Publication details
(Ne)spravedlnost ve vzdělávání: téma odborné i politické.
| Title in English | (In)equity in education: a scientific and political issue. |
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| Authors | |
| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Since the introduction of compulsory education into our schools a principle of performance is being used. Contents of eductaion are primarily a realm of socio-political decisions, and definitions of aims of education are primarily a realm of pedagogy. From the psychological point of view, a school places demands on students in the domain of learning performance and discipline and individual students have different personality prerequisites to deal with these demands. School psychologists and counsellors assume that a child should be educated according to a program corresponding to the child’s prerequisites. The issue of measuring educability has been politicized in recent years and sometimes has been equated with the right for education, „equal opportunities“ equated with prerequisites in education. In this article I bring arguments in support of the view, that misunderstood principle of „equity in education“ is not equal to principle of equality. If we couldn’t vindicate the theory of inequity of prerequisites in education, psychological diagnostics would have lost its meaning. |