Theoretical and methodological reflection of a case study on the Deblínsko landscape project

Main Article Content

Alois Hynek
Břetislav Svozil
Jakub Trojan
Jan Trávníček


Full text of the article is available both in English and Czech.The case study is based primarily on long-standing collaboration of two public sector institutions: the MU in Brno and the Deblín Primary School and Kindergarten, with cooperation of experts in numerous other institutions. The MU in Brno and the Deblín Primary School and Kindergarten focus on research, teaching and, above all, practical applications of sustainability/security. The objective of the study is to revise the theoretical and methodological frameworks influencing approaches to teaching sustainability in primary education and, through it, to open a discussion of civic society topics and formation starting at the level of children/pupils/students. The vehicle for achieving the objective is a thorough critical view of the “Deblínsko landscape project”. The authors’ experience concerns development of dialogue between the world of science and its applications and needs of those on whom its consequences impact. They are collected as part of activities aimed primarily at intensive field and project teaching, which reflects the sustainability discourse in the primary, secondary and tertiary education practice and is also connected with establishment of international collaboration. The focus of the field work is based on the understanding of each of the institutions as regional education centres (Deblín Primary School and Kindergarten = community centre), focused on solving issues of sustainability, involving owners, users, decision-makers, shareholders and stakeholders within public territorial administration, represented by means of goals and measures of regional development schemes along with micro-regional development programmes and local action group (LAG) activities.

Article Details

How to Cite
Hynek, A., Svozil, B., Trojan, J., & Trávníček, J. (2015). Theoretical and methodological reflection of a case study on the Deblínsko landscape project. Envigogika, 10(1).
Reviewed Papers
Author Biographies

Alois Hynek

Department of Geography, Faculty of Science, Masaryk University, Brno

Břetislav Svozil

Headmaster’s Office of Deblín Primary School and Kindergarten

Jakub Trojan

Institute of Geonics of the Academy of Sciences of the Czech Republic, v.v.i.

Jan Trávníček

The Nottingham Trent University, U.K.


