Abstract
We show one interesting research which had been implemented on our department in Faculty of Science at Charles University in Prague since the 70th last century and was concerned with the selection and arrangement of the curriculum of knowledge in chemistry. Now we are looking for correlation to the current often used mind-maps.
The results of our work were logically structured systems of the curriculum chemistry knowledge expressed into nodal graphs, similarly as current mind-maps, but the essence of our work was application the rigorous methods of mathematical logic based on exact knowledge of mathematics and proving logic. In contrast the mind-maps are usually combined with intuitive graphic-verbal expression and engaged as instruments for demonstration of linkages and relations among various constructs, information and observations from a point of view of their authors.
The most attention in this paper is devoted to similarities and differences of these two ways.