Defektologie učící? Formování české speciální pedagogiky v letech 1953–1964

Q3 Arts and Humanities
Marek Fapšo, Jan Randák
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引用次数: 8

Abstract

In 1953, Miloš Sovák, a physician and university teacher, published the theoretical foundations of defectology, a science focused on individuals with physical, mental and sensory disabilities. Some contemporaries consider Sovák’s presentation to be the beginning of modern Czech special education. Sovák treated social relations as the most important component of an actor’s environment in which they find themselves through upbringing and education and in which they sustain themselves. In simple terms: through the work performance in the context of the building of socialism in 1950s Czechoslovakia. After the advent of the communist dictatorship, defectology was to replace interwar remedial pedagogy and paedopathology, although Sovák developed earlier views published during the 1930s and 1940s, including the period of Nazi occupation. Although defectology was firmly rooted in current socio-political contexts and represented a time-contingent social practice, the reproduction of its expert knowledge was limited by a number of external circumstances, including the closure of an independent university department, the absence of a departmental journal, or the reduction of its curriculum in undergraduate studies.
1953年,医生兼大学教师MilošSovák发表了缺陷学的理论基础,这是一门专注于身体、心理和感官残疾个体的科学。一些同时代的人认为索瓦克的演讲是现代捷克特殊教育的开端。Sovák将社会关系视为演员环境中最重要的组成部分,在这种环境中,他们通过成长和教育找到自己,并在其中维持自己。简单地说:通过工作表现在1950年代捷克斯洛伐克社会主义建设的背景下。共产主义独裁政权出现后,叛逃学取代了两次世界大战之间的补救教育学和恋童癖,尽管Sovák在20世纪30年代和40年代发表了早期观点,包括纳粹占领时期。尽管叛逃学深深植根于当前的社会政治背景,代表了一种随时间而定的社会实践,但其专家知识的复制受到一些外部环境的限制,包括一个独立的大学系的关闭、一本系刊的缺失或其本科生课程的缩减。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
0.30
自引率
0.00%
发文量
8
审稿时长
18 weeks
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