Fundamental Pedagogy Jana Doležalová

Table 1: 
Historical Development of Educational Objectives and 
Content of Education 
PERIOD 
OBJECTIVES AND CONTENT OF EDUCATION
Primitive 
communal 
society
The physical component is developed most extensively – 
gradually the work, intellectual and aesthetic component.
Antiquity: 
Ancient 
Greece
 
Calocagathia (Greek term for beauty and good, virtue) – 
harmony of body and intellect, beautiful spirit in a beautiful 
body (in a wealthy society);
development of intellectual, moral, physical (sports) and 
aesthetic education
Sparta
 
Accent on physical fitness, work and ethical (moral) 
component of personality, as well as the development of 
aesthetic aspects
Ancient Rome Intellectual, moral and aesthetic component of personality is 
developed, physical aspects stressed by warriors
Christianity 
Christian virtues, meekness, love thy neighbour, self-denial of 
earthly delights and material values, elevation to the God
Middle Ages 
 
Education of church dignitaries: moral education, religious 
values, as well as rational aspects; 
Monastery schools developed so-called seven free arts; 
Middle Age and earthly nobility: development of bodily 
component;
Noble women: aesthetic and moral component of personality; 
Poor labour layer: moral and work component; 
Renaissance 
and 
humanism
Return to antic culture – physical, aesthetic, intellectual, moral 
and work components of personality, with respect for Christian 
virtues.
Enlightenment Accent on intellectual aspect.

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John Lock – the aim is to raise a gentleman (accent on 
intellectual, moral and physical components); 
J. J. Rousseau – the aim (objective) of education is to raise a 
free human;
J. B. Bassedow – the aim is to educate satisfied and 
practically-minded people (all five components of education 
must be developed).