The presented contribution pertains to the museology educational matters. Aiming to a wider understanding of the formative part, this topic corresponds to the final outcomes of the research of educational potential of the Comenius Museum in Přerov. Detailed studies of the museology educational process and its qualities are the objectives of the work as explored within the real example with the special attention paid to the cooperative learning methods in use. The practice of the innovative methods delivering knowledge about the museum exhibits by the interesting interpretation of their historical consequences enriches the perceived content of various educational areas. Also, this practice brings opportunity for the educational programs scholars i.a. to draw the real potential of the exhibits with regard to their pro-social possibilities. The author of the work wishes to represent widely the didactic analyses of specific learning situations from the recent out-of-school practice, reflecting contribution of the initiation.
With regard to existing concept of the moral education (ethics) in Slovakia, the questions of ethics and morals are only one of the partial sections. The dominant role is played by psychology based on Roberto Olivar’s concept with emphasis on pro-socialization and on Erickson’s concept of the psychosocial development. From the philosophy basis point of view, only Aristotle, even in reduced form and Spranger’s concept of the life forms are mentioned. Philosophy and ethics are only complements to more psychologically based educational program which is resulting from the problematic division of a social and moral experience into egoistic and prosocial. Egoism is presented in a distorted form and is characterized as the cause of all moral evil. However, there are several different types of understanding of the term egoism in philosophy and ethics as for example psychological and ethical egoism, or self-interest. Ethical egoism or self-interest cannot be identified with selfishness. The main aim of moral education should not be only to form the desired children and youth moral orientation but on the other hand, to form morally self-confident individuals who are able to solve the moral problems, to help the others to solve them as well and to be able to bear moral responsibility for their own deeds.
Although it has been assumed for many years that there is a relationship between the subjectively perceived quality of residential environment and quality of life, empirical evidence for the existence of such a link has been inconclusive. It is also assumed that the perception of residential environment in a certain way covariates with the behavior of people in this environment; Empirical support for this correlation is now all the more problematic. The objectives in the our research project were as follows: (1) enriching the current knowledge about those links between the perceived quality of various residential areas and their inhabitants’ experienced quality of life, and (2) examining the co-variables between the sense of satisfaction with the residence and declared pro-social and civic behavior. For the purpose of our study, we proposed an original theoretical framework integrating several available man-environment-behavior relationship concepts with the more general homeodynamic regulation concept for achieving psychological balance. Sixty-two people aged 18 to 85 took part in the research. Two groups were identified in the analysis: young adults and seniors. No significant correlation was found between the respondents’ perceived quality of life and their satisfaction with the quality of the environment they inhabited. It was almost exclusively seniors who undertook activities to benefit the residential area, and their life quality was correlated with this activity. Young adults turned out to be generally inactive. Correlations between pro-social and civic behavior and the residential area’s assessed quality proved to be weak and simple, but had different directions and dimensions in young adults and seniors.
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