University teacher versus student's affective component of personality

• Autorzy: Jân Bajtos
• Języki publikacji: EN

Abstrakty

EN

Modern university should primarily teach students to think critically its purpose is to teach students to solve problems, to develop their entrepreneurial skills and more intense engagement with practice also seems desirable. Equally important is also the formation of the affective component of personality of students, active contribution to the development of their scale of values and the contribution to the development of values such as goodness, love, tolerance, understanding and so on. The author, in this paper deals, with the characteristics of the humanist-oriented university teacher and with the options of development of affective aspects of the personality of the student through the targeted categories.(original abstract)

Słowa kluczowe

EN

Students; Teachers; Employee's personality

PL

Studenci; Nauczyciele; Osobowość pracownika

• Czasopismo: Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
• Rocznik: 2014
• Numer: nr 2
• Strony: 89--102

Twórcy

autor

Jân Bajtos

• Institute of Technology, Dubnica

Bibliografia

• Bajtos, J. 2008. Vybrane state z didaktiky vysokej Skoly. Kosice : Equilibria 2008.153 s. ISBN 978-80-553-0035-1
• Bajtos, J. 2013. Didaktika vysokej skoly. Bratislava : lura Edition 2013. 398 s. ISBN 978-80-8078-625-6
• Barrett R. 2001. The Seven Levels of Corporate Sustainability, [on line]. [cit. 2014-10-01]. http://www.lotus-coach.no/downloads/sustainability.pdf
• Black, R. S. - Howard-Jones, A. 2000. Reflections on Best and Worst Teachers: An Experiential Perspective of Teaching. In Journal of Research and Development in Education. ISSN 0022-426X. 2000. roc. 34, c.l,s. 1-13
• Ellington, H. 2000. How to Become an Excellent Tertiary-level Teacher. Seven golden rules for university and college lecturers. In Journal of Further and Higher Education. ISSN 1469-9486 . 2000, roc. 24, c. 3, s. 311-321
• Frankl, V. E. 1994. Vule ke smyslu. Brno : Cesta 1994. 214 s. ISBN: 80-85139-63-2
• Goleman, D. 1997. Emocni inteligence. Praha : Columbus 1997, 350 s. ISBN 80-85928-48-5
• Kosová, B. 1996. Humanizada procesu hodnotenia ziakov. In Pedagogické rozhl'ady. Banská Bystrica : MC, 1996. ISSN 1335-0404. roc. 5, c. 4 (1996/97), s. 3-6
• Kratwohl, D. B. - Bloom, B. S. - Masia, B. 1969. Taxonomy of Educational Objectives: Affective Domain. NewYork : McKayl969
• Maslow, A. H. 2000: Ku psychologii bytia. Modra : Persona, 2000, 223 s. ISBN 80-967980-4-9
• Podlahová, L. et al. 2012. Didaktika pro vysokoskoské ucitele. Praha : Grada Publishing, a.s. 2012.154 s. ISBN 978-80-247-4217-5
• Rohlíková, L. - Vejvodová, J. 2012. Vyucovaci metody na vysoké śkole. Praha: Grada Publishing, a.s. 2012. 281 s. ISBN 978-80-247-4152-9
• Skalková, J. 1995. Za novou kvalitu vyucování. Brno : Paido 1995. 89 s. ISBN 80-85931-11-7
• Turek, I. 2008. Didaktika. Bratislava : lura Edition 2008. 595 s. ISBN 978-808078-198-9
• Vasutová, J. 2002. Strategie vÿuky ve vysokoskolskem vzdelávání. Praha : UK PF 2002. 283 s. ISBN80-7290-100-1
• Zelina, M. 2004. Teórie vÿchovy, alebo hl'adanie dobra. Bratislava : SPN, 231s. ISBN 80-10-00456-1
• Zelinová, M. - Zelina, M. 1997. Tvorivÿ uciteí. Osobnosf a práca tvorivého uciteía v système tvorivo-humanistickej vÿchovy. Bratislava : MCMB 1997. 77 s. ISBN 80-7164-192-8