| Abstract [eng] |
Modern education is becoming more and more accelerated. Constantly affected by such processes as globalization, the spread of the consumer’s culture and the revolution of informational society, it becomes increasingly difficult. The rising flows of knowledge change the understanding of human society. At the same time consequently changes the concept of the need of education. Therefore, the increasing attention is paid to the common human knowledge, which provides opportunities for personal development, intellectual independence and integration into the workforce and gives a chance to participate in the creation process of the democratic society. The content of training, oriented mostly towards knowledge, now is substituted by the content, which is based not only on knowledge, but also reflects skills, abilities and the provisions of values. More and more often the concepts of individualization and differentiation set in the process of education. In this context social education becomes a very important part of general training. Students examine the life of human beings in natural, social and cultural environment. The basis of social education at school consists of social and humanitarian sciences: Anthropology, Philosophy, Economics, History, Politics, Psychology and Law. A particular attention is paid to geography. This science has always occupied an intermediate position between social and natural sciences. Traditionally geography is attributed to the circle of social studies, although some authors refer it to physical ones. In general it is possible to state that modern geography is a complex system of closely related studies, which consists of the complexes of physical (natural) and social (public) geography’s branches. Changes itself carry a lot of problems, the essential one is relating the policy of common education to the changes of geographical training. Geography as a subject is very integral. Itself it contains the content of a number of sciences. Its division into a public and one of nature indicates the multiplicity of the subject. That is why the concept of geographical education and evaluation becomes problematic and requires separate studies. A broader understanding about the geographical education submits the national study of pupils‘ achievements (VI – X forms) held in year 2004 and 2006. These are actually one of the most serious studies, which partially reflect the spread of geographical training and the levels of achievement. However, there is still noticeably small contribution towards development of geographical training at school. This lack suggests that this particular MA Thesis at least partially reveals the concept of geographical education and deepen knowledge about the geographical education of the basic school leavers. |
