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Lecturer(s)
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Urbánek Petr, doc. PaedDr. Dr.
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Course content
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Theory of education in the system of educational sciences. History of independent science. Interdisciplinary relations: pedagogy, didactics, historical pedagogy, philosophy of education, sociology of education, social pedagogy, etopedy, sociology, social psychology, developmental psychology, educational psychology, psychopathology, psychotherapy, sociotherapy etc. Theory of education, definition of the field; importance for educational sciences and practice. Biological and social conditionality of personality formation; different concepts of personality theory, different emphasis on the key factors of individual development and the concept of socialization. Education; education and socialization: definitions, their mutual relations. Problems of educational goals, their historical and social conditionality. Types of educational influence, influence of education on lifestyle and system of values. Early childhood and key moments of psychosocial development; primary socialization and its disorders; early care; consequences of early childhood experiences for further personal and social development. Child and problems of contemporary family. Possibilities to help the family in case of educational difficulties. Secondary socialization; pre-school education, school and its educational influence, acceptance of social role of pupil, classmate; educational process - influence on personal development; home education versus school socialization. The process of education as the management of human life activity (so-called individual shaping) versus the concept of education as a human concern. The importance of personal and social education in complex educational care. Expressive activities and their use in education. Function of expression in cognition of social and cultural context. Educational effect of expression, interpretation and common reflection. Possibilities and limits of the use of therapeutic techniques in education. Leisure activities, influence of extracurricular and youth organizations on socialization. Peer groups and their influence on adolescents; pedagogical work with social group. Influence of communication media on psychosocial development of an individual; possible educational problems. Differentiation of attitudes, values of life and norms. The issue of individualistic hedonism and reductionism versus personally developing education. Spirituality in education. Socialization and individualization, self-knowledge, self-evaluation and self-education. Recognizing the difficult life situation of a child or adolescent; developmental crises and their productive processing; the importance of social support; the dual role of the teaching staff in providing psychological support to pupils in difficult life situations and possible problems. Facilities providing counseling and preventive educational care, possibilities of re-education and socio-therapeutic care for children and youth threatened by socially pathological phenomena; institutional and protective education. Relationship between education and social work: social pedagogy and contact work outside the walls of educational institutions. Prerequisites for the actual therapeutic activity of pedagogical staff. Possibilities of professional support and assistance in difficult educational situations. Principles of psychohygiene and provision of peer support.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
- Class attendance
- 28 hours per semester
- Preparation for credit
- 28 hours per semester
- Preparation for exam
- 42 hours per semester
- Home preparation for classes
- 22 hours per semester
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Learning outcomes
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The course acquaints students with basic questions of education theory and selected practical problems of educational activities. After graduation the student should be able to choose addressing educational approaches, analyze various educational topics, evaluate their possible impacts and respond to them. Part of the professional equipment should be the ability to explain, popularize and convincingly present selected issues related to educational issues.
After completion of the course student will be able 1. to understand the content of prescribed curriculum of Theories of education 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral thesis 4. to apply gained knowledge in educational practice 5. to be motivated for continuous learning in the field
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Prerequisites
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Student has knowledge of pedagogy and pedagogical psychology.
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Assessment methods and criteria
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Oral exam, Written assignment
Literary sources for pedagogical analysis: After reading one of the following books, the student, based on the knowledge gained from the theory of education and pedagogical psychology, will identify and adequately justify the educational style of the selected book by its author. It will consider what the initial experiences of self-concept and the life of the protagonist had. The student underlies the diagnostic balance sheet with specific excerpts. DREWERMANN, E. Co je důležité, je očím neviditelné: hlubinně psychologický výklad Malého prince. Brno: Centrum pro studium demokracie a kultury, 1996. FELLINI, F. GUERRA, T. Amarcord. Praha: Odeon, 1978. GREENE, G. Kus života. Praha: Vyšehrad, 1974. CHAGALL, M. Ma vie Můj život. Praha: Metafora, 2013. PAGNOL, M. Jak voní tymián. Vyd. 6. Praha: Vyšehrad, 2011. SALINGEROVÁ, M. A. Kdo chytá sny. Praha: Volvox Globator, 2003. ULLMANNOVÁ, L. Proměny. Praha: Práce, 1989. Requirements for the implementation of an educational project: Students work on selected topics from the syllabus in the team, which they present at the seminar. They have to demonstrate the ability to communicate and cooperate, select educational content, create a PowerPoint presentation and explain key concepts. The student should be able to critically assess the sources, appropriately illustrate the content and convincingly argue in the subsequent discussion. Exam requirements: At least 75% attendance at seminars, successful presentation of the project on a given topic, elaboration of a comparative analysis of at least 2 publications from prescribed literature (at least 1 book is from the basic literature) and pedagogical analysis of the educational style described by the author of some books mentioned in selected literary sources. Students generally write at least 3 publications in writing. The prerequisite for the examination is the orientation in the subject of the Theory of Education given by the syllabus. Analysis of the text of each academic publication should be processed in at least 4 pages of typescript. Analysis of beautiful literature should be at least 2 pages of typescript.
