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Lecturer(s)
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Kasperová Dana, doc. PhDr. Ph.D.
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Course content
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1. Jan Amos Comenius and education as a correction of society. Humanity and education as the basis of modern education. J.A. Comenius and didactic principles of teaching for primary school. 2. The principle of authority and freedom in education: current issues of educating a democratic citizen in a broader perspective - we act reasonably (John Locke) and we act freely (J.J. Rousseau). 3. Compulsory education as a path to civic emancipation and national society: pedagogical and didactic principles of philanthropy and teaching of J.H. Pestalozzi, the beginnings of elementary/basic education. Girls' education and women teachers. 4. Activity-based education, work school and the basics of project-based education: American pragmatic education and American progressivism (John Dewey), work school in the Czech pedagogical discussion for primary education. 5. Do we teach alternatively?: sensorimotor material and child development in the concept of M. Montessori; holistic child development and the concept of Waldorf pedagogy. 6. Reform of education at the 1st level - examples from the interwar period. We teach outdoors and we teach "healthily" - physical, psychological and ethical principles in primary education and training (E. Štorch, F. Bakule, J. Úlehla, F. Mužík). 7. Education and training in the absence of freedom: education under the burden of totalitarianism, education in the protectorate, educational and training goals of primary education in a socialist school for 1948.
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Lecture, Practicum
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Learning outcomes
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The course introduces a historical perspective on the aims, processes and methods of education and upbringing in a broader pedagogical context. At the forefront are questions of the humanity of education, freedom and authority in education, the role of reason and sense in historical reflection on education, concepts of progress in education, and last but not least, the question of elementary or primary education reform and school reform in general. Attention is also paid to the historical development and transformation of the teaching profession.
Theoretical knowledge and practical skills in the field.
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Prerequisites
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General orientation in the subject.
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Assessment methods and criteria
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Presentation of acquired knowledge via paper, Test
Active participation in seminars, presentations, test
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Recommended literature
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JŮVA, V. Stručné dějiny pedagogiky. Brno: Paido, 2007. ISBN 978-80-7315-151-5.
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KASPER, T.; KASPEROVÁ, D. Dějiny pedagogiky. Praha : Grada 2008..
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Průcha, J. Alternativní směry ve vyučování.
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RÝDL K. Alternativní hnutí v současné společnosti. Brno, 1994.
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ZOUNEK, J.; ŠIMÁNĚ, M.; KNOTOVÁ, D. Normální život v nenormální době: základní školy a jejich učitelé (nejen) v období normalizace. Praha: Wolters Kluwer, 2017. ISBN 978-80-7552-709-7.
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