Marxismus, neomarxismus - přístupy ke vzdělání

Abstract

Prace se zabyva vzdelavanim v sociologickem a filosofickem kontextu. Vychazi pfitom z marxistickeho resp. neomarxistickeho pohledu, ktery je predstaven v prvni casti. Pozornost je venovana zejmena myslenkam spojenym s Marxovou teorii dejin a odcizovanim cloveka v kapitalismu. Dale jsou strucne probrana dila nekterych autonl, kteri zminena temata rozvijeli spolu s kritikou urCitYch rysu pozdne kapitalisticke spolecnosti. Pojem vzdelavani je nasledne zasazen do socialnich souvislostf a predstaven v ruznych kultume podminenych obmenach. Ukolem teto casti price je ukazat zavislost pojetf vzdelavani na aktualnim historickosocialnim kontextu a promyslet jeho vnimani v pozdne kapitalisticke spolecnosti. Pote je formulovano urcite teoreticke vymezeni, ktere by mohlo byt nosne pri reseni nekterych problemu vyplyvajicich ze soucasne struktury spolecenskYch vztahu. Zaverecna cast se zabyva skolou a odhaluje ji jako urCitY institucionalni konzervant aktualniho pojetf vzdelavani. Ukazuje, ze i skolni vYuka podleha historicko-socialne podminene hodnotove orientaci, a nemuze se proto stat primamim zdrojem predefinovani vzdelanosti tak, aby tato mohla pfispet k reseni nekterych strukturalnich problemu spolecnosti.

The work talks about education in a sociological and philosophical context. It is based on the Marxist, or rather Neomarxist, point of view, introduced in the first part of the work. It mainly focuses on Marx's historical theory and the alienation of man in capitalism. Furthermore, the works of certain authors, who wrote about these topics, as well as criticised some of the features of the late capitalistic society are briefly discussed. The term education is then put in a social context and introduced in different culturally dependent variations. The goal of this section of the work is to show the dependence of the perception of education on the current historical and social context and to elaborate on its perception in the late capitalistic society. Then a certain theoretical definition is formed, which could be essential in solving certain problems based on the current structure of social relationships. The final part investigates school and reveals it as a certain institucional conservant of the current understanding of education. It shows that even school tuition depends on the historically and socially conditioned values and therefore cannot become the primary source for redefining the meaning of education, so that it could aid in solving some of the structural problems of society.