Syntéza kreativního učení a vzdělávání pro udržitelný rozvoj v České republice

Obsah hlavního článku

Laura Henderson
https://orcid.org/0000-0001-9711-6699
Michaela Kuříková
https://orcid.org/0000-0001-9808-0173
Roman Kroufek
https://orcid.org/0000-0003-4188-8715

Abstrakt

Tento článek pojednává o pedagogickém přístupu Vzdělávání pro budoucnost (VpB) propojujícím dva vzájemně provázané podpůrné modely kompetencí: Klíčové kompetence pro udržitelnost (Rieckmann 2017) a model Kreativní návyky mysli (Lucas, Claxton, & Spencer, 2013). Uvedený přístup se týká některých problémů implementace vzdělávání pro udržitelný rozvoj tím způsobem, kdy žáci sami stanovují svou vizi a svůj závazek k provedení změny. Mezi tyto problémy patří : 1) Ekologické vzdělávání se i nadále vede v duchu scientismu, který neumožňuje studentům pochopit sociální a společenské souvislosti hlavních příčin environmentálních problémů a uvědomit si „možnosti konat“ vlastní jednotlivcům i společnosti; 2) Vzdělávání pro udržitelnost často vychází z transmisivních modelů vzdělávání. Je však třeba přejít k participativním, socio-konstruktivistickým, transformativním modelům; 3) Mnoho z kompetencí, které potřebujeme, abychom dokázali čelit problémům 21. století, se nachází mimo kognitivní oblast, především v oblasti afektivní (UNESCO, 2017); 4) Může být nedostatečné pochopení způsobu, jakým se budoucnost „přihodí“. Článek shrnuje, jak se projekt vztahuje k Akční kompetenci (Jensen & Schnack, 1997) a modelu participace (Lundy, 2007), za účelem vytvoření efektivního přístupu k rozvoji udržitelných kompetencí a rozvoji sebepojetí žáků jako aktérů změny. Popisuje implementaci pilotního projektu VpB ve čtyřech třídách základních škol (1.–9. třída) a pozitivní dopad rozvoje kompetencí u účastníků.

Stažení

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Podrobnosti článku

Jak citovat
Henderson, L., Kuříková, M., & Kroufek, R. (2021). Syntéza kreativního učení a vzdělávání pro udržitelný rozvoj v České republice. Envigogika, 16(2). https://doi.org/10.14712/18023061.628
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Recenzované články

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