{"id":277,"date":"2024-04-04T06:43:42","date_gmt":"2024-04-04T03:43:42","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/planning-course-with-controversial-topics\/"},"modified":"2024-06-21T15:51:34","modified_gmt":"2024-06-21T12:51:34","slug":"planning-course-with-controversial-topics","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/toolbox\/emotions-and-prejudice-classroom\/educational-sources\/planning-course-with-controversial-topics\/","title":{"rendered":"Pl\u00e1nov\u00e1n\u00ed hodiny s kontroverzn\u00edmi t\u00e9maty"},"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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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>\n\tV mnoha p\u0159edm\u011btech je diskuse o citliv\u00fdch t\u00e9matech nevyhnuteln\u00e1. Nejvy\u0161\u0161\u00edm c\u00edlem zahrnut\u00ed citliv\u00fdch a kontroverzn\u00edch t\u00e9mat do t\u0159\u00eddn\u00edch diskus\u00ed je podpora produktivn\u00edho a kritick\u00e9ho my\u0161len\u00ed ve t\u0159\u00edd\u00e1ch. Vzhledem k tomu, \u017ee citliv\u00e1 a kontroverzn\u00ed t\u00e9mata pravd\u011bpodobn\u011b vyvol\u00e1vaj\u00ed siln\u00e9 emoce a mohou vyvol\u00e1vat konflikty, je pro \u00fasp\u011b\u0161n\u00e9 za\u010dlen\u011bn\u00ed citliv\u00fdch t\u00e9mat do hodiny nezbytn\u00e1 p\u0159\u00edprava.\n<\/p>\n<p>\n\tNa z\u00e1klad\u011b \u010dl\u00e1nku Davida Pacea nazvan\u00e9ho \u201eV\u00fduka supernabit\u00fdch p\u0159edm\u011bt\u016f\u201c existuje deset strategi\u00ed, kter\u00e9 lze pou\u017e\u00edt v nejr\u016fzn\u011bj\u0161\u00edch situac\u00edch p\u0159i v\u00fduce:\n<\/p>\n<p>\n\tStrategie 1:\n<\/p>\n<p>\n\t\u2013 Za\u010dn\u011bte utv\u00e1\u0159et podm\u00ednky debaty dlouho p\u0159edt\u00edm, ne\u017e se ve t\u0159\u00edd\u011b objev\u00ed kontroverzn\u00ed probl\u00e9m.\n<\/p>\n<p>\n\t\u2013 Uv\u011bdomte si, \u017ee existuj\u00ed emoce a n\u00e1zory na t\u00e9mata, kter\u00e1 studenti zast\u00e1vaj\u00ed, ne\u017e p\u0159ijdou do t\u0159\u00eddy;\n<\/p>\n<p>\n\t\u2013 P\u0159epracujte st\u00e1vaj\u00edc\u00ed u\u010debn\u00ed materi\u00e1l tak, aby na za\u010d\u00e1tku semestru vytvo\u0159il strukturovan\u00e9 u\u010debn\u00ed zku\u0161enosti, kter\u00e9 p\u0159iprav\u00ed studenty na to, aby p\u0159em\u00fd\u0161leli o probl\u00e9mech, o nich\u017e se m\u00e1 diskutovat produktivn\u011bji.\n<\/p>\n<p>\n\t<strong>Strategie 2:<\/strong>\n<\/p>\n<p>\n\t\u2013 Definujte druhy ment\u00e1ln\u00edch operac\u00ed nutn\u00fdch k efektivn\u00edmu \u0159e\u0161en\u00ed problematick\u00e9ho kontroverzn\u00edho t\u00e9matu.\n<\/p>\n<p>\n\t\u2013 P\u0159ipravuje studenty na druhy my\u0161len\u00ed, kter\u00e9 jsou nutn\u00e9 k produktivn\u00edmu \u0159e\u0161en\u00ed kontroverzn\u00edho probl\u00e9mu;\n<\/p>\n<p>\n\t\u2013 V p\u0159\u00edpad\u011b pot\u0159eby by studenti m\u011bli b\u00fdt schopni zv\u00e1\u017eit ot\u00e1zku z v\u00edce \u00fahl\u016f pohledu; vid\u011bt tyto perspektivy jako zako\u0159en\u011bn\u00e9 ve specifick\u00fdch historick\u00fdch kontextech; zv\u00e1\u017eit d\u016fkazy a ur\u010dit, kter\u00fd z postoj\u016f je v\u011brohodn\u011bj\u0161\u00ed; a tolerovat nejednozna\u010dnost a nejistotu, kter\u00e1 obecn\u011b obklopuje v\u00fdklad historick\u00fdch ud\u00e1lost\u00ed.