{"id":274,"date":"2024-04-04T06:43:42","date_gmt":"2024-04-04T03:43:42","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/from-controversial-to-academic-class-discussions\/"},"modified":"2024-06-21T15:51:15","modified_gmt":"2024-06-21T12:51:15","slug":"from-controversial-to-academic-class-discussions","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/educational-sources\/from-controversial-to-academic-class-discussions\/","title":{"rendered":"Od kontroverzn\u00edch a\u017e po akademick\u00e9 diskuse"},"content":{"rendered":"<nav style=\"font-style:normal;font-weight:400;\" class=\"has-background has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation is-horizontal is-content-justification-left is-layout-flex wp-container-core-navigation-is-layout-c39e78a4 wp-block-navigation-is-layout-flex\" aria-label=\"Konflikty ve t\u0159\u00edd\u011b\" 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has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation has-regular-font-size\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/\"><span class=\"wp-block-navigation-item__label\">Konflikty ve t\u0159\u00edd\u011b<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/prace-s-emocemi-ve-tride\/\"><span class=\"wp-block-navigation-item__label\">Pr\u00e1ce s emocemi ve t\u0159\u00edd\u011b<\/span><\/a><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": false, \"focus\": false }, \"type\": \"submenu\", \"modal\": null, \"previousFocus\": null }' 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class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/educational-sources\/from-controversial-to-academic-class-discussions\/\"><span class=\"wp-block-navigation-item__label\">Od kontroverzn\u00edch a\u017e po akademick\u00e9 diskuse<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/educational-sources\/planning-course-with-controversial-topics\/\"><span class=\"wp-block-navigation-item__label\">Pl\u00e1nov\u00e1n\u00ed hodiny s kontroverzn\u00edmi t\u00e9maty<\/span><\/a><\/li><\/ul><\/li><li data-wp-context='{ \"submenuOpenedBy\": { \"click\": false, \"hover\": 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stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/case-studies-en\/managing-prejudice-in-classroom\/\"><span class=\"wp-block-navigation-item__label\">Zvl\u00e1d\u00e1n\u00ed p\u0159edsudk\u016f ve t\u0159\u00edd\u011b<\/span><\/a><\/li><\/ul><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/test-your-knowledge-en\/\"><span class=\"wp-block-navigation-item__label\">Otestuj sv\u00e9 znalosti!<\/span><\/a><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav>\n\n<p style=\"text-align: justify\">\n\tZm\u011bnou zp\u016fsobu diskuse z kontroverzn\u00edho nebo emotivn\u00edho t\u00f3nu na akademick\u00fd mohou u\u010ditel\u00e9 prom\u011bnit situaci v cennou u\u010debn\u00ed zku\u0161enost a povzbudit studenty, aby rozvinuli sv\u00e9 analytick\u00e9 a kritick\u00e9 my\u0161len\u00ed. Studenti se tak u\u010d\u00ed odpoutat se od sv\u00e9 emo\u010dn\u00ed reakce na ur\u010dit\u00e9 t\u00e9ma a pokusit se o n\u011bm analyticky p\u0159em\u00fd\u0161let.\n<\/p>\n<p style=\"text-align: justify\">\n\tPat Clarke ve sv\u00e9m \u010dl\u00e1nku \u201eV\u00fduka kontroverzn\u00edch ot\u00e1zek\u201c navrhuje \u010dty\u0159i kroky, kter\u00e9 mohou u\u010ditel\u00e9 ud\u011blat, aby usnadnili analytick\u00e9 my\u0161len\u00ed o kontroverzn\u00edch ot\u00e1zk\u00e1ch ve t\u0159\u00edd\u00e1ch zp\u016fsobem orientovan\u00fdm na studenta.