9) role ve spole\u010dnosti. Br\u00e1n\u00ed jim, jak je uvedeno v jednom z&nbsp;bod\u016f Manifestu 25, <strong>v&nbsp;autentick\u00e9m u\u010den\u00ed<\/strong>, tj. v&nbsp;u\u010den\u00ed (obsah, praktiky a dal.), se kter\u00fdmi se \u017e\u00e1k \/ jedinec m\u016f\u017ee ztoto\u017e\u0148ovat, a ztoto\u017e\u0148uje se s&nbsp;nimi. Autenticita ve vzd\u011bl\u00e1v\u00e1n\u00ed nap\u0159\u00edklad tlum\u00ed \u010dasto zmi\u0148ovan\u00e9 ot\u00e1zky \u017e\u00e1k\u016f: \u201e<em>K \u010demu mn\u011b to je?<\/em>\u201c \u201e<em>Pro\u010d se to m\u00e1m u\u010dit?<\/em>\u201c Ale i autenticitu samotn\u00e9ho u\u010ditele. Absence autenticity se u u\u010ditele projev\u00ed nap\u0159\u00edklad hl\u00e1\u0161kou: \u201e<em>Jedu podle u\u010debnice<\/em>\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;uveden\u00fdch koncept\u016f si \u010dten\u00e1\u0159 m\u016f\u017ee ud\u011blat alespo\u0148 r\u00e1mcovou p\u0159edstavu o kritick\u00e9 pedagogice ovlivn\u011bn\u00e9 P. Freirem: zam\u011b\u0159en\u00ed na jedince, kte\u0159\u00ed se nenarodili \u201e<em>se st\u0159\u00edbrnou l\u017ei\u010dkou v&nbsp;puse<\/em>\u201c a&nbsp;o jejich \u201eosvobozen\u00ed\u201c d\u00edky vzd\u011bl\u00e1n\u00ed, ve kter\u00e9m maj\u00ed v\u0161ichni rovn\u00e9 p\u0159\u00edle\u017eitosti a mo\u017enosti. \u201eOsvobozen\u00ed\u201c d\u00e1v\u00e1m \u00famysln\u011b do uvozovek, proto\u017ee vzd\u011bl\u00e1n\u00ed ch\u00e1pu jako podm\u00ednku nutnou, ne v\u0161ak posta\u010duj\u00edc\u00ed, v&nbsp;duchu kantovsk\u00e9 filosofie.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z&nbsp;Manifestu 25&nbsp; vyzvednu zvl\u00e1\u0161t\u011b dva body, kter\u00e9 tak\u00e9 dlouhou dobu rezonuj\u00ed mezi \u010desk\u00fdmi odborn\u00edky (m\u00edn\u00edm teoretiky na vzd\u011bl\u00e1v\u00e1n\u00ed a u\u010ditele z&nbsp;praxe, p\u0159\u00edpadn\u011b dal\u0161\u00ed \u201ezasv\u011bcen\u00e9\u201c), a kte\u0159\u00ed jsou obezn\u00e1meni v&nbsp;\u010desk\u00e9 \u0161kolsk\u00e9 &nbsp;realit\u011b se zav\u00e1d\u011bn\u00edm \u201enov\u00e9ho\u201c r\u00e1mcov\u00e9ho vzd\u011bl\u00e1vac\u00edho programu z\u00e1kladn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed a s vytv\u00e1\u0159en\u00edm \u0161koln\u00edch r\u00e1mcov\u00fdch vzd\u011bl\u00e1vac\u00edch program\u016f (vlastn\u00ed p\u0159eklad):<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Bod 13: Znalosti si \u017e\u00e1k vytv\u00e1\u0159\u00ed s\u00e1m z&nbsp;v\u00fdznamu \/ smyslu, nikoli znalostmi od&nbsp;managementu (m\u00edn\u011bno veden\u00ed \u0161koly a veden\u00ed v\u00fduky u\u010diteli, pozn\u00e1mka JV)<\/li><li>Bod 14: Standardizace ub\u00edj\u00ed kreativitu a inovace.<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Probl\u00e9m p\u0159ekladu<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Velmi \u010dasto se v&nbsp;\u010desk\u00fdch odborn\u00fdch textech obecn\u011b setk\u00e1v\u00e1m s&nbsp;nep\u0159esn\u00fdm nebo a\u017e \u00fapln\u011b zav\u00e1d\u011bj\u00edc\u00edm p\u0159ekladem z&nbsp;anglick\u00e9ho jazyka \u010di s&nbsp;anakolutem, kdy doch\u00e1z\u00ed k&nbsp;vy\u0161inut\u00ed z&nbsp;v\u011btn\u00e9 stavby. Proto tady tak\u00e9 polemizuji p\u0159\u00edmo s&nbsp;origin\u00e1lem ne\u017e abych je\u0161t\u011b p\u0159id\u00e1val posunovan\u00e9 v\u00fdznamy z&nbsp;\u010desk\u00e9ho p\u0159ekladu \u010di nep\u0159esn\u00e9 v\u011btn\u00e9 stavby v&nbsp;\u010desk\u00e9m p\u0159ekladu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abych