\n<\/p>\n<p>\n\t<strong>Strategie 3<\/strong>:\n<\/p>\n<p>\n\t\u2013 Systematicky modelujte operace a role, kter\u00e9 budou studenti pro pr\u00e1ci s kontroverzn\u00edm probl\u00e9mem pot\u0159ebovat \u2013 Operace pot\u0159ebn\u00e9 pro \u00fasp\u011b\u0161nou pr\u00e1ci s kontroverzn\u00edm probl\u00e9mem je nutn\u00e9 student\u016fm opakovan\u011b a explicitn\u011b modelovat;\n<\/p>\n<p>\n\t\u2013 To zahrnuje modelov\u00e1n\u00ed nejen takov\u00fdch kognitivn\u00edch operac\u00ed, kter\u00e9 budou pou\u017eity p\u0159i pr\u00e1ci s emo\u010dn\u011b nabit\u00fdm materi\u00e1lem, ale tak\u00e9 modelov\u00e1n\u00ed soci\u00e1ln\u00edch rol\u00ed, kter\u00e9 jsou nejproduktivn\u011bj\u0161\u00ed p\u0159i kolektivn\u00edm uva\u017eov\u00e1n\u00ed o takov\u00fdch ot\u00e1zk\u00e1ch.\n<\/p>\n<p>\n\t<strong>Strategie 4: <\/strong>\n<\/p>\n<p>\n\tPoskytn\u011bte student\u016fm zku\u0161enosti, jak na ot\u00e1zku nahl\u00ed\u017eet z v\u00edce \u00fahl\u016f pohledu.\n<\/p>\n<p>\n\t\u2013 Produktivn\u00ed diskuse o kontroverzn\u00edch ot\u00e1zk\u00e1ch vy\u017eaduje schopnost posouvat perspektivy a vid\u011bt ot\u00e1zku z r\u016fzn\u00fdch \u00fahl\u016f pohledu.\n<\/p>\n<p>\n\t\u2013 V\u00fdzkum zm\u011bny postoj\u016f nazna\u010duje, \u017ee hran\u00ed rol\u00ed m\u016f\u017ee b\u00fdt v\u00e9st k ochot\u011b p\u0159ehodnotit pevn\u011b za\u017eit\u00e1 p\u0159esv\u011bd\u010den\u00ed nebo zvyky.\n<\/p>\n<p>\n\t<strong>Strategie 5: <\/strong>\n<\/p>\n<p>\n\t\u2013 Umo\u017en\u011bte student\u016fm z\u00edskat zku\u0161enosti s kontextualizac\u00ed kontroverzn\u00edch probl\u00e9m\u016f.\n<\/p>\n<p>\n\t\u2013 Studenti mus\u00ed b\u00fdt schopni spojit kontroverzn\u00ed ot\u00e1zky se \u0161ir\u0161\u00edm kontextem;\n<\/p>\n<p>\n\t\u2013 Efektivn\u00ed m\u016f\u017ee b\u00fdt hran\u00ed rol\u00ed nebo \u00fastn\u00ed vypr\u00e1v\u011bn\u00ed.\n<\/p>\n<p>\n\t<strong>Strategie 6:<\/strong>\n<\/p>\n<p>\n\t\u2013 Umo\u017en\u011bte student\u016fm z\u00edskat zku\u0161enosti v pou\u017e\u00edv\u00e1n\u00ed d\u016fkaz\u016f pro podporu sv\u00e9ho argumentu.\n<\/p>\n<p>\n\t\u2013 Individu\u00e1ln\u00ed a skupinov\u00e1 cvi\u010den\u00ed, ve kter\u00fdch lze procvi\u010dit konkr\u00e9tn\u00ed aspekty obhajoby argumentu.\n<\/p>\n<p>\n\t\u2013 Studenti by m\u011bli zvl\u00e1dnout shroma\u017e\u010fov\u00e1n\u00ed z\u00e1kladn\u00edch informac\u00ed o r\u016fzn\u00fdch prob\u00edran\u00fdch probl\u00e9mech.\n<\/p>\n<p>\n\t<strong>Strategie 7:<\/strong>\n<\/p>\n<p>\n\t\u2013 P\u0159istupujte ke kontroverzn\u00edmu probl\u00e9mu postupn\u011b. \u2013 Studenti se mohou snadno vr\u00e1tit k zjednodu\u0161uj\u00edc\u00edm argument\u016fm, kdy\u017e \u010del\u00ed probl\u00e9mu, kter\u00fd vyvol\u00e1v\u00e1 siln\u00e9 emoce.