The thesis is focused on a subjective perspective of students from Faculty of Education of University of South Bohemia in České Budějovice on attitudes in education and on potential application of these methods in their practise. In this thesis is covered general exploration which characterizes particular types of alternative schools and alternative approaches in the process of education. Data were gained from questionnaire and with usage of didactical test. On research were participated 139 students from Faculty od Education of University of South Bohemia in České Budějovice. In the result part are covered finding outs which refer to fact that most of students would use alternative attitudes during their practise even if only small part of them have ever visited any of alternative schools. The higher percentage of respondents answered that they have only limited information about alternative education which was verified by didactical test. The average access from the test was 50%.

Critical media pedagogy - theoretical underpinnigs and contribution to media education Dissertation Mgr. Petr Valenta Keywords critical theory, critical media pedagogy, media literacy, critical pedagogy, media, ideology, discourse, power, symbolic power, knowledge Abstract The theoretical dissertation analyzes the traditional media education model issues, which derives from the orientation of media literacy on the dominant paradigm of media effects research in media studies. Media education takes the "media effects concept" and uses it to organize its own teaching practice. Theoretical dependence on media studies and the concept media effects leads media education to protectionism and normativity, which is reflected in the directive establishment of knowledge, skills and values pupils may acquire. This situation has negative effect on efforts of developing critical media thinking as independent on social authorities. Moreover, media education potentially reproduces the dominant modes of knowledge about media and society, without revealing them as social constructions. The theoretical basis for changing the paradigm of media education to become more critical and transformative practice able to form the student's personality as an autonomous, critical- thinking and committed citizen is presented in the second...

The thesis deals with low-threshold youth work in the context of salesian pedagogy. Using secondary analysis examines the needs of adolescents recorded in official documents of low-threshold club Oráč. Needs are classified into the system of needs and research results are used to a comprehensive view of the declared needs of adolescents visiting low-threshold club of Salesian center in České Budějovice in 2012.

The dissertation is trying to find out, if there are used only animation technics in the leisure education, or if it is affected with manipulation as all other parts of our life. For the objective answer there was a need to define clearly the manipulation, it´s various forms and then also concepts, which are directly connected with manipulation or on the contrary they should exclude it. It was primarily about authority, freedom, might, and the mass behaviour. Subsequently it was necessary to concentrate on various types of education and on the occurrence of manipulation in them. After finding out that manipulation became the part of education it was convenient, for the needs of this dissertation to define the manipulation from the ethical point of view. The last chapter evaluates the individual methods and practical instructions of leisure education, trying to find out if manipulation occures in them, or if it is about the pedagogical influencing which means the ethical acceptable form of manipulation.

The thesis deals with theories of intelligence and their significance for pedagogical theory and practice. The first part of the thesis describes theories of intelligence, specific theories of intelligence, mental retardation, causes of mental retardation, and focus on the relationship between theories of intelligence and pedagogical theory and practice. The second section presents an overview of current educational theories and practices, the education of gifted children and education of mentally retarded children. The last part deals with the range of leisure activities for gifted children and children with mental disabilities.

The thesis presents possibilities and hazards resulting from the combination of experience-based education methods and those of doing philosophy with children. Having defined the terms used, it introduces the aims, key features and basic methods of leisure education; furthermore, experience-based education is described in more detail together with its fundamental elements: dramaturgy, adventure, reflection and games. The latter two elements are understood to be the links between experience-based education and Philosophy for children program. Then, the follow-up reflection on the interface between Philosophy with children and experiential activities is the substantial part of the thesis. Besides other topics, the philosophical aspects of games and reflection (review) as possible ways of experience-based philosophical inquiry are dealt with. Thus, in the closing part of the thesis, the potential for connecting philosophical inquiry and the experience itself is outlined.

This paper focuses on the possibilities of religious-pedagogy developing moral actions of the mentally handicapped mainly through the Ten Commandments. The theoretical part defines the basic terminology, divisions and specifications of special pedagogy, psychopedia, didactics of mental retardation, religious pedagogy, didactics of ethic education and Christian moral. The practical part deals with methodical procedures of religious education compiled into a didactic project, specifically didactic applications. The basics origin from the Ten Commandments as characterized in KKC. With regards to development psychology, didactics of mental retardation and the evaluation of the didactic project, the most suitable possibilities of religious-pedagogy developing moral actions seems to be the religious pedagogy of integrated education of Franz Kett and Esther Kaufmann.

The diploma thesis focuses on the experimental and educational reform schools, that have been developed and operated in the 20th and 30th of the 20th century in Czechoslovakia. It shows the political situation in the newly formed Czechoslovakia, as weel as monitors the development of education after 1918. The core of this diploma thesis is in the reform efforts of selected experimental schools. It presents experimental work school in Holešovice, "Dům dětství" in Horní Krnsko and "Dětská farma" of Eduard Štroch. In this part of thesis were the educational devices and objectives of these experimental schools, the organization and progress of teaching described. It also focuses on the selected individuals who were participated in their creation. The thesis analyzes the reform effort, which was followed by reform educators in the 30th, mainly the reform attempt of Václav Příhoda and his unitary educational model.

This diploma thesis discusses the issue of truancy of the primary schools' pupils in the region Ústí nad Labem from the socio-pedagogical point of view. The theoretical part is divided into eight chapters. In the introduction, there are definitions of social pedagogy, schools, compulsory school attendance and truancy. After this, thesis describes division, causes and factors which influence truancy. The thesis also discusses the school environment, family environment, peer groups, prevention and ways of dealing with truancy. In practical part, there are case studies of ten families presented in which their children dealt with truancy. The analysis of case studies is focused on identifying some factors in the families that influenced the truancy and the common way how to deal with it in Ústí nad Labem, the success of interventions and present situation. Subsequently, recommendations for practice were made.

The diploma thesis focuses on the historical development of leisure activities in the North Bohemian town of Varnsdorf. It particularly deals with the period from 1945 to 1989 in great detail. The text also contains a chapter describing general free time issues and a brief chapter devoted to the development of leisure activities in Varnsdorf until 1945. It mentions Mr. Josef Mašín as an important local personam who remarkably influenced leisure activities in the town. Keywords: leisure time pedagogy, historical development, leisure time activities, Varnsdorf, Josef Mašín