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All forms develop intentional and functional effects. The efficiency of overall
educational efforts is even stronger if activities of
all forms of education are
combined.
Media and their formative influence
Special attention will be devoted to mass media considering the seriousness of
their effects.
Mass media (periodical press, radio and television broadcasting, Internet, film)
are regarded as an important socialising and formative factor because they
provide communication at the society-wide level as well as cognition and
entertainment. With this, they intentionally (or unintentionally)
form an
individual. They can overshadow the impact of family and school. Their strong
influence can be seen in the extensive media representation in everyday life
and in the adaptation of social reality to media reality having its specific logic
and a potential to have even a negative (destructive) impact on education.
(For details, see Jirák, Wolák In Průcha, ed., 2009.)
Media education means education to the use of the media. It targets
- the understanding of the mass media and their offer with respect to
quality and importance for life and their critical evaluation;
- the use of the media for
self-education;
- building resistance to the negative influence of the media.
In school education, it is nurtured through interdisciplinary relations and cross-
sectional themes (Průcha, Mareš, Walterová, 2003). In other words, it aims at
shaping individual skills to adequately receive, treat and evaluate the stimuli
coming from the media.
Edutainment
Edutainment has recently become a specific kind of entertainment within
extracurricular education. It provides
education which entertains, pleases and
brings experience and knowledge of one's self. The means of this type of
education include the procedures of experience-based pedagogy, virtual reality
and information technologies.
This ‘entertaining’ education is provided by museums,
leisure-time centres,
centres of environmental education and ZOOs as well as the media,
unincorporated associations and information and communication technologies.
We can also find means of interest-based education (for the saturation of
interests) in various areas of science and culture as well as corporate and
distance learning activities and activities offered by
institutions of non-formal
education (not aimed at completing education). These means are also used in
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school facilities to exercise institutional and protective education and pastoral
care in education (e.g. specific church services). For details, see
Pedagogická
encyklopedie [Encyclopaedia of Education] (Němec In Průcha, J., ed., 2009).
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