Fundamental Pedagogy Jana Doležalová

Horizontal and vertical classification of pedagogical sciences
Horizontal classification takes into account the content and specific 
focus of each pedagogical discipline, e.g.: 
1. General fundamentals of pedagogy 
2. Methodology of pedagogy
3. General didactics
4. Theory of teaching individual subjects (field and subject didactics) 
5. Education theory 
6. Theory of extracurricular education
7. School administration and management theory
8. Special pedagogy
9. History of pedagogy
10. Comparative pedagogy 
Vertical classification is governed by the age of the object of education 
covered by pedagogy, e.g.: 
1. Preschool age pedagogy
2. School age pedagogy (basic school, secondary school and tertiary 
school pedagogy)
3. Pedagogy of adults (andragogy, gerontopedagogy)
Various other criteria are used in the latest attempts to systemise 
pedagogical sciences: 
a) Ontological criterion (e.g. pedagogy of preschool age, puberty, 
adolescence and adulthood)
b) Educational activity field criterion (e.g. leisure-time pedagogy, 
pedagogy of youth and children organisations, etc.)
c) Historical criterion (e.g. pedagogy of the slave society, feudal society, 
bourgeois society) 

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d) Educational facility type criterion (e.g. preschool, school, after-
school and extracurricular pedagogy) 
J. Průcha suggests another possible classification in 
Přehled pedagogiky 
[
Overview of Pedagogy]. He divides it into constituted and non-
constituted sciences. Constituted sciences have a branched theoretical 
system which has been built for a very long time. Non-constituted sciences 
are only building such a system (Průcha, 2000). New sciences are usually 
formed through increased findings about a particular topic or problem and 
their subsequent separation from traditional pedagogical sciences. At other 
times, they arise from issues that have never been dealt with and need to 
be resolved (pedagogy of tourism, experience, etc.). New sciences also 
emerge from interconnection of findings from various disciplines.
Contemporary experts stress that an interdisciplinary approach is 
required to review and analyse the subject matter of pedagogy, i.e. 
education. Pedagogy applies theoretical conclusions to various sectors in 
practice, e. g. education, economy, social issues, health and healthcare. At 
the same time, pedagogy needs to collaborate with natural sciences, 
technical, medical and economic fields (J. Duchovičová, 2012, pp. 24–25). 
These fields provide information (theoretical and empirical findings), 
procedures and science and research methods for the analysis of education. 
Pedagogy offers the same to other sciences, especially if they are analysing 
the relevant phenomena in a complex way. 
Pedagogues have therefore recently agreed on the classification of 
pedagogical disciplines which takes into account the current interdisciplinary 
nature of pedagogy. Pedagogical fields are structured according to the