Genius loci
Vol.31,No.2(2021)
The essay deals with the phenomenon which, when grasped in a suitable way, can become an integral part of teaching in Czech schools: it is genius loci and related instruction. In the context of ongoing discussions on the new form of the curriculum, on the rapid changes in society over the past two decades and especially on the outlook for the future development of (not only) the Czech natural environment, we recognize the importance of the development of knowledge of the landscape. All existing processes, phenomena and landscape in general provide wide range for evaluation and cognitive part of children‘s personality. The environmental dimension, ranging from local aspects to global challenges and problems, also extends the personal and subjective conception of the place. Finally, practical experience and the development of competencies, in addition to knowledge, complete the use and application of the place by pupils in the intentions of locally grounded learning. The essay is divided into two parts, the first is devoted to the theoretical background, introduction of the key factors of both phenomena and their risks, and the second follows the context of curricular documents, teaching and place-based education on examples of pedagogical practice. Finally, the paper focuses on the view of outdoor education and place-based education as tools for student participation in the formation, consolidation and preservation of the genius loci in the level of knowledge, values, community cooperation, shared memory and common traditions.
place-based education; genius loci; place; identity; education
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