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Lecturer(s)
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Rozkovcová Andrea, Mgr. Ph.D.
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Course content
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Definition of the concept of the experience method. Relationship to pedagogical theory and practice. Relation to leisure time educators. Historical context. Emphasizing the teachings of J. A. Komensky and the context of J. Dewey and D. A. Kolb. The so-called insolvency phenomena and experience therapy by K. Hahn. German Erlebnispädagogik and experiential education. Pedagogical assessment skills (reflection, reviewing, processing). The role of games, challenging and adventurous activities in programs utilizing the educational power of experience. Psychological aspects of experimental methodology - theoretical concepts (flow, experiential learning, challenge by choice, full value contract, group dynamics). Czech contribution to the theory and practice of experience pedagogy. An overview of programs and organizations developing and applying experiential pedagogy. Experiential methodology - practical applications.
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Group consultation, E-learning, Task-based study method, Students' self-study
- Class attendance
- 14 hours per semester
- Preparation for credit
- 14 hours per semester
- Home preparation for classes
- 62 hours per semester
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Learning outcomes
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Students will be acquainted with historical development and the basis of experience methodology, basic theoretical concepts and principles of educational work led by the experience method in leisure time and in schools and possibilities of application of experience method in various fields.
The student links the theoretical knowledge with planning a real-life experience. The student understands how the program's activities are organized according to the principles of working with experience. Student understands problems with the transfer of experience into real life and can help to make transfer with reflection and feedback methods.
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Prerequisites
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Basic knowledge of pedagogy and psychology.
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Assessment methods and criteria
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Interview, Presentation of group work, Written assignment
An experiential program consisting of a theoretical and practical part. The student works with theoretical support according to the teacher's recommendation.
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Recommended literature
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BEARD, C., WILSON, J. P. Experiential learning: a bestpractice handbook for educators and trainers. 2. vyd.. Philadelphia: Kogan Page, 2006. ISBN 978-0-7494-4489-1.
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BROWN, R. Group processes. Malden: Blacwell Publishing, 2000. ISBN 978-0-631-18496-6.
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CSIKSZENTMIHALYI, M. O štěstí a smyslu života. Praha: Lidové noviny, 1996..
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Hanuš, R., Chytilová, L. Zážitkově pedagogické učení. Praha: Grada, 2009. ISBN 978-80-247-2816-2.
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HERMOCHOVÁ, S. Skupinová dynamika ve školní třídě. Kladno, Aisis, 2005. ISBN 80-239-5612-4.
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JIRÁSEK, I. Doxa a epistémé zážitkové pedagogiky. Pedagogika, 66(2), 154-178. 2016.
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JIRÁSEK, I. Vymezení pojmu zážitková pedagogika. Gymnasion, časopis pro zážitkovou pedagogiku, č. 1, s. 6-16. 2004.
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KOŽNAR, J. Skupinová dynamika. Praha: Karolinum, 1992. ISBN 80-7066-632-3.
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MAREŠ, J. Styly učení žáků a studentů. Praha: Portál, 1998. ISBN 80-7178-246-7.
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NEUMAN, J. a kol. Překážkové dráhy, lezecké stěny a výchova prožitkem. Praha: Portál, 1999. ISBN 80-7178292-0.
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PÁVKOVÁ, J., HÁJEK, B. Pedagogika volného času. Vyd. 4. Praha: Portál, 2008. ISBN 978-80-7367-423-6.
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ZAHRÁDKOVÁ, E. Teambuilding. Praha: Portál, 2009. ISBN 978-80-7367-641-4.
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