Role výchovy a vzdělávání v procesu utváření morálního přístupu k vedení

Title: Role výchovy a vzdělávání v procesu utváření morálního přístupu k vedení
Variant title:
  • The role of education in developing ethical leadership
Contributor
Kačer, Tomáš (Translator)
Source document: Studia paedagogica. 2013, vol. 18, iss. 2-3, pp. [141]-156
Extent
[141]-156
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Článek se ve světle dopadů ekonomického kolapsu Islandu v říjnu 2008 zabývá potřebou formální revize islandského vzdělávacího systému. V článku zdůrazňujeme především fakt, že většina islandských lídrů, kteří se na islandském ekonomickém kolapsu podíleli, byli absolventy islandského vzdělávacího systému. Ukázalo se, že sami sebe považují za jedince, kteří se nezodpovídají ani svým spoluobčanům, ani občanům jiných zemí. Je zřejmé, že vzdělávání těchto lídrů kladlo přílišný důraz na kognitivní aspekty výchovy a vzdělávání na úkor rozvoje morálního úsudku. Proto navrhujeme takovou nápravu tohoto nedostatku islandského vzdělávacího systému, díky níž by budoucí lídři Islandu nebyli připraveni o možnost rozvíjet nejen své kognitivní, ale také morální znalosti a dovednosti. Dále máme za to, že na vzestup a pád islandské ekonomiky lze pohlížet coby na případovou studii, z níž se mohou poučit jak Islanďané, tak také občané dalších zemí. Tato hořká zkušenost by se tak mohla změnit v lekci, již je možné aplikovat i za hranicemi ostrova Islandu. Za tímto účelem se v článku pokoušíme nalézt odpovědi na otázku, jakou hrají školy roli v ovlivňování žáků nejen v oblasti profesní přípravy, ale také v oblasti rozvoje morálního rozhodování.
This article calls for a formal review of the educational system in Iceland in light of the impact of the economic collapse upon the nation in October 2008. In particular, this article highlights the fact that most of the Icelandic leaders who contributed to the economic collapse in Iceland were products of the Icelandic educational system. Apparently they saw themselves as individuals without responsibility towards either their countrymen or those of neighbouring countries. Arguably, the schooling of these leaders had placed too much emphasis on the cognitive aspects of their education at the expense of their ethical development. Hence, the author proposes that this shortcoming of the educational provision in Iceland needs to be redressed so that future leaders of the nation are not deprived of the opportunity to develop both their cognitive and ethical knowledge and skills. The author moreover suggests that the rise and fall of the Icelandic economy may be seen as a case study from which not only Icelanders but other nations as well could learn. This bitter experience could thus become a learning experience with applicability reaching far beyond the geographical boundaries of the island. To this end, this article seeks to answer questions about what role and responsibility schools have in graduating students who have not only acquired vocational knowledge and skills but have also developed a commitment to being influenced by sound moral judgment.
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