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Lecturer(s)
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Veselský Pavel, Mgr. Ph.D.
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Course content
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Introduction into the studies of the history of andragogical thoughts - its importance. Andragogical thoughts history as a reflection of presence. Andragogy and its constitution as a term, field of practice, science an academic discipline. Basic periods of the history of andragogical thoughts. 1. Education in the antique orient civilisations. Mesopotamia, Egypt, Hebraic education, India, Chinese cultural area (Confucius, Mencius, the school of taoism and mohism). 2. Education in antique Greece. Sparta, Athens, Democritus, Socrates, Plato, Aristotle. 3. Hellenism and education in antique Roma. Quintilianus, Cicero, Seneca, Museion. 4. Christian education in the Middle Ages. The foundation of Cristian schools, monasteries, religious orders, Middle Age universities, Augustin Aquinas, the reformation influence on education. 5. Education in the time of humanism and renaissance. Vives of Rotterdam, Montaigne, More, Campanula. Catholic counter-reformation (Martin Luther), Jesuit schools, Protestantism. 6. Educational system of Jan Amos Komensky. General disputation about the human issues. Pansophy school. Adult education and the idea of lifelong education. Didactics. 7. Education in Europe from the 17th century until the 2nd half of the 19th century. Locke, Pestalozzi, Herbart, Rousseau, Diderot. The beginning of the distant or correspondence learning. 8. The history of andragogical thoughts between years 1800 - 1918. The foundation and institutionalisation of the schools for adults - people´s academies, university extensions, individualised distant education, worker´s academies. 1833 - the term andragogy (Kapp, Rosenstock - Huessy) 9. Adult education and andragogy between years 1918 - 1945. Adult education within universities. Dewey, Thorndike, Livingstone, Flitner, Litt. 10. Adult education and andragogy in the West European countries after 1945. The stress on adult education theories. UNESCO - Elsinore. Great Britain, France, Italy, Germany, Ballauf, Pöggeler, Hanselman. 11. Adult education and andragogy in Canada and USA after 1945. The stress on pragmatism within adult education. Kidd, Knox, Knowles. 12. Adult education and andragogy in Middle and East European countries after 1945. Suppression of the theoretical efforts vs. demands of the praxis. Poland (Turos, Wojciechowski), Yugoslavia (Samolovčev, Ogrizovič, Savičevič), Czechoslovakia (Trnka, Čecetka, Škoda, Hyhlík, Livečka, Jochmann).
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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A purpose of the subject is in presenting the main phases, constitutive thoughts and considerable figures in the history of educational thought to students. It will be stressed not grasp the whole history of educational thought in detail, but to be well oriented in its periodization, evolutionary consequences and their correlation to the present, and, last but not least, to individual and deeper insight into one chosen topic of the history of educational thought.
Student is able to: - define and describe the subject of the studies in the history of andragogical thoughts, - name, categorize, and distinguish its main phases, - make a timetable and so