Journal for Christian reflections in the context of social sciences and humanities

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Weisure – Phenomenon, Lifestyle, or Vice?
Kočerová Martina
The article deals with the phenomenon of weisure and the changes brought by it in the area of leisure. It is a theoretical study aimed at showing the role of leisure-time pedagogy in modern Western society where the boundary between work time and leisure is loosened.
The conclusion given from the perspective of leisure time pedagogy states that it is desirable to influence an individual during his childhood as the basis of personality and value orientation are formed in this period. Leisure time pedagogy does not consider leisure time to be a space in time. It is rather an important life attitude that significantly influences the balance of life of every individual and also of society as a whole. In the area of the prevention of the weisure lifestyle, leisure time pedagogy should focus especially on the development of leisure time competences, value education, critical thinking, and socialisation. Conversely, leisure education should not focus on the mere realisation of activities (despite their attractiveness, entertainment, or meaningfulness). If the educational action in leisure time is replaced by the mere fulfilment of free time (choosing the activities only), leisure time instrumentalisation and the development of the weisure lifestyle can occur. Instead of learning how to deal with freedom, responsibility, and perseverance, and instead of looking for meaning, the child learns to consume leisure activities, entertain himself, and selectively choose activities according to the mood or fashion. Leisure time, as a time category, has not disappeared from a person’s life, but the essence of leisure time (which is largely influenced by instrumentalisation and by pedagogy of leisure time) is being erased. Leisure time receives the character of an obligation, and its potential is reduced that way. It is this development that underscores the importance of leisure time pedagogy which should focus its efforts not only on children and young people but also on the education of parents and leisure time educators who are involved in instrumentalisation and the pedagogical forming of leisure time in many ways.

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