\n<\/p>\n<p style=\"text-align: justify\">\n\tV ka\u017ed\u00e9m kroku dostanou studenti sadu ot\u00e1zek, kter\u00e9 nab\u00eddnou \u0159adu zp\u016fsob\u016f, jak se na probl\u00e9m d\u00edvat.\n<\/p>\n<p style=\"text-align: justify\">\n\t<strong>Krok 1: O co jde?<\/strong><br>C\u00edlem v tomto kroku je, aby studenti identifikovali povahu kontroverze a pomohli pak analyzovat probl\u00e9m bez p\u0159edsudk\u016f a emoc\u00ed.\n<\/p>\n<p style=\"text-align: justify\">\n\tKontroverze se v\u011bt\u0161inou t\u00fdkaj\u00ed t\u0159\u00ed probl\u00e9m\u016f: hodnot, informac\u00ed a pojm\u016f. Aplikujeme-li ot\u00e1zku vra\u017edy ze cti, zkoum\u00e1n\u00ed za\u010d\u00edn\u00e1 ur\u010den\u00edm, zda se jedn\u00e1 o ot\u00e1zku hodnot. Jde o spor o to, co by m\u011blo b\u00fdt, nebo o uzn\u00e1n\u00ed rozd\u00edl\u016f v kulturn\u00edch hodnot\u00e1ch. Lze vra\u017edy ze cti omluvit? Jde o informa\u010dn\u00ed probl\u00e9m? Je to t\u00e9ma, kolem kter\u00e9ho se vedou spory, proto\u017ee je t\u011b\u017ek\u00e9 v\u011bd\u011bt, \u010demu nebo komu v\u011b\u0159it? Nebo je to ot\u00e1zka toho, co rozum\u00edme pojmem \u201evra\u017eda ze cti?\u201c Koncept je do zna\u010dn\u00e9 m\u00edry v\u011bc\u00ed kulturn\u00ed interpretace. Co je pova\u017eov\u00e1no za vra\u017edu v jedn\u00e9 kultu\u0159e, nemus\u00ed b\u00fdt v jin\u00e9. Pokud studenti t\u00edhnou k t\u00e9to interpretaci, jak se vypo\u0159\u00e1daj\u00ed s univerz\u00e1ln\u00ed hodnotou, \u017ee zab\u00edt jin\u00e9ho \u010dlov\u011bka je \u0161patn\u00e9?\n<\/p>\n<p style=\"text-align: justify\">\n\tU tohoto probl\u00e9mu by studenti mohli doj\u00edt k z\u00e1v\u011bru, \u017ee jde v\u011bt\u0161inou o probl\u00e9m hodnot souvisej\u00edc\u00edch s informacemi a koncepty, ale \u00fast\u0159edn\u00edm bodem hlavn\u00ed ot\u00e1zky nen\u00ed, zda je to spr\u00e1vn\u00e9? V ka\u017ed\u00e9m p\u0159\u00edpad\u011b takov\u00e1 diskuse odhaluje, \u017ee i ot\u00e1zka jako Je zab\u00edjen\u00ed ze cti spr\u00e1vn\u00e9 nebo \u0161patn\u00e9? je mnohem komplexn\u011bj\u0161\u00ed.\n<\/p>\n<p style=\"text-align: justify\">\n\tPou\u017eit\u00e9 zdroje: Pat Clarke \u201eV\u00fduka kontroverzn\u00edch ot\u00e1zek: Strategie ve \u010dty\u0159ech kroc\u00edch pro jasn\u00e9 my\u0161len\u00ed o kontroverzn\u00edch ot\u00e1zk\u00e1ch\u201c BCTF\/CIDA Global Classroom Initiative 2005.\n<\/p>\n<p style=\"text-align: justify\">\n\t<strong>Kroky 2 a 3: Jak\u00e9 jsou argumenty a jak\u00e9 jsou p\u0159edpoklady za argumenty?<\/strong>\n<\/p>\n<p style=\"text-align: justify\">\n\tV tomto kroku jsou studenti vyzv\u00e1ni, aby zv\u00e1\u017eili r\u016fzn\u00e9 argumenty podporuj\u00edc\u00ed r\u016fzn\u00e9 postoje k t\u00e9to ot\u00e1zce. Jin\u00fdmi slovy, studenti jsou vedeni k tomu, aby uva\u017eovali analyticky, ur\u010dovali, zda existuje dostate\u010dn\u00e1 podpora pro r\u016fzn\u00e9 argumenty, a posuzovali platnost r\u016fzn\u00fdch argument\u016f.\n<\/p>\n<p style=\"text-align: justify\">\n\t<strong>Pokud se kontroverze kolem probl\u00e9mu t\u00fdk\u00e1 hodnot<\/strong>\n<\/p>\n<p style=\"text-align: justify\">\n\tJak\u00e1 krit\u00e9ria se pou\u017e\u00edvaj\u00ed k rozhodov\u00e1n\u00ed? Pou\u017e\u00edvaj\u00ed se k posuzov\u00e1n\u00ed mor\u00e1ln\u00ed krit\u00e9ria (zalo\u017een\u00e1 na z\u00e1jmu o to, jak budou ovlivn\u011bni v\u0161ichni lid\u00e9) nebo obez\u0159etnostn\u00ed krit\u00e9ria (t\u00fdkaj\u00edc\u00ed se p\u0159edev\u0161\u00edm toho, jak bude ovlivn\u011bna moje skupina nebo j\u00e1)?