Proč školství a jeho aktéři selhávají : Kognitivní krajiny a nacionalismus
Title in English: Why education and its actors fail : Cognitive landscapes and nationalism. Why education reforms are often unsuccessful? Why is the school environment essentially toxic and systemically hindering the education process? Why, despite the sincere efforts of enlightened headmasters and...
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| Format: | Book Chapter |
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Masaryk University Press
2019
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| Online Access: | Get Fullteks DOAB: description of the publication |
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| LEADER | 02297naaaa2200337uu 4500 | ||
|---|---|---|---|
| 001 | doab_20_500_12854_80500 | ||
| 005 | 20220401 | ||
| 020 | |a CZ.MUNI.M210-9378-2019 | ||
| 020 | |a 9788021093782 | ||
| 020 | |a 9788021093775 | ||
| 024 | 7 | |a 10.5817/CZ.MUNI.M210-9378-2019 |c doi | |
| 041 | 0 | |a Czech | |
| 042 | |a dc | ||
| 072 | 7 | |a JN |2 bicssc | |
| 100 | 1 | |a Šíp, Radim |4 auth | |
| 245 | 1 | 0 | |a Proč školství a jeho aktéři selhávají : Kognitivní krajiny a nacionalismus |
| 260 | |b Masaryk University Press |c 2019 | ||
| 300 | |a 1 electronic resource (471 p.) | ||
| 506 | 0 | |a Open Access |2 star |f Unrestricted online access | |
| 520 | |a Title in English: Why education and its actors fail : Cognitive landscapes and nationalism. Why education reforms are often unsuccessful? Why is the school environment essentially toxic and systemically hindering the education process? Why, despite the sincere efforts of enlightened headmasters and teachers to change the face of the school, is it not actually transforming it? The book shows that reforms only affect the surface of schools. The core of the school institution is governed by rationality, which is associated with the industrial nationalist era. This rationality, at many levels - from state, to regional, to the level of everyday action of all actors - contradicts the structure of the globalizing world, its networking and non-hierarchical nature. In this new world, the institution of the school is still an institution that systematically norms and homogenizes the population and excludes all "inadaptable". We are on the threshold of a whole new era, but schools sound with the rhythm of the 19th century. | ||
| 540 | |a Creative Commons |f https://creativecommons.org/licenses/by-nc-nd/4.0/ |2 cc |4 https://creativecommons.org/licenses/by-nc-nd/4.0/ | ||
| 546 | |a Czech | ||
| 650 | 7 | |a Education |2 bicssc | |
| 653 | |a theory of science | ||
| 653 | |a compostiona of thinking and action | ||
| 653 | |a pedagogy | ||
| 653 | |a school institution | ||
| 653 | |a cognitive landscape | ||
| 653 | |a nationalism | ||
| 856 | 4 | 0 | |a www.oapen.org |u https://munispace.muni.cz/library/catalog/download/1434/3987/1905-2 |7 0 |z Get Fullteks |
| 856 | 4 | 0 | |a www.oapen.org |u https://directory.doabooks.org/handle/20.500.12854/80500 |7 0 |z DOAB: description of the publication |