na p\u0159\u00edkladu uk\u00e1zal probl\u00e9m s&nbsp;p\u0159ekladem, vybral jsem <strong>bod 13 z&nbsp;origin\u00e1lu Manifestu 25<\/strong>, n\u00e1sledn\u011b pak uvedu v\u00fdsledek p\u0159ekladu z n\u00e1stroje <strong>P\u0159eklada\u010d Google<\/strong>, d\u00e1le <strong>p\u0159eklad z&nbsp;Metodick\u00e9ho port\u00e1lu rvp.cz<\/strong> a nakonec <strong>vlastn\u00ed p\u0159eklad<\/strong>. Nejsem lingvista, proto mn\u011b z\u00e1le\u017e\u00ed v\u00edc na obsahu a smyslu sd\u011blen\u00ed, z\u00e1le\u017e\u00ed mn\u011b na interpretaci. &nbsp;Nech\u00e1m na \u010dten\u00e1\u0159i, aby jednotliv\u00e9 v\u00fdsledky posoudil a ud\u011blal si sv\u016fj obr\u00e1zek.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong><u>Origin\u00e1l &nbsp;Manifestu 25 (dostupn\u00fd <\/u><\/strong><a href=\"https:\/\/manifesto25.org\/en\/\">ZDE<\/a>)<strong><u>:<\/u><\/strong><\/h3>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em><strong>Knowledge is constructed from meaning, not management.<\/strong>&nbsp;<\/em><\/p><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p><em>When we talk about knowledge and innovation, we frequently commingle or confuse the concepts with data and information instead. Too often, we fool ourselves into thinking that we give learners \u201cknowledge\u201d when we are just testing them for the rote recall of information. To be clear: Data are bits and pieces here and there, from which we combine into information. Knowledge is about taking information and creating meaning at a personal level. We innovate when we take action with what we know to create new value. Understanding this difference exposes one of the greatest problems facing school management and teaching: While we are good at managing information, we simply cannot manage the knowledge in students\u2019 heads without degrading it back to information.<\/em><\/p><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><u>P\u0159eklada\u010d Google:<\/u><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Znalosti jsou konstruov\u00e1ny z v\u00fdznamu, nikoli z managementu.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kdy\u017e mluv\u00edme o znalostech a inovac\u00edch, \u010dasto m\u00edch\u00e1me nebo zam\u011b\u0148ujeme tyto pojmy s daty a informacemi. P\u0159\u00edli\u0161 \u010dasto se klameme a mysl\u00edme si, \u017ee student\u016fm d\u00e1v\u00e1me \u201eznalosti\u201c, kdy\u017e je pouze testujeme, zda si informace zapamatuj\u00ed nau\u010den\u011b. Aby bylo jasno: Data jsou \u00fatr\u017eky, kter\u00e9 pak spojujeme do informac\u00ed. Znalosti spo\u010d\u00edvaj\u00ed v p\u0159eb\u00edr\u00e1n\u00ed informac\u00ed a vytv\u00e1\u0159en\u00ed v\u00fdznamu na osobn\u00ed \u00farovni. Inovujeme, kdy\u017e s t\u00edm, co v\u00edme, podnik\u00e1me kroky k vytvo\u0159en\u00ed nov\u00e9 hodnoty. Pochopen\u00ed tohoto rozd\u00edlu odhaluje jeden z nejv\u011bt\u0161\u00edch probl\u00e9m\u016f, kter\u00fdm \u010del\u00ed management a v\u00fduka \u0161kol: I kdy\u017e jsme dob\u0159\u00ed v \u0159\u00edzen\u00ed informac\u00ed, jednodu\u0161e nedok\u00e1\u017eeme spravovat znalosti v hlav\u00e1ch student\u016f, ani\u017e bychom je degradovali zp\u011bt na informace.