Fundamental Pedagogy Jana Doležalová

Table 5 
Relations of an Individual and the Desired Qualities 
Relations of an 
individual 
Qualities 
Relation to one’s self, 
self-evaluation, self-
control 
honesty, self-respect, self-trust, self-
criticism, self-control, ambitions, 
(reasonable) self-confidence 
(absence of self-satisfaction) 
Relation to others 
warm-heartedness, generosity, pro-social 
attitude, empathy 
Relation to work
dutifulness, responsibility, diligence 
Relation to values 
morals, environmental protection 
Who is the learner/pupil/student? 
If the child or young person participates in the educational process in an 
educational institution, he/she becomes a learner/pupil/student. Educational 
effects at school are guided by humanist ideals. The objective and content of 
educational processes head towards learning of the fundamentals of science 
and culture in the extent and depth equivalent to the respective school stage 
and type and with regard to the needs of the society and the student and are 
appropriate to the student’s age.
Learner’s competences
Learner’s competences cover the capabilities necessary for life. Students at 
basic and secondary schools should learn the so-called key (life) competences 

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which include a set of knowledge, skills and attitudes needed by an individual to 
become optimally involved in all important spheres of human life: social 
activities, work, leisure time, care for health and for the coming generation.
These competences are considered as an important part of school education, 
which is why they form one of the levels of objectives articulated in educational 
programmes for basic and secondary schools. They are enumerated and 
described in these documents (see the website msmtcr.cz) and further worked 
up in school educational programmes within the individual subject syllabi. The 
approach to the key competences of learners is very wide and regards the 
development of the physical, psychological and social potential of individuals. At 
the same time, they should not remain at the informative value only, they 
should also be reflected in the skill-based and attitude-based level. Although 
different names are given to these competences at both school stages, they 
generally include the skills to communicate, learn, solve problems and the 
personality and social development, etc. 
Learners and students at secondary schools and institutions of higher education 
should also learn competences in different fields to be able to perform a certain 
profession (then, such competences are vocational or field competences).