**2. Technics and education**

In the current Czech education system, the concept of technology is interpreted as a matter of general vocational training and applied to it. In view of this, it is necessary to assume a corresponding approach to interpreting pedagogical rules and principles as they pertain to using kits.

The term *technics* (derived from the Greek word *tékhnē* – knowledge, craftsmanship) describes a vast, complex, hard-to-delineate part of the world we inhabit [2]. Thus, it is rather difficult to formulate its clear definition. It all depends on one's specific approach to science and philosophy. This problem is felt not only in Czech scientific circles, but also abroad – the works of W. Walat [3], O. Autio and R. Hansen [4], or A. Williams and J. Williams [5], as well as many others, can be mentioned as an example. There are usually two approaches to teaching subjects with a technical focus. According to J. Kropáč [6], W. Walat [3], the substance of the term in regard to teaching technical subjects can be expressed in two ways:


It is understandable that technics is a social phenomenon since it, along with nature and society, creates and shapes human environment. According to J. Kropáč [6] whose works pick up on those by H. Wolffgramm [8, 9], technics has certain specifics which can be described as manifestations of its rules:


The use of technics is associated with the development of human societies and of social, intellectual, and physical skills of individuals. Thus, technics becomes a necessary part of solving the various situations and problems life brings. Schools, of course, react to this – by introducing vocational training into the education system, though this term is nowadays used in the figurative sense (practical activities, work guidance, the work world, etc.).

Traditionally, pedagogy has divided guidance into components (intellectual, moral, aesthetic, physical, and work ones) whose content addresses the interim goals of pedagogy (see K. Kohout [10] or A. Quinn [11], among others, for more details). These components include *work guidance* which can be understood as a framework for establishing a relationship to work and for acquiring general technical knowledge, skills, and habits [2, 12]. It is implemented by the practical focus of school subjects, by field trips, and leisure activities. Because work guidance deals with acquiring general technical knowledge, the term *technical guidance* is introduced.

According to J. Stoffa [7], vocational training can be viewed as a systematic controlled process of intentionally shaping one's personality as it relates to technics, in a way that makes sure that the person being educated has a correct attitude to technics and its use in their own life (a creation of the so-called technical literacy). These goals must be met on a scientific basis, consciously, and in the course of activities related to the technics which each person encounters as a part of their daily life, i.e. technics that may have an effect on the life of the person being educated. The content of this term lies in our understanding of the connections between technics, society, and nature. Therefore, the content of vocational training is rather universal and includes a wide range of technics as well as related activities.

By implementing vocational training, the following is created [6]:


Therefore, let us talk about vocational training in the broadest sense of the term. This does not mean a specialised vocational training which results in occupational qualifications, but a vocational training whose aim is to establish technical literacy [2, 12].

T. Kozík and M. Kožuchová [13] establish three elementary areas as the basis of technical literacy:

1. attitudinal – to understand the role of technics in society (to understand different aspects of technics), namely in view of these types of relationships:

a.economic;

b.environmental;

c. social;

d.aesthetic;

e.moral;

2. content:

a.awareness of technical terms and processes;

b.using technical tools;

3.procedural – mastering the methods and system of scientific research.

The term *technical literacy* is also defined in the work of Z. Friedmann [14], as follows:


I. Škára [15] talks about the process of basic education, the aim of which should be, among other things, the creation of so-called technical literacy, which:


#### *Illustrative Techniques in the Primary School DOI: http://dx.doi.org/10.5772/intechopen.100568*

Based on the areas of technical literacy formulated above, we can observe that the acquired technical knowledge helps pupils to correctly get their bearings, especially in situations where they encounter technics or a technical object and become its users. However, the knowledge also helps them in situations where they have to solve issues which result from the failing functionalities of technical devices–objects, or if they themselves would like to create an adequately challenging technical object or are supposed to take part in its creation. This concerns knowledge of technics as a part of human culture, of its importance for humanity, and subsequently knowledge gained from key technical fields – especially disciplines which deal with technical materials; the technology of materials; technical graphics; studying machinery as well as its components and mechanisms; electrical engineering and electronics; and last but not least studying cybernetics as well as information and communication technologies.
