{"id":223,"date":"2011-03-04T11:28:43","date_gmt":"2011-03-04T10:28:43","guid":{"rendered":"http:\/\/ireneus.blogy.rvp.cz\/?p=223"},"modified":"2011-03-04T11:29:25","modified_gmt":"2011-03-04T10:29:25","slug":"povzneseme-se-ve-skolstvi-nekdy-nad-ukoptene-predpisy","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/ireneus\/2011\/03\/04\/povzneseme-se-ve-skolstvi-nekdy-nad-ukoptene-predpisy\/","title":{"rendered":"Povzneseme se ve \u0161kolstv\u00ed n\u011bkdy nad ukopt\u011bn\u00e9 p\u0159edpisy?"},"content":{"rendered":"

Hodnoty, jim\u017e se mus\u00ed pod\u0159\u00eddit pojet\u00ed a obsah \u0161koln\u00edho kurikula pro v\u011bk 3 \u2013 18 ve Skotsku<\/strong><\/p>\n

Nen\u00ed snadn\u00e9 propojit v\u00fd\u010det a popis hodnot, jim\u017e m\u00e1 n\u00e1rodn\u00ed a \u0161koln\u00ed kurikulum slou\u017eit, s konkr\u00e9tn\u00edm zn\u011bn\u00edm osnov, nebo \u0160VP, nebo sylab\u016f u\u010ditelsk\u00e9ho studia na V\u0160. A p\u0159esto bychom to m\u011bli pova\u017eovat za povinnou profesn\u00ed dovednost ka\u017ed\u00e9ho u\u010ditele!<\/p>\n

Auto\u0159i n\u00e1vrh\u016f a n\u00e1pad\u016f o tom, co by m\u011blo b\u00fdt \u201ev osnov\u00e1ch\u201c nebo v u\u010debnici, u n\u00e1s obvykle nedovedou o souvislosti mezi velk\u00fdmi hodnotami a konkr\u00e9tn\u00edm u\u010divem dost soustavn\u011b p\u0159em\u00fd\u0161let. Pr\u00e1v\u011b proto se zas a zas pokusy autor\u016f u\u010debnic, tv\u016frc\u016f osnov i \u0161kolsk\u00e9 politiky v\u016fbec zvrt\u00e1vaj\u00ed do materi\u00e1l\u016f a p\u0159edpis\u016f, ve kter\u00fdch je plno vnit\u0159n\u00edch rozpor\u016f, kde sch\u00e1zej\u00ed d\u016fle\u017eit\u00e9 v\u011bci jako nap\u0159. dostatek \u010dasu na v\u00fduku a na rozvoj cenn\u00fdch v\u011bdomost\u00ed i dovednost\u00ed u ka\u017ed\u00e9ho \u017e\u00e1ka.<\/p>\n

Fr\u00e1ze o velk\u00fdch hodnot\u00e1ch se u n\u00e1s sice prohla\u0161uj\u00ed, ale v diskus\u00edch o kurikulu (o RVP-\u0160VP), o v\u00fduce a o u\u010debnic\u00edch, o standardech atp. se hroziv\u011b projevuje naho\u0159e i dole \u00fapln\u00e9 ignorov\u00e1n\u00ed toho, \u017ee ka\u017ed\u00fd kr\u016f\u010dek u\u010ditele a \u017e\u00e1ka ve t\u0159\u00edd\u011b m\u00e1 m\u00ed\u0159it k rozvoji velk\u00fdch c\u00edlov\u00fdch hodnot. (V\u0161imn\u011bte si n\u00ed\u017ee, \u017ee Skoti, takov\u00fd \u00fasporn\u00fd n\u00e1rod, nejmenuj\u00ed \u017e\u00e1dnou hodnotu typu \u201ezam\u011bstnatelnost\u201c!?) Naproti tomu se u n\u00e1s v politick\u00fdch i odborn\u00fdch n\u00e1vrz\u00edch zcela nekriticky projevuj\u00ed p\u0159\u00edstupy a zd\u016fraz\u0148uj\u00ed podrobnosti, kter\u00e9 nemaj\u00ed s velk\u00fdmi civiliza\u010dn\u00edmi hodnotami mnoho spole\u010dn\u00e9ho.<\/p>\n

\u010c\u00edm to je? Mysl\u00edm, \u017ee jak ti navrhovatel\u00e9, tak ti, kdo prohla\u0161uj\u00ed, \u017ee velk\u00e9 c\u00edle a hodnoty jsou jenom fale\u0161n\u00e9 reformistick\u00e9 n\u00e1pady \u201eteoretik\u016f\u201c, prost\u011b neum\u011bj\u00ed to spojen\u00ed vid\u011bt ani myslit. Prost\u011b nev\u011bd\u00ed, \u010d\u00edm \u017ee by ve t\u0159\u00edd\u011b a \u0161kole se \u017e\u00e1ky k hodnot\u00e1m m\u00ed\u0159ili, kter\u00e9 \u00fakoly, kter\u00e1 t\u00e9mata, kter\u00e9 podm\u00ednky pr\u00e1ce by \u017e\u00e1ka k takov\u00fdm vysok\u00fdm c\u00edl\u016fm vedly. Nikdo je tak myslit a vyu\u010dovat nenau\u010dil, a sami na to nep\u0159i\u0161li.<\/p>\n