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong><u>P\u0159eklad &nbsp;z&nbsp;Metodick\u00e9ho port\u00e1lu &nbsp;rvp.cz<\/u><\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Znalosti jsou konstruov\u00e1ny z v\u00fdznamu, nesta\u010d\u00ed jen p\u0159ij\u00edmat<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kdy\u017e mluv\u00edme o&nbsp;znalostech, \u010dasto p\u0159i ov\u011b\u0159ov\u00e1n\u00ed zam\u011b\u0148ujeme jejich existenci s&nbsp;daty z\u00edskan\u00fdmi testov\u00e1n\u00edm zapamatovan\u00fdch fakt. Aby bylo jasno: data jsou \u00fatr\u017eky, kter\u00e9 pak spojujeme do informac\u00ed. Znalosti spo\u010d\u00edvaj\u00ed v&nbsp;p\u0159eb\u00edr\u00e1n\u00ed informac\u00ed a&nbsp;vytv\u00e1\u0159en\u00ed v\u00fdznamu na osobn\u00ed \u00farovni. Inovujeme, kdy\u017e s t\u00edm, co v\u00edme, podnik\u00e1me kroky k vytvo\u0159en\u00ed nov\u00e9 hodnoty. Pochopen\u00ed tohoto rozd\u00edlu odhaluje jeden z&nbsp;nejv\u011bt\u0161\u00edch probl\u00e9m\u016f, kter\u00e9mu v\u00fduka \u010del\u00ed. I kdy\u017e jsme dob\u0159\u00ed v&nbsp;p\u0159ed\u00e1v\u00e1n\u00ed informac\u00ed, jednodu\u0161e nedok\u00e1\u017eeme spravovat znalosti v&nbsp;hlav\u00e1ch student\u016f, ani\u017e bychom je degradovali zp\u011bt na informace.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong><u>Vlastn\u00ed p\u0159eklad:<\/u><\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Znalosti jsou vytv\u00e1\u0159en\u00e9 na z\u00e1klad\u011b v\u00fdznamu \/ smyslu, nikoli na&nbsp; tom jak \u0161kolu vede \u0159editel \/ jak a co odu\u010d\u00ed u\u010ditel\u00e9 (vlastn\u00ed zv\u00fdrazn\u011bn\u00ed)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;Kdy\u017e mluv\u00edme o <strong>znalostech<\/strong> a o <strong>inovac\u00edch<\/strong>, \u010dasto t\u00edm mysl\u00edme nebo si dokonce i pleteme \/ zam\u011b\u0148ujeme tyto koncepty s<strong> daty<\/strong> a s <strong>informacemi<\/strong>. P\u0159\u00edli\u0161 \u010dasto klameme sami sebe, \u017ee \u017e\u00e1k\u016fm p\u0159edkl\u00e1d\u00e1me (hotov\u00e9, arbitr\u00e1rn\u011b dan\u00e9) &#8222;znalosti&#8220;, a p\u0159itom je jen zkou\u0161\u00edme z <strong>nabiflovan\u00fdch informac\u00ed<\/strong>. Aby bylo jasno: <strong>data \/ fakta<\/strong> jsou jen st\u0159\u00edpky \u010di kousky, kter\u00e9 le\u017e\u00ed tu a tam a <strong>ze kter\u00fdch skl\u00e1d\u00e1me informace<\/strong>. <strong>Znalosti jsou z\u00edskan\u00e9 informace<\/strong>, ze kter\u00fdch si <strong>na osobn\u00ed \u00farovni&nbsp; jedinec vytv\u00e1\u0159\u00ed v\u00fdznam \/ smysl<\/strong>. <strong>Inovujeme<\/strong> teprvea\u017e tehdy, kdy\u017e pokro\u010d\u00edme v tom, \u017ee (z informac\u00ed a ze znalost\u00ed na osobn\u00ed \u00farovni) <strong>vytv\u00e1\u0159\u00edme novou hodnotu<\/strong>. Pochopen\u00ed \/ porozum\u011bn\u00ed tomuto rozd\u00edlu je pak jedn\u00edm z nejv\u011bt\u0161\u00edch \u00fakol\u016f, kter\u00e9mu je vystaveno veden\u00ed \u0161koly a kter\u00e9mu jsou vystaveni i samotn\u00ed u\u010ditel\u00e9. I kdy\u017e um\u00edme zvl\u00e1dat informace (p\u0159ed\u00e1vat je \u017e\u00e1k\u016fm, pozn\u00e1mka JV)<strong>, neum\u00edme prost\u011b ovl\u00e1dat a kontrolovat znalosti v hlav\u00e1ch na\u0161ich \u017e\u00e1k\u016f, um\u00edme od \u017e\u00e1k\u016f \u017e\u00e1dat jen tup\u00e9 informace<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jako p\u0159\u00edklad takov\u00e9 transmisivn\u00ed v\u00fduky uv\u00e1d\u00edm dnes ji\u017e klasick\u00fd text Ji\u0159\u00edho Such\u00e9ho z&nbsp;divadeln\u00ed hry <em>\u010clov\u011bk z&nbsp;p\u016fdy<\/em>: \u201e<em>d\u00edt\u011b \u0161kolou povinn\u00e9, dovede to, co my ne \u2026<\/em>\u201c (1959).