‘Education through life and work’: pedagogical programme of care for physically disabled children and youth in the Czech lands in the first half of the twentieth century.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F21%3A00008619" target="_blank" >RIV/46747885:24510/21:00008619 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.peterlang.com/view/title/74404" target="_blank" >https://www.peterlang.com/view/title/74404</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3726/b17818" target="_blank" >10.3726/b17818</a>

Jazyk výsledku

angličtina

Název v původním jazyce

‘Education through life and work’: pedagogical programme of care for physically disabled children and youth in the Czech lands in the first half of the twentieth century.

Popis výsledku v původním jazyce

It is reconstructed in the first part of the chapter, there was a search for the ‘healthy’, ‘eubiotic’ forms of life (eu = good; bios = life) and the ‘natural’ forms of education of the ‘new school’, which were based, among other things, on the results of experimentally oriented educational sciences and research such as ‘child study’ (Kinderforschung). In no case should children with severe physical disabilities be excluded from this reform life. The second part of the chapter uses the example of the pedagogical reform work of two directors of an exemplary institution for education and training of severely disabled children (the Jedlička Institute in Prague) in order to analyse how the principles of the reform of school and education designed for ‘common school’ also determined the concept and focus of the pedagogical work in institutions and schools for children and youth with severe physical disabilities. And one asks whether and how the discourse of ‘new school’ in the case of the education of severely disabled children and youth has been biologised by eugenic concepts?

Název v anglickém jazyce

‘Education through life and work’: pedagogical programme of care for physically disabled children and youth in the Czech lands in the first half of the twentieth century.

Popis výsledku anglicky

It is reconstructed in the first part of the chapter, there was a search for the ‘healthy’, ‘eubiotic’ forms of life (eu = good; bios = life) and the ‘natural’ forms of education of the ‘new school’, which were based, among other things, on the results of experimentally oriented educational sciences and research such as ‘child study’ (Kinderforschung). In no case should children with severe physical disabilities be excluded from this reform life. The second part of the chapter uses the example of the pedagogical reform work of two directors of an exemplary institution for education and training of severely disabled children (the Jedlička Institute in Prague) in order to analyse how the principles of the reform of school and education designed for ‘common school’ also determined the concept and focus of the pedagogical work in institutions and schools for children and youth with severe physical disabilities. And one asks whether and how the discourse of ‘new school’ in the case of the education of severely disabled children and youth has been biologised by eugenic concepts?

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Education and the Body in Europe (1900-1950)

ISBN

978-3-631-83564-7

Počet stran výsledku

17

Strana od-do

207-223

Počet stran knihy

268

Název nakladatele

Peter Lang

Místo vydání

Berlin

Kód UT WoS kapitoly

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