In the master’s thesis, the author is researching how free time influences the development of youth. They compile information from a wide array of sources, starting with classical antiquity and St. Augustine of Hippo and following with a look at other pedagogues throughout the years (John Amos Comenius, John Locke, Johann Heinrich Pestalozzi, Jean Jacques Rousseau, Friedrich Fröbel, John Dewey, Maria Montessori, and Paulo Freire). Alongside pedagogues, the thesis also includes thoughts of other persons (Robert Baden-Powell, Umberto Galimberti), views of the Catholic Church and schools (CCC, public schools, private schools, and the scout method).
The main question of the thesis is trying to answer whether free time is nurturing or harmful to the youth. It is better to direct them with active assignments or to trust and give them liberty with their own time. Whilst searching for the answer, the views of pedagogues are compared and, if able, converged. Noticeably different are their stances on trusting the youth with time. Their views on child observation and activity adaptation based on the child’s needs, however, can be interposed. Questioned individuals confirm this.
Alongside free time, the thesis also addresses different approaches to religious education. The quantity of learnt knowledge is compared to the quality of faith experiences. Like free time, it is discovered that youth acquire richer knowledge with the latter than the former. The thesis shows some similarities between stances on free time and quality of religious education.
|