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z\u00e1kladn\u00edm smyslem bodu 13 jsou znalosti, inovace, data \/ fakta a informace, rozd\u00edl mezi nimi &nbsp;a jejich subjektivn\u00ed ch\u00e1pan\u00ed u jedince. N\u00e1sleduje pak, jak tyto subjektivn\u00ed znalosti po\u017eadovat od \u017e\u00e1ka \/ jedince&nbsp; a jak rozum\u011bt smyslu \/ v\u00fdznamu znalost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Co je to znalost \u010di znalosti? &nbsp;V&nbsp;Manifestu 25 &nbsp;to &nbsp;nen\u00ed specifikov\u00e1no \u017e\u00e1dn\u00fdmi&nbsp;odkazy na zdroje. Lze si vypomoci nap\u0159\u00edklad <strong>Revidovanou Bloomovou taxonom\u00edi<\/strong> (Anderson &amp; Krathwohl, 2001), ve kter\u00e9 je znalostn\u00ed dimenze charakterizovan\u00e1 taxonomicky: fakta \u2013 koncepty \u2013 procesy \u2013 metakognice. V&nbsp;tom je t\u00e9m\u011b\u0159 &nbsp;v\u0161e, o \u010dem se v&nbsp;Moravcov\u011b Manifestu 25.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Manifest15 a Manifest 25<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Manifest 25 n\u00e1sleduje Manifest z&nbsp;roku 2015. Moravec (2025) &nbsp;poukazuje na to, \u017ee za 10 let do\u0161lo ve vzd\u011bl\u00e1vac\u00edch syst\u00e9mech v&nbsp;tomto sv\u011bt\u011b k&nbsp;rychl\u00fdm zm\u011bn\u00e1m. &nbsp;P\u0159ed deseti lety Manifest 15 Johna Moravce vyz\u00fdval k odv\u00e1\u017en\u00fdm krok\u016fm v p\u0159ehodnocen\u00ed u\u010den\u00ed pro m\u011bn\u00edc\u00ed se sv\u011bt. V&nbsp;Manifestu 25 se tvrd\u00ed, \u017ee &nbsp;od t\u00e9 doby <strong>se r\u00e9torika st\u00e1v\u00e1 st\u00e1le hlasit\u011bj\u0161\u00ed, ale zm\u011bnilo se jen velmi m\u00e1lo<\/strong>. Jinak \u0159e\u010deno, od slov se p\u0159\u00edli\u0161 nep\u0159e\u0161lo k&nbsp;\u010din\u016fm. Tradi\u010dn\u00ed filosofie i nad\u00e1le nedok\u00e1\u017eou splnit po\u017eadavky na vzd\u011bl\u00e1n\u00ed pro na\u0161\u00ed sou\u010dasnost i budoucnost.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V&nbsp;Manifestu 25 nen\u00ed \u017e\u00e1dn\u00e1 zm\u00ednka o <strong>kritick\u00e9 pedagogice<\/strong>, kterou rozv\u00edjej\u00ed nap\u0159. Henry Groux, Peter McLaren a Roger Simon. Kritick\u00e1 pedagogika nep\u0159edepisuje \u017e\u00e1k\u016fm a mlad\u00fdm lidem, jak a co se maj\u00ed u\u010dit. To &nbsp;uv\u00e1d\u00ed &nbsp;<strong>Henry Giroux<\/strong> (*1943) (in: Huckle &amp; Stephen, 1996, str. 100), americk\u00fd v\u011bdec a kulturn\u00ed kritik. Giroux je jedn\u00edm ze zakl\u00e1daj\u00edc\u00edch teoretik\u016f kritick\u00e9 pedagogiky ve Spojen\u00fdch st\u00e1tech a je nejv\u00edce zn\u00e1m\u00fd svou pr\u016fkopnickou prac\u00ed v oblasti ve\u0159ejn\u00e9 pedagogiky, kulturn\u00edch studi\u00ed, studi\u00ed ml\u00e1de\u017ee, vysoko\u0161kolsk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed, medi\u00e1ln\u00edch studi\u00ed a kritick\u00e9 teorie. V roce 2002 nakladatelstv\u00ed Routledge jmenovalo Girouxe jedn\u00edm z pades\u00e1ti nejv\u00fdznamn\u011bj\u0161\u00edch pedagogick\u00fdch myslitel\u016f modern\u00ed doby, cit. &nbsp;Layder (1994); Craib (1992); White (1989), in: Huckle, Sterling 1996, str. 100.