Pou\u010dn\u00e9 je vid\u011bt, jak se o to propojen\u00ed sna\u017e\u00ed a s jak p\u0159ipraven\u00fdmi u\u010diteli to d\u011blaj\u00ed v t\u00e9 cizin\u011b, kde se to aspo\u0148 trochu da\u0159\u00ed.<\/p>\n

Ne\u010dt\u011bte si jenom \u00faryvek n\u00ed\u017ee p\u0159ilo\u017een\u00fd, ale pro\u010dt\u011bte si taky McKinseyho zpr\u00e1vu o \u00fasp\u011b\u0161n\u00fdch \u0161kolsk\u00fdch syst\u00e9mech ve sv\u011bt\u011b (How the world’s best performing school systems come out o top \u2013 u\u017e ze z\u00e1\u0159\u00ed 2007!<\/p>\n

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M\u011bli bychom volat k zodpov\u011bdnosti za velk\u00e9 spole\u010densk\u00e9 hodnoty nejen toho, kdo navrhuje p\u0159\u00edzemn\u00ed osnovy, ukopt\u011bn\u00e9 standardy nebo primitivizuj\u00edc\u00ed testy nacpan\u00e9 starou sl\u00e1mou, ale tak\u00e9 toho, kdo v u\u010ditelsk\u00e9 profesi po takov\u00fdch osnov\u00e1ch vol\u00e1 a kdo je nekriticky v\u00edt\u00e1.<\/p>\n

Jak se vy, kolegov\u00e9 i politici, chcete vyrovnat s t\u00edm, \u017ee nov\u011b navr\u017een\u00e9 star\u00e9 osnovy, kter\u00e9 op\u011bt zaberou u\u010diteli a \u017e\u00e1kovi \u017eivotn\u00ed \u010das, zase obsahuj\u00ed takov\u00e9 v\u00fdstupy a u\u010divo jako v \u010de\u0161tin\u011b (4. ro\u010dn\u00edk) \u201evyhled\u00e1 v nezn\u00e1m\u00e9m textu plnov\u00fdznamov\u00e1 slova a ur\u010d\u00ed jejich slovn\u00ed druh; ohebn\u00e9 slovn\u00ed druhy u\u017e\u00edv\u00e1 ve spr\u00e1vn\u00e9m tvaru\u201c, \u201eve v\u011bt\u00e1ch s nevyj\u00e1d\u0159en\u00fdm podm\u011btem tvo\u0159\u00ed z\u00e1kladn\u00ed skladebn\u00ed dvojici za pomoci p\u0159\u00edslu\u0161n\u00fdch osobn\u00edch z\u00e1jmen\u201c. Nebo v 8. ro\u010dn\u00edku \u201eodli\u0161\u00ed v\u011btu dvou\u010dlennou, jedno\u010dlennou a v\u011btn\u00fd ekvivalent; ur\u010d\u00ed druh podm\u011btu \u2013 vyj\u00e1d\u0159en\u00fd slovem, vyj\u00e1d\u0159en\u00fd v\u011btou, nevyj\u00e1d\u0159en\u00fd, v\u0161eobecn\u00fd; ur\u010d\u00ed druh p\u0159\u00edsudku \u2013 slovesn\u00fd, slovesn\u011b-jmenn\u00fd, vyj\u00e1d\u0159en\u00fd v\u011btou; ur\u010d\u00ed p\u0159\u00edslove\u010dn\u00e1 ur\u010den\u00ed; rozhodne, zda je rozvit\u00fd p\u0159\u00edvlastek p\u0159ipojen k \u010dlenu \u0159\u00edd\u00edc\u00edmu pevn\u011b, nebo voln\u011b\u201c a sto dal\u0161\u00edch zmrtv\u011blost\u00ed.<\/p>\n

Jak se \u010destn\u011b vyrovn\u00e1te s t\u00edm, \u017ee n\u00e1vrh osnov ukrojil disponibiln\u00edm hodin\u00e1m a vnutil hodiny n\u011bkter\u00fdm p\u0159edm\u011bt\u016fm? Nem\u00e1 si tohle rozhodnout \u2013 povinn\u011b, kvalifikovan\u011b \u2013 pr\u00e1v\u011b \u0161kola? A pokud to snad neum\u00ed, asi by se m\u011bla p\u0159e\u0161kolit, ne? A ten, kdo j\u00ed umo\u017en\u00ed nebo nakonec i vnut\u00ed (jen si po\u010dkejte p\u00e1r m\u011bs\u00edc\u016f!) takov\u00e9 z\u00e1vazn\u00e9 osnovy, by se rad\u0161i m\u011bl v\u010das p\u0159e\u0161kolit na n\u011bjakou m\u00e9n\u011b n\u00e1ro\u010dnou pr\u00e1ci s men\u0161\u00ed zodpov\u011bdnost\u00ed v\u016f\u010di n\u00e1rodu taky…<\/p>\n

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Wisdom, justice, compassion and integrity<\/strong>: the words which are inscribed on the mace of the Scottish Parliament have helped to define values for our democracy.<\/p>\n

It is one of the prime purposes of education to make our young people aware of the values on which Scottish society is based and so help them to establish their own stances on matters of social justice and personal and collective responsibility. Young people therefore need to learn about and develop these values. The curriculum is an important means through which this personal development should be encouraged.<\/p>\n

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To achieve this, the curriculum:<\/p>\n