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2. self-motivation,
3. self-teaching and self-education
(Pospíšil, Vlčková, 2006).
Phase of self-education according to G. Pintes
1. imitation of a certain model and identification
with the model,
2. motivation to achieve certain goals in life, personal
qualities and way
of life (Pintes, In Duchovičová et al., 2012).
If we compare the classification of the phases, we find out that the last two
do not state the important final phase of diagnosis and evaluation. From the
methodology point of view, they are an important part of the educational
process (compare to phases of upbringing).
5.4 Conditions and Instruments for Self-education
Self-education and education are mutually
connected and determine and
supplement each other, so that the target of all-round development of the
personality is achieved. ‘Education creates the prerequisites for self-
education and self-education guarantees the success of education’
(Opatřilová, 1984).
Self-education is part of education, and its goals and content should thus be
based on the goals and content of education, but with regard to individual
differences of every individual. If the
education is directed properly, it
participates on the formation of optimal internal and external conditions for
self-education. To achieve the self-education phase, the
conditions for
self-education have to be fulfilled from the point of view of the individual
undertaking the education
:
1. internal conditions: intellect level (abstraction capability), development of
higher emotions, self-knowledge, realistic self-evaluation, strong will, ability
to organise one’s time;
2. external conditions: availability of self-education
examples and models,
the option to make free and independent decisions in serious situations in
life (Pintes, In Duchovičová et al., 2012).
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