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reflexe v&nbsp;Manifestu 25 ukazuje na pomal\u00e9 zm\u011bny ve vzd\u011bl\u00e1v\u00e1n\u00ed, kde 10 let v&nbsp;porovn\u00e1n\u00ed k&nbsp;technick\u00fdm a spole\u010densk\u00fdm zm\u011bn\u00e1m v&nbsp;tomto sv\u011bt\u011b &nbsp;se jev\u00ed jako brzda. P\u0159ipome\u0148me jen raketov\u00e9 zrychlen\u00ed ve v\u00fdvoji um\u011bl\u00e9 inteligence. &nbsp;Zm\u011bny se relativn\u011b da\u0159\u00ed popisovat, p\u0159\u00edpadn\u011b analyzovat, av\u0161ak uv\u00e9st nov\u00e9 poznatky do praxe a v&nbsp;praxi je realizovat &nbsp;se jev\u00ed jako t\u00e9m\u011b\u0159 nulov\u00e9. Proto st\u00e1le siln\u011bj\u0161\u00ed a hlasit\u011bj\u0161\u00ed r\u00e9torika a t\u00e9m\u011b\u0159 nulov\u00e9 zm\u011bny ve vzd\u011bl\u00e1vac\u00ed praxi.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Odborn\u00fd \u010dl\u00e1nek na Metodick\u00e9m port\u00e1lu<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Um\u00edst\u011bn\u00ed textu Moravcova Manifestu v&nbsp;sekci \u201e<strong>Odborn\u00e9 \u010dl\u00e1nky<\/strong>\u201c na Metodick\u00e9m port\u00e1lu je pro mne osobn\u011b m\u00edrn\u011b \u0159e\u010deno diskutabiln\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">D\u016fvody:<\/p>\n\n\n\n<ol class=\"wp-block-list\" type=\"1\"><li>Jde o <strong>p\u0159eklad textu<\/strong>, kter\u00fd s\u00e1m o sob\u011b nen\u00ed dostate\u010dn\u011b odborn\u00fd a ani analytick\u00fd, nebo alespo\u0148 v\u00fdrazn\u011b komentuj\u00edc\u00ed<\/li><li>V&nbsp;p\u0159ekladu nejsou uveden\u00fd \u017e\u00e1dn\u00e9 dal\u0161\u00ed odborn\u00e9 zdroje<\/li><li><strong>Nen\u00ed uveden \u017e\u00e1dn\u00fd recenzn\u00ed posudek<\/strong> z&nbsp;Metodick\u00e9ho port\u00e1lu pro tento odborn\u00fd text<\/li><\/ol>\n\n\n\n<h2 class=\"wp-block-heading\">Shrnuto<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;jde sp\u00ed\u0161 o aktivistick\u00fd text, kter\u00fd neargumentuje, nenahl\u00ed\u017e\u00ed nap\u0159\u00edklad na problematiku vzd\u011bl\u00e1v\u00e1n\u00ed z&nbsp;v\u00edcero \u00fahl\u016f \/ pohled\u016f,&nbsp; ale sp\u00ed\u0161e \u201e\u00fato\u010d\u00ed\u201c na emoce a city, co\u017e je v&nbsp;rozporu s&nbsp;podstatou odborn\u00e9ho textu. Ale p\u0159esto tvrd\u00edm, \u017ee m\u00e1 sv\u00e9 m\u00edsto ve vzd\u011bl\u00e1v\u00e1n\u00ed. Burcuje k&nbsp;zamy\u0161len\u00ed \/ k p\u0159em\u00fd\u0161len\u00ed, co\u017e i tady prezentuji.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Obsah Manifestu 25 je inspiruj\u00edc\u00ed a je dob\u0159e, \u017ee byl na Metodick\u00e9m port\u00e1lu rvp.cz &nbsp;publikovan\u00fd. Na druhou stranu je v\u0161ak pot\u0159eba t\u011bmto informac\u00edm i form\u00e1tu v\u011bnovat pat\u0159i\u010dnou pozornost a b\u00fdt k&nbsp;jejich koncept\u016fm a v\u00fdsledk\u016fm kritick\u00fd.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Pou\u017eit\u00e1 literatura, inspirativn\u00ed zdroje<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson, L. W., &amp; Krathwohl, D. R. (2001<\/strong>). <em>A Taxonomy for Learning, Teaching and Assessing<\/em> (Abridged Edition ed.). New York: Addison Wesley Longman, Inc.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Cloke, P., Crang, P., &amp; Goodwin, M. (2005)<\/strong>. <em>Introducing Human Geographies<\/em> (2nd Edition ed.). Abingdon, Oxon: Hodder Arnold.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Freire, P. (1970\/1993)<\/strong>. <em>Pedagogy of the Oppressed.<\/em> New York: The Continuum International Publishing Group Inc. Retrieved October 12, 2021, from https:\/\/envs.ucsc.edu\/internships\/internship-readings\/freire-pedagogy-of-the-oppressed.