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The paper concentrates on the topic of Patocka's Comeniological conception. Patocka, in his lifelong work on Comenius, sought an answer to the question of what precisely was the original contribution of Comenius in the world of thought - what position Comenius occupies in the development of European thinking. He saw Comenius' achievement above all to be in his creation of a systematic philosophy of education and in his founding of a systematic pedagogy. The basic concepts of education in Comenius are 'emendatio' and 'reparatio'; education is for him a way in which man may be disabused of error as well as helped to overcome egoism and particularism and returned to the path of general order and panharmony. Comenius' labyrinth is, in Patocka's view, also the labyrinth of modern humankind, which has diverged from wholeness. As a result we need, even today, a pedagogy of the universal change, the prototype of which is, according to Patocka, Comenius' pan-education.
In the fifties and sixties the name of Jan Patocka was to be found amongst the editors and translators of Comenius' Latin writings. His planned collaboration with the editors of the collected publication of 'J. A. Comenii Opera omnia' - the Work of J. A. Comenius was however stopped for political reasons, and his report recommending the publication of the 14th volume of this edition could not be used in the beginning of the seventies since giving his name as 'specialist editor' was not thought desirable. In the second half of the seventies his name was no longer allowed to even appear in the index of names.
Nowadays mediatised society, with significant grow of popularity of so-called new media, calls for a new or at least innovated media (literacy) education. In this study I challenge this assumption and critically approach the current state. In my text, I review the current discussion in the Czech Republic, as well as historical mediaeducational moments, which I consider crucial and exemplary in order to showcase the fragmentation of the whole field. I point out the elementary educational principles and their more or less explicit inclusion of media, as already formulated by Comenius in the 17th century. Further in the text I focus on the didactical use of film at schools and the aesthetically framed film education of both the 1960s and 2010 (when it was introduced to the school curricula). This leads me to a critical analysis of the curricular Media Education as it has been introduced to the whole Czech system of formal education since 2006. By discussing these three fragments, I create a momentum of continuity within the field; a continuity that provides a rich body of theoretical framing(s), terminological and practical experience and tools. This enables me to advocate for an integrated, historically rooted approach to media (literacy) education which will be not only suitable for the current situation of traditional and new media, but will also be capable to adjust educational actions with less effort and less fragmentation to the future development of media.
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