| Popis: |
In the middle of the 20th century, the awareness of the shortcomings in the society and education of that time began to develop rapidly. Critical pedagogues and creators of alternative pedagogical ideas are appearing, mostly in the USA and Europe. With the development of child psychology, carried by new insights that bring great changes like Melanie Klein, Peter Blos, Jane Kroger and many others. In the second half of the 20th century, the number of alternative schools modeled on Summerhill has been growing since 1973. These schools, ie pedagogical ideas, appear as a countermeasure to traditional pedagogical and didactic standards. New ideals are becoming emancipation, democracy and self-control. By 1990, an average of 0.88 such schools were opened per year, while at the beginning of the 21st century that number rose to an average of 4.56 schools per year, with the interesting fact that more than half of these schools are modeled on Freinet. The aim of this paper is to present a historical overview of the development of critical pedagogy and their importance for the modern education system. By observing the historical development of education and pedagogical ideas in general, we give room for future progress and understanding that many things we consider modern are not so new and that there is room for improvement, it is important to notice and use it. |