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Hirsch, E. D. (1987)<\/strong>. <em>Cultural Literacy. What every American needs to know.<\/em> New York: Random Hous, Inc.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Hirsch, E. D. (2016)<\/strong>. <em>Why Knowledge Matters. Resuing our children from failed educational theories.<\/em> Cabridbe, Massachusetts: Harvard Euducation Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Huckle, J., &amp; Stephen, S. (1996<\/strong>). <em>Education for Sustainability.<\/em> London: Earthcan.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Mizzi, E. (2025, June 28)<\/strong>. Empowering young people: Powerful knowledge in economics. <em>British Educational Research Journal<\/em>, p. 17. doi:10.1002\/berj.4216<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Moravec, J. (Ed.). (2025, January 1<\/strong>). <em>Manifesto 25. A blueprint for reclaiming education .<\/em> Retrieved July 8, 2025, from Manifesto 25: https:\/\/manifesto25.org\/en\/<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Polanyi, M. (1958 \/ 1962).<\/strong> <em>Personal Knowledge. Towards a Post-Critical Philosophy<\/em> (corrected edition ed.). London: Routledge &amp; Kegan Paul Ltd. Retrieved July 11, 2025, from https:\/\/martin.kcvs.ca\/phil334\/papers\/polanyi-m-personal-knowledge-towards-a-post-critical-philosophy.pdf<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Wilby, P. (2018, October 9)<\/strong>. The counterculture class warrior who turned to Gove. <em>The Guardian<\/em>. Retrieved July 7, 2025, from https:\/\/www.theguardian.com\/education\/2018\/oct\/09\/counterculture-class-warrior-turned-to-gove<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Young, M. F. (Ed.). (1971)<\/strong>. <em>Knowledge and Control: New Directions in the Sociology of Education (Set books)<\/em> (Open University ed.). London: Macmillan.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Young, M. F. (2007)<\/strong>. <em>Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education.<\/em> London: Routledge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Young, M., Lambert, D., Roberts, C., &amp; Roberts, M. (2014<\/strong>). <em>Knowledge and the Future School. Curriculum and Social Justice.<\/em> London: BLOOMSBURY.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dal\u0161\u00ed zdroje jsou uvedeny p\u0159\u00edmo v&nbsp;textu.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Reakce na aktivistick\u00fd text od Johna Moravce Manifest 25<\/p>\n","protected":false},"author":1425,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,403,4632],"tags":[4655,4653],"class_list":["post-1857","post","type-post","status-publish","format-standard","hentry","category-jaroslav-vavra","category-recenze","category-revize-rvp","tag-powerful-knowledge","tag-znalosti"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1857","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=1857"}],"version-history":[{"count":12,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1857\/revisions"}],"predecessor-version":[{"id":1872,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/posts\/1857\/revisions\/1872"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/media?parent=1857"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/categories?post=1857"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/educator\/wp-json\/wp\/v2\/tags?post=1857"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}