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Recommended literature
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ADLER, A. Člověk, jaký je. Praha: Portál, 2018. ISBN 978-80-262-1385-7.
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BOWLBY, J. Odloučení: kritické období raného vztahu mezi matkou a dítětem. Praha: Portál, 2012. ISBN 978-80-262-0076-5.
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DREWERMANN, E. Co je důležité, je očím neviditelné. Brno: Centrum pro studium demokracie a kultury, 1996. ISBN 80-85959-14-3.
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FELLINI, F., GUERRA, T. Amarcord. Praha: Odeon, 1978.
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FREUD, A. Já a obranné mechanismy. Praha: Portál, 2006. ISBN 80-7367-084-4.
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GREENE, G. Kus života. Praha: Vyšehrad, 1974.
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HEBDIGE, D. Subkultura a styl. Praha: Dauphin, 2012. ISBN 978-80-7272-197-9.
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CHAGALL, M. Ma vie / Můj život. Praha: Metafora, 2013. ISBN 978-80-7359-358-2.
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JEDLIČKA, R., a kol. Poruchy socializace u dětí a dospívajících: Prevence životních selhání a krizová intervence. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
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JEDLIČKA, R, ed. Teorie výchovy ? tradice, současnost, perspektivy. Praha: Karolinum, 2014. ISBN 978-80-246-2412-9.
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JIRÁSEK, I. Zážitková pedagogika. Praha: Portál, 2019. ISBN 978-80-262-1485-4.
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KASPER, T., KASPEROVÁ, D. Dějiny pedagogiky. Praha: Grada, 2008. ISBN 978-80-247-2429-4.
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KAST, V. Otcové - dcery, matky - synové: práce s rodičovskými komplexy jako cesta k vlasní identitě. Praha: Portál, 2004.
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KRAUS, B. Sociální aspekty výchovy. Hradec Králové: Gaudeamus, 1999. ISBN 80-7041-135-X.
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KRAUS, B. Sociální deviace v transformaci společnosti. Hradec Králové: Gaudeamus, 2015. ISBN 978-80-7435-575-2.
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LIESSMANN, K. P. Teorie nevzdělanosti: omyly společnosti vědění. Praha: Academia, 2008. ISBN 978-80-200-1677-5.
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LORENZ, K. Osm smrtelných hříchů. Praha: Academia, 2000..
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LUKASOVÁ, E. Logoterapie ve výchově. Praha: Portál, 1997. ISBN 80-7178-180-0.
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MASLOW, A. H. O psychologii bytí. Praha: Portál, 2014. ISBN 978-80-262-0618-7.
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MILGRAM, S. Poslušnost vůči autoritě. Praha: Portál, 2017. ISBN 978-80-262-1238-6.
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MILLEROVÁ, A. Na počátku byla výchova: neopakujte chyby svých rodičů. Praha: Triton, 2017.
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PAGNOL, M. Jak voní tymián. Praha: Vyšehrad, 2011. ISBN 978-80-7429-195-1.
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PELIKÁN, J. Hledání těžiště výchovy. Praha: Karolinum, 2007. ISBN 978-80-246-1265-.
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PELIKÁN, J. Pomáhat být: otevřené otázky teorie provázející výchovy. Praha: Karolinum, 2002. ISBN 978-80-246-0345-2.
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PELIKÁN, J. Výchova jako teoretický problém. Ostrava: Amosium servis, 1995. ISBN 80-85498-27-8.
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PONĚŠICKÝ, J. Člověk a jeho postavení ve světě. Praha: Triton, 2006. ISBN 80-7254-861-1.
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POSTMAN, N. Ubavit se k smrti. Praha: Mladá fronta, 2010. ISBN 978-80-204-2206-4.
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ROGERS, C. R. Způsob bytí. Praha: Portál, 1998. ISBN 80-7178-233-5.
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SALINGEROVÁ, M. A. Kdo chytá sny. Praha: Volvox Globator, 2003. ISBN 80-7207-460-1.
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STROUHAL, M. Teorie výchovy. Praha: Grada, 2013. ISBN 978-80-247-4212-0.
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ULLMANNOVÁ, L. Proměny. Praha: Práce, 1989.
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ZIMBARDO, P., COULOMBOVÁ, N. D. Odpojený muž. Praha: Grada, 2017. ISBN 978-80-247-5797-1.
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