| Abstract [eng] |
The paper deals with the theoretical analysis of the existential experience. It revealed the importance and the effect of existential experience to our everyday life and our behaviour. The analysis of the experience confirmed the importance of knowing oneself, especially for the social pedagogues. The theoretical analysis of the symbols revealed their content and structure. In addition to this, it confirmed the statement, that symbols can represent experience. Hypothesis: the existential experience of students is expressed by personal and universal symbols. It is important to note that the interrogatory by filling in the form and \"Brainstorm\" is also under the consideration with its purpose to identify the existential experience of students in the shape of material form (symbol), also to investigate the assumption of the existential experience and the peculiarities of the symbol. Additionally, the personal qualities of students were investigated with the help of the scale by R.Ruthe “Types and temperaments” and R.M.Kern The scale of “Lifestyle”. The fact finding is also made and shown in statistics. The presence of 12 students of social pedagogy, 16 students of art pedagogy and 28 students of health education caused a successful research. The most important conclusions that were drawn are: Respondents experienced love, passion, happiness, sadness and pain at the most intensive level. Respondents experienced treachery, jealousy and glory at the weakest level. It is important to note the factor of age is significant in the intense of experience. The experience of the investigators is represented by personal and universal symbols. Three groups of factors: isolation-closeness experience, meaninglessness-meaning experience, lost-desire experience revealed the content of the experience. In addition to this, high coefficients (Cronbach ɑ and KMO) of the groups of factors confirmed the validity of the scale of application of experience. The claim can be made, that the types of depressive and hysterical behaviour are the dominant ones among social pedagogues. The types of schizoid and constricted behaviour are less expressed among social pedagogues. The claim can also be made, that the scales of perfectionist and need to please are the dominant ones. The scales of control and self-esteem are expressed at the weaker level. The scale of need to please is expressed at the highest level among social pedagogues. According to the analysis of case studies, the assumption can be made, that the existential experience can be related to the level of symbol: less intense experience is expressed by personal symbols, the most intense experience is expressed by universal symbols. Thus, this assumption should be corrected by statistical investigation with a bigger number of the investigators. |
