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The specifics of the process of out-of-school-hours education (in non-
formal education) are primarily grounded in the voluntary nature of activities
and their selection on the basis of interest and internal motivation. The
performance of activities is accompanied by pleasant feelings, higher activity of
the individual by the effect of varied and non-traditional methods. Educators
assert their informal authority which is positively perceived by the educated
persons. They learn moral standards on the basis of internal processes of
autonomously constituted morals. This type of education is also different thanks
to the diversity of experience and habits of the persons encountered by
educatees in non-formal education, also mostly in a real environment or an
environment close to the real one. All of this has great benefits for the
development of individual personality. (For details, see J. Němec, In Průcha, J.,
ed., 2009.)
is
an educational discipline of extraordinary social importance. It focuses on:
the content and means of education contributing to autonomous and
meaningful spending of leisure time by teenagers and adults in order to
cultivate their personality and spend leisure time in a socially beneficial
manner;
theory and research on how the contemporary youth currently spend
their leisure time.
Why should this issue be given attention?
- The length of leisure time increases and the leisure-time industry
develops.
- There is a need to fight boredom and/or workaholism.
- It has a potential of prevention against patho-social phenomena.
- Appropriately spent leisure time can protect children and young people
against media manipulation which deprives them of free use of leisure
time.
(J. Pávková, V. Smékal, V. Spousta –
Socialia anthology, Průcha, Mareš,
Walterová, 2003)
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