ated problem of inclusion in school classes is not just the harmonization of pupils with those who are threatened with social exclusion, or have a handicap, but also the harmonization of the gifted with the insufficiently communicative and so on. In the field of inclusion, there is a need to highlight the role of case studies, samples of individual successful examples which need to be used to counter blanket prejudices of the type, “This can’t be managed in a modern school. They do it only because they are forced to, but in fact they are not motivated. They don’t want to engage with teaching…” The reverse side of this process is the need to draw up individual study plans for more pupils than teachers have been used to in the past. In years to come the integration of good knowledge of subject didactics with the ability to adapt it to the specific needs of individual pupils will be the cornerstone of skill in teaching. The key question in the time of inclusion is how to meet pupils halfway, motivate them and find appropriate forms of education including with the use of teacher’s assistants. In schools abroad, it has become usual for inclusion to involve special teachers who from time to time give an individual lesson to a pupil with special needs and together with the pupil find effective ways of going through the harder parts of educational contents. The aim is to provide targeted and effective support for both disadvantaged and gifted pupils. People experiencing alienation are usually indifferent to the problems of others; and when the emphasis is laid on the need for individualization, it can be understood in different ways: a) as respect for the uniqueness of the existence of every human being, b) as the fact that interpersonal relations are becoming depersonalized. The current picture of upbringing and education lacks authentic, cultivated relations between culture and the idea of learning. Learning in today’s over-technical world has abandoned the ancient ideals of wisdom and humanity and shows quite a strong tendency to focus primarily on the practical application of knowledge in life. The terminology underlying the development of “human potential” and so on, refers to the education of the human being as capital sui generis, and a view of the human being as a commodity looking for deployment on the labour market. Inclusion in a democratic society is becoming the litmus test of the extent to which current education is capable of a return to a humane profile and the acknowledgment of the uniqueness of human existence including the value that every child and adolescent on the threshold of life represents for society.
98 Ukázka elektronické knihy, UID: KOS507196