Adams, W. (2006). The Future of Sustainability: Re-thinking Environment and Development in the Twenty-first Century. Report of the IUCN Renowned Thinkers Meeting. United Kingdom: IUCN. Available from:
Alcamo J. et al. (2003). Millennium Ecosystem Assessment – Ecosystems and Human Well-being – A Frame for Assessment. Ecosystems and Human Well-being. A Report of the Conceptual Framework Working Group of the Millennium Ecosystem Assessment. Washington, D.C.: Island Press.
Alcamo, J. et al. (2003a). Ekosystémy a kvalita lidského života: Rámec pro hodnocení. Zpráva pracovní skupiny pro koncepční rámec Ekosystémového hodnocení milénia. Praha: Ministerstvo životního prostředí
Anderson L. and Krathwohl D. A. (2001). Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Longman.
Ärlemalm-Hagser E. (2013). Respect for nature - a prescription for developing environmental awareness in preschool. CEPS Journal 3 (1), 25-44.
Le Blanc, D., Roehri, R. A. (2012). Back to Our Common Future Sustainable Development in the 21st century (SD21) project Summary for policymakers. Available from:
Berg, B. (2004). Qualitative research methods for the social science (5th ed.). Boston, MA: Pearson Education.
Bloom, B. ed. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York, NY: Longmans, Green.
Chevalier J.M., Buckles D.J. (2013). Participatory Action Research: Theory and Methods for Engaged Inquiry. London: Routledge UK.
Cloke P., Cook I., Crang P., Goodwin M., Painter J., Philo C. (2004). Practising Human Geography. London: Sage Publications.
Davis J. (2008). What might education for sustainability look like in early childhood?. The contribution of early childhood education to a sustainable society. Paris: UNESCO Publications.
Declaration of the United Nations Conference on the Human Environment. (1972). Report of the United Nations Conference on the Human Environment. Stockholm. Available from: and ArticleID=1503.
Deleuze G. (2003). Foucault. Praha: Herrmann and synové.
Dlouhá J., ed. (2002). Inovace vysokoškolské výuky v environmentálních oborech. Praha: Univerzita Karlova, Centrum pro otázky životního prostředí.
Duncan A. (2012). New Taxonomy of Education Objectives – Marzano and Kendall, 2007, slide 3. Available from:
Foucault, M. (1999). Dějiny sexuality 1, Vůle k vědění. Praha: Herrmann and synové
Foucault, M. (2000). Dohlížet a trestat. Praha: Dauphin.
From Outcome to Implementation. (2013). Our Planet. Nairobi: UNEP. Available from:
Fugueiredo L., Amorim L. (2007). Decoding the urban grid: or why cities are neither trees nor perfect grids. Proceedings, 6th International Space Syntax Symposium. Istanbul, 2006.
Griggs D., et al (2013). Sustainable development goals for people and planet. Nature, vol. 405, pp. 305-307. Available from:
Heffron S., Downs R. (2012). Geography for Life: National Geography Standards, 2nd ed. Geography Education National Implementation Project. Washington, D.C.: National Council for Geographical Education.
Hynek, A. et al. (1985): The Fryšávka drainage basin strategy as proposed by geographical workshop group of Brno university. Scripta Fac. Sci. Nat. Univ. Purk. Brun., Geographia 15, 139–157.
Hynek, A., Svozil, B., Trávníček, J., and Trojan, J. (2009). Trvalá udržitelnost Deblínska: Vzdělávací projekt. Envigogika, 4(2). Available from DOI:
Hynek A., Svozil B., Vágai T., Trávníček J., Trojan J. (2010): Sustainability in Practice. In: A.Barton, J.Douhá, eds.: Multi-Actor Learning for Sustainable Regional Development in Europe: A Handbook of Best Practice. Grosvenor House Publishing Limited, Guildford. 343 pp., pp. 215-233.
Hynek, A., Svozil, B., Trávníček, J., and Trojan, J. (2011). Best Practice Example of Educational Project: Sustainability in Deblín, South Moravia, Czech Republic. In: A. Demirci, L. Chalmers, Y. Ari, J. Lidstone, eds.: Building Bridges between Cultures through Geographical Education - Proceedings of the IGU-CGE Istanbul Symposium: July 8-10, 2010, IGU Commission on Geographical Education, Fatih University. 307 pp., pp. 23-30.
Hynek, A., Svozil, B., Vagai, T., Trávníček, J., and Trojan, J. (2011). D. Sustainability in Practice. Multi-Actor Learning, 215.
Hynek A., Vávra J. (2012). Dešifrovací klíč k současným geografiím. Available from:‎.
Hynek A. (2013). Deblínsko ve výuce trvalé udržitelnosti. In: Diviaková, A. (ed.), 2013: Vybrané aspekty integrovaného manažmentu životného prostredia. Zborník vedeckých príspevkov z konferencie konanej 12. septembra 2013 vo Zvolene, Katedra UNESCO pre ekologické vedomie a TUR, FEE TU vo Zvolene, 234 pp., pp. 179-191
Kates, R., Thomas M. Parris, and Anthony A. Leiserowitz. (2005). What is sustainable development? Environment 47(3). 9-21.
Kohoutek R. (2015). Akční výzkum. Available from: http://slovnik-cizich
Marzano, R.J. and J.S. Kendall, eds. (2007). The New Taxonomy of Educational Objectives. 2nd ed. Thousand Oaks, California: Corwin Press. Available from:
Millennium Development Goals. (2000). Available from:
Millennium Ecosystem Assessment (2005). Ecosystems and Human Well-being: Synthesis. Washington, D.C.: Island Press.
The National Environmental Policy Act of 1969. Pub. L. 91-190, 42 U.S.C. 4321-4347, January 1, 1970, as amended by Pub. L. 94-52, July 3, 1975, Pub. L. 94-83, August 9, 1975, and Pub. L. 97-258, § 4(b), Sept. 13, 1982. Available from:
Nilsson P. (2012). Sense and Sensation. Writing on Creativity, Education, Philosophy, and Cognitive Science. Available from:
Pol, M., Hloušková, L., Lazarová, B., Novotný, P., Sedláček, M. (2013). Když se školy učí. Brno: Masarykova univerzita.
Report of the World Commission on Environment and Development: Our Common Future. (1987). New York, NY: United Nations World Commission on Environment and Development. A/42/427.
Le Blanc, D., Liu, W., O´Connor, D., Zubcevic I. (2012). Rio+20 working papers Issue 1: Development cooperation in the light of sustainable development and the SDGs: Preliminary exploration of the issues Division for Sustainable Development, UNDESA. UN Division for Sustainable Development. Available from:
Svozil, B., Hynek, A. (2011). Deblínsko: na cestě k trvalé udržitelnosti. Deblín. (ESF, MŠMT): ZŠ a MŠ Deblín.
Svozil, B., Hynek, A. (2012). Dvojjazyčná učebnice terénního učení – Deblín a okolí. Czech-English Textbook of Outdoor Learning: Deblín and its Surroundings. Deblín. (ESF, MŠMT): ZŠ a MŠ Deblín.
Trojan, J., Trávníček, J. (2011): Atlas Deblínska. Brno: Geodis.
United Nations Conference on Environment and Development Rio de Janerio, Brazil, 3 to 14 June 1992. AGENDA 21. Available from:
Vávra, J. (2011). Proč a k čemu taxonomie vzdělávacích cílů. Available from:
World Conservation Strategy, Living Resource Conservation for Sustainable Development. (1980). IUCN-UNEP-WWF, Gland.
Wright, T. (2002). Definitions and frameworks for environmental sustainability in higher education. Higher Education Policy 15. 105–120. Amsterdam: Elsevier, Int. Assoc. of Universities.

Most read articles by the same author(s)