\n<\/p>\n<p>\n\t\u2013 P\u0159edlo\u017ete student\u016fm \u0159adu men\u0161\u00edch \u00fasudk\u016f, kter\u00e9 by vytvo\u0159ily mal\u00fd emocion\u00e1ln\u00ed odstup od prob\u00edran\u00e9 l\u00e1tky:\n<\/p>\n<p>\n\t1) Nechte studenty, aby definovali pojmy, s jejich\u017e pomoc\u00ed se probl\u00e9m \u0159e\u0161il v minulosti;\n<\/p>\n<p>\n\t2) Nechte studenty zhodnotit platnost krit\u00e9ri\u00ed, kter\u00e1 byla pou\u017eita k diskusi o probl\u00e9mu;\n<\/p>\n<p>\n\t3) Nechte studenty roz\u0161\u00ed\u0159it \u0161k\u00e1lu mo\u017en\u00fdch postoj\u016f;\n<\/p>\n<p>\n\t4) Nechte studenty p\u0159em\u00fd\u0161let o jejich vlastn\u00edch odpov\u011bd\u00edch.\n<\/p>\n<p>\n\t<strong>Strategie 8.<\/strong> P\u0159eru\u0161te diskusi, abyste jasn\u011b vyj\u00e1d\u0159ili sporn\u00e9 body.\n<\/p>\n<p>\n\t\u2013 Po\u017e\u00e1dejte studenty, aby ukon\u010dili sv\u00e9 interakce a explicitn\u011b zv\u00e1\u017eili n\u011bjak\u00fd neprozkouman\u00fd probl\u00e9m, kter\u00fd se v diskuzi objevil (nap\u0159. mor\u00e1ln\u00ed omezen\u00ed pou\u017e\u00edv\u00e1n\u00ed n\u00e1sil\u00ed v dob\u011b v\u00e1lky).\n<\/p>\n<p>\n\t\u2013 Povzbu\u010fte studenty, aby rozvinuli takov\u00fd zp\u016fsob diskuze o kontroverzn\u00edch t\u00e9matech, kter\u00fd bude vz\u00e1jemn\u011b akceptovateln\u00fd.\n<\/p>\n<p>\n\t<strong>Strategie 9:<\/strong>\n<\/p>\n<p>\n\t\u2013 Navzdory struktu\u0159e se ujist\u011bte, \u017ee je diskuze v re\u017eii student\u016f, a v ka\u017ed\u00e9 f\u00e1zi bu\u010fte p\u0159ipraveni vyu\u017e\u00edt jejich p\u0159\u00ednos.\n<\/p>\n<p>\n\t\u2013 Povzbu\u010fte studenty, aby si diskusi vytvo\u0159ili podle sv\u00e9ho.\n<\/p>\n<p>\n\t<strong>Strategie 10:<\/strong>\n<\/p>\n<p>\n\t\u2013 Znovu spojte emoce s intelektem.\n<\/p>\n<p>\n\t\u2013 Objasn\u011bte, \u017ee emoce jsou nezbytnou sou\u010d\u00e1st\u00ed jedn\u00e1n\u00ed se sv\u011btem a nem\u011bly by tedy b\u00fdt ze t\u0159\u00eddy \u00fapln\u011b vypuzeny.\n<\/p>\n<p>\n\tZdroj: David Pace, \u201eTeaching Supercharged Subjects\u201c College Teaching 51(2), jaro 2003: 42-45.\n<\/p>","protected":false},"excerpt":{"rendered":"<p>V mnoha p\u0159edm\u011btech je diskuse o citliv\u00fdch t\u00e9matech nevyhnuteln\u00e1. Nejvy\u0161\u0161\u00edm c\u00edlem zahrnut\u00ed citliv\u00fdch a kontroverzn\u00edch t\u00e9mat do t\u0159\u00eddn\u00edch diskus\u00ed je podpora produktivn\u00edho a kritick\u00e9ho my\u0161len\u00ed ve t\u0159\u00edd\u00e1ch. Vzhledem k tomu, \u017ee citliv\u00e1 a kontroverzn\u00ed t\u00e9mata pravd\u011bpodobn\u011b vyvol\u00e1vaj\u00ed siln\u00e9 emoce a &#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-277","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/277","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=277"}],"version-history":[{"count":4,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/277\/revisions"}],"predecessor-version":[{"id":2585,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/277\/revisions\/2585"}],"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=277"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}