\n<\/p>\n<ul>\n<li style=\"text-align: justify\">\n\t\tCht\u011bl bys, aby ti to ud\u011blali?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tCo kdyby to ud\u011blal ka\u017ed\u00fd?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou n\u011bjak\u00e9 situace, kdy byste se c\u00edtil jinak nebo nesouhlasil s touto hodnotou?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJe argument hlasem zasv\u011bcen\u00e9ho nebo n\u011bkoho zven\u010d\u00ed?<br>\u00a0\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\t<strong>Pokud kontroverze kolem probl\u00e9mu zahrnuje informace<\/strong><br>\u00a0\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou k dispozici dostate\u010dn\u00e9 informace? Jsou tvrzen\u00ed v informac\u00edch spr\u00e1vn\u00e1?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou informace vhodn\u00e9 pro dan\u00fd probl\u00e9m?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou zdroje prim\u00e1rn\u00ed nebo sekund\u00e1rn\u00ed?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou z\u00e1v\u011bry uveden\u00e9 v argumentu vzhledem k informac\u00edm obecn\u011b p\u0159im\u011b\u0159en\u00e9?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou tvrzen\u00ed v informac\u00edch zalo\u017eena na p\u0159edpojat\u00fdch p\u0159edpokladech?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tJsou postoje za argumenty etnocentrick\u00e9, rasistick\u00e9 nebo s pochybnou legitimitou?<br>\u00a0\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\t<strong>Pokud se kontroverze t\u00fdkaj\u00ed koncept\u016f<\/strong><br>\u00a0\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tPou\u017e\u00edvaj\u00ed p\u0159edlo\u017een\u00e9 argumenty jasn\u00e9 v\u00fdznamy nebo definice?\n\t<\/li>\n<li style=\"text-align: justify\">\n\t\tPou\u017e\u00edvaj\u00ed se v\u00fdznamy konzistentn\u011b a jsou pou\u017e\u00edv\u00e1ny vhodn\u011b?\n\t<\/li>\n<\/ul>\n<p style=\"text-align: justify\">\n\tPokud se studenti rozhodli, \u017ee ot\u00e1zka zab\u00edjen\u00ed ze cti je o hodnot\u00e1ch, budou muset odpov\u011bd\u011bt na mor\u00e1ln\u00ed ot\u00e1zku a pot\u00e9 se rozhodnout, zda m\u00e1 univerz\u00e1ln\u00ed pou\u017eit\u00ed. Mohou se tedy rozhodnout, \u017ee zab\u00edjen\u00ed ze cti mus\u00ed b\u00fdt p\u0159ijato kv\u016fli kulturn\u00edm ohled\u016fm a \u017ee v ur\u010dit\u00fdch kultur\u00e1ch m\u00e1 takov\u00e1 praxe obez\u0159etnostn\u00ed hodnotu, proto\u017ee zaji\u0161\u0165uje \u0161ir\u0161\u00ed blaho rodiny? Z\u0159ejm\u00e1 ot\u00e1zka pak zn\u00ed: Je to dostate\u010dn\u00fd d\u016fvod?, a obrac\u00edme se k mor\u00e1ln\u00ed ot\u00e1zce: Co kdyby to ud\u011blal ka\u017ed\u00fd? Pokud se rozhodnou pro mor\u00e1ln\u00ed imperativ, tohle bych pro sebe necht\u011bl, nebo je to praxe, kter\u00e1 by m\u011bla hrozn\u00e9 n\u00e1sledky, kdyby to d\u011blal ka\u017ed\u00fd, pak mus\u00ed tak\u00e9 myslet na d\u016fsledky uplat\u0148ov\u00e1n\u00ed t\u00e9to hodnoty v kultu\u0159e, ve kter\u00e9 to neplat\u00ed.