This thesis is focused on personality of free time pedagogue and meaning of his work: The first part examines pedagogy itself and pedagogy of free time having regard to single objective, to education. Also deals with issues of free time pedagogue. The second part is focused on the importance of personality of free time pedagogue from different perspectives. Free time pedagogue is considered charismatically, creative, motivating and unique personality, coach and authority, which leads to the possibility of self-realization and self-education in free time. The third and the last part reveals more of the mission of education and direction to self-education to purpose educate adult personality in their free time through the answers to the questions of meaning and meaningful event.

Annotation This thesis deals with the issue of education for Christian ideals and its original concept in the framework of Schönstattské pedagogy of P. Josef Kentenicha. The centre of the thesis lies in Schönstatt Educational System with a special emphasis on {\clq}qpedagogy of ideals`` and its specification in {\clq}qpersonal ideal``. The thesis next focuses on Schönstatt movement, predominantly as a educational movement and movement of educators, and its educational theory. More concretely the thesis firstly tries to grasp the impotance of the Christian ideal for human generally and mainly in education, secondly it tries to ``translate`` theological, philosophical, psychological and pedagogical terms of educational theory of Schönstatt with its roots in German cultural background into the terminology of modern Czech general pedagogy.

This diploma thesis of a didactic character presents use of specific methods of personal and social education in leisure time centers through methodical cards linked with educational technologies. These methodical cards were made and practically proven by the implementer of this thesis together with leisure-time activities teachers and subsequently critically evaluated. Research methods were used for a comparison of my personal experience with methodical cards and the experience of each participant, where at least 3 teachers commented on 1 methodological card, as well as the qualitative semi-structured interview, which found out the possibilities and limits of the use of these methodical cards and the quantitative research study in the form of a questionnaire, which is used to get an overview of the needs of leisure-time activities teachers. Based on that, it creates detailed methodological cards. The result was that all 10 developed and practically proven methodological cards are under specific conditions have practical use.

This diploma thesis deals with the methodology of ELT in Waldorf lower secondary schools. The theoretical part focuses on the historical background and the philosophical premises of Waldorf pedagogy, as well as a general outline of this alternative educational approach. The subsequent chapters are dedicated to the anthroposophical concept of language and the Waldorf methodology of teaching both native and foreign languages. The goal of the practical part is to examine the distinctive features of ELT in this type of schools. The research study is based on the evaluation of the data obtained with the qualitative methods of lesson observation, namely in the 6th and the 8th forms, and interviews with the teachers. The thesis contains a survey of the Waldorf pupils' attitude towards English and the sources of their learning motivation.

This diploma thesis seeks above all to introduce the German concept of artistic education into the context of the Czech art education and to compare it with some of the didactical tendencies within this field. Based on the analysis of German and English publications, firstly the pivotal theoretical influences of the concept are introduced, and then its specifics, educational methods and goals are described. The theoretical section is concluded by examples of practical approaches using the described concept in the field of German school praxis. The empirical-practical section, that is based on the author's personal experiences gained during Erasmus studies in Germany (Karlsruhe, University of Education, Institute of Art), introduces how the concept is being applied during the training of university students, in particular on the level of the artistic and pedagogical praxis. This section also contains a reflection of the concept of artistic education's influence on the author's own artistic work. The second section concludes by analysing two student projects in a German school, applying the methods of artistic education, and outlines how these projects could be improved. At the end of the thesis the results of the theoretical, empirical and practical sections are summarized and evaluated. Questions...

The dissertation explores the potential psychological risks in accessing pedagogy of experience, during adolescence. The beginning of the thesis characterizes the basic pedagogical concepts related to the pedagogy of experience. It briefly describes the experiential pedagogy as an approach, its objectives, principles. An important part of this thesis is the theme of psychological security, focusing on adolescence. Furthermore, the dissertation focuses on crisis intervention, ie helping the experiential course participants in a risk situation, which they cannot handle alone. The last part is devoted to the summary, and compares the views of selected experts on the issue of psychological safety and potential risks in experiential education. The first half serves as an introductory part. The second half is more specific. It includes the most important part, which is a comparison of views of experts, and a list of psychological possibilities and risks of experiential education.

Dr. Josef Hronek as the Cathechetist and the Pedagogue The thesis presents the biography and the work of Josef Hronek (1890-1954) in the field of catechetics and pedagogy. The work is divided into four chapters. The first chapter is devoted to the biography of Josef Hronek, introducing primarily his academic career. The second chapter presents an overview of Hronek`s written works, his monographies and other books and articles in professional journals. Publications are divided into five groups, they are chronologically arranged, and each provides basic data about the publication and its purpose. The third chapter introduces the context in which Josef Hronek worked. The fourth chapter contains thematic analysis of the works dealing with catechetics and pedagogy, particular attention is devoted to the presentation of biblical teaching and liturgical education in his work. It also involves the evaluation of professional work of Josef Hronek, according to the period in which particular pieces arised, and comparison with his predecessors and contemporaries. These evaluations are summarized, in order to express the contribution of Josef Hronek to Czech catechetics and pedagogy.

(in English) This diploma thesis focuses on the Intergenerational Center Julie, that combines kindergarten and day care center for the elderly and adults. The facility works with clients, both children and adults, with communication disorders. The aim of the thesis is to describe educational activities with both groups of clients and especially those activities that take place, when both groups are together and that can be defined as the intergenerational learning. The thesis is of theoretical and empirical nature. The theoretical part briefly describes individual pedagogical fields applied in the Intergenerational Center Julie, which are preschool pedagogy, special pedagogy (speech therapy), gerontagogy and social pedagogy. Last but not least, I will outline the issue of the intergenerational learning and I will introduce several types of organizations that work with multiple generations and that implement intergenerational programs. I will also mention already existing literature and researches on this topic. The empirical part consists of qualitative research of case study design in the Intergenerational Center Julie. The data was collected using the methodology of observation in the institution and semi-structured interviews with twelve chosen clients and employees of the facility.

The thesis The hymnal Mešní zpěvy. The analysis and the usage in the musical pedagogy suggests a way of usage of Mešní zpěvy in music courses at secondary school. Liturgical music is the important source of knowledge of our musical culture, and of the culture in general too. Mešní zpěvy adds to that knowledge noticeably. The hymns listed there come from elder hymnals, but each has the origins of both music and lyrics traced and attached. This writing provides an analysis of selected hymns and offers how to use them when teaching music. The purpose of the thesis is to show that Mešní zpěvy are suitable in everyday teaching of music. The choice of hymns has been made considering the other subjects too, particularly Czech language and history. The aim is to widen pupils' horizons of historical and cultural heritage. The hymn selection and its involvement in the teaching process has been tried at secondary school.

Teacher's education in Bohemian (historic overview) Keywords: Pedagogy, teacher's education, school reforms, teacher The aim of this thesis is to describe the development in teacher education since the late 18th century to the 40th years of the 20th century. In this context, I also try to show the position of the Czech teacher in society. I focus mainly on certain groundbreaking moments in teacher education, therefore I pay attention to the changes in education system as a whole, show the causes of these changes and present the personalities that have directly or indirectly affected these changes.