Naturalistic Romantic, Liberal: Philosophical Tenets of Modern Pedagogy in the Context of Postmodern Critique

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F15%3A50004283" target="_blank" >RIV/62690094:18440/15:50004283 - isvavai.cz</a>
Result on the web
<a href="http://pages.pedf.cuni.cz/pedagogika/?p=11335&lang=cs" target="_blank" >http://pages.pedf.cuni.cz/pedagogika/?p=11335&lang=cs</a>
DOI - Digital Object Identifier
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Result language
angličtina
Original language name
Naturalistic Romantic, Liberal: Philosophical Tenets of Modern Pedagogy in the Context of Postmodern Critique
Original language description
Modern pedagogical traditions are historically situated in the time of the rise of so called modernity. It is impossible to talk about modernity without reference to the rich philosophical legacy of the Enlightenment. The goal of this study is to sketchthree main philosophical tenets or metanarratives of this period (naturalism, romanticism, liberalism) in order to show their implications for pedagogy in western world (primarily in central Europe, Austro-Hungarian empire). The sub-goal is to outline the key reasons for the feeling of crisis of both modernity and modern pedagogy. The problem of modernity has been approached from a number of different perspectives by different thinkers. Besides other authors, I will rely in this essay on Andrew Wright'shelpful treatise of modernity, because he uniquely joins two disciplines relevant for the theme of this work, namely philosophy and education.
Czech name
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Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Publication year
2015
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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