\n<\/p>\n<p style=\"text-align: justify\">\n\tOt\u00e1zka vra\u017edy ze cti m\u00e1 zjevnou souvislost s deklarac\u00ed OSN. Lze to analyzovat z pohledu Kdo to obhajuje? Jsou lid\u00e9, kte\u0159\u00ed obhajuj\u00ed zab\u00edjen\u00ed ze cti, v\u011bt\u0161inou sobe\u010dt\u00ed a vra\u017ed\u011bn\u00ed prov\u00e1d\u011bj\u00ed pro sv\u016fj vlastn\u00ed prosp\u011bch nebo aby se p\u0159izp\u016fsobili sv\u00fdm vlastn\u00edm zkreslen\u00fdm p\u0159edstav\u00e1m o pravd\u011b? Nebo existuj\u00ed tak hluboce zako\u0159en\u011bn\u00e9 kulturn\u00ed d\u016fvody pro tuto praxi, \u017ee jej\u00ed z\u00e1kaz v t\u011bchto kultur\u00e1ch by m\u011bl za n\u00e1sledek zni\u010den\u00ed tradi\u010dn\u00edch kultur, co\u017e by zase mohlo v\u00e9st k dal\u0161\u00ed smrti a ni\u010den\u00ed?\n<\/p>\n<p style=\"text-align: justify\">\n\t<strong>Zdroj:<\/strong> Pat Clarke \u201eV\u00fduka kontroverzn\u00edch ot\u00e1zek: Strategie ve \u010dty\u0159ech kroc\u00edch pro jasn\u00e9 my\u0161len\u00ed o kontroverzn\u00edch ot\u00e1zk\u00e1ch\u201c BCTF\/CIDA Global Classroom Initiative 2005.\n<\/p>\n<p style=\"text-align: justify\">\n\t<strong>Krok 4: Jak se manipuluje s argumenty? <\/strong>\n<\/p>\n<p style=\"text-align: justify\">\n\tV tomto kroku studenti analyzuj\u00ed politickou povahu probl\u00e9mu, aby pochopili, jak lze politizaci probl\u00e9mu vyu\u017e\u00edt k manipulaci a formov\u00e1n\u00ed n\u00e1zor\u016f. Manipulace s argumenty m\u00e1 d\u016fle\u017eit\u00fd vliv na to, jak je na probl\u00e9m nahl\u00ed\u017eeno, kdo nese odpov\u011bdnost a jak\u00e9 kroky jsou podnik\u00e1ny. Nap\u0159\u00edklad, pro manipulaci s argumenty lze vyu\u017e\u00edvat strategie jako ob\u011btn\u00ed ber\u00e1nek, fale\u0161n\u00e1 analogie, extr\u00e9mn\u00ed p\u0159\u00edklady a dal\u0161\u00ed. U\u010ditel\u00e9 mohou nasm\u011brovat pozornost student\u016f na zn\u00e1m\u00e1 t\u00e9mata, kter\u00e1 jsou prezentov\u00e1na z opa\u010dn\u00fdch \u00fahl\u016f pohledu a po\u017e\u00e1dat studenty, aby odpov\u011bd\u011bli na n\u00e1sleduj\u00edc\u00ed ot\u00e1zky:\n<\/p>\n<p style=\"text-align: justify\">\n\t\u2013 Kdo se pod\u00edl\u00ed na formov\u00e1n\u00ed t\u011bchto diskus\u00ed a jak\u00e9 jsou jeho konkr\u00e9tn\u00ed z\u00e1jmy v t\u00e9to ot\u00e1zce?\n<\/p>\n<p style=\"text-align: justify\">\n\t\u2013 Jak\u00e9 je od\u016fvodn\u011bn\u00ed jejich postoje?\n<\/p>\n<p style=\"text-align: justify\">\n\t\u2013 Jak\u00e9 jsou jejich d\u016fvody k tomu, aby zaujali danou pozici?\n<\/p>","protected":false},"excerpt":{"rendered":"<p>Zm\u011bnou zp\u016fsobu diskuse z kontroverzn\u00edho nebo emotivn\u00edho t\u00f3nu na akademick\u00fd mohou u\u010ditel\u00e9 prom\u011bnit situaci v cennou u\u010debn\u00ed zku\u0161enost a povzbudit studenty, aby rozvinuli sv\u00e9 analytick\u00e9 a kritick\u00e9 my\u0161len\u00ed. Studenti se tak u\u010d\u00ed odpoutat se od sv\u00e9 emo\u010dn\u00ed reakce na ur\u010dit\u00e9 &#8230;<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":272,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-274","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/274","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=274"}],"version-history":[{"count":4,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/274\/revisions"}],"predecessor-version":[{"id":2584,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/274\/revisions\/2584"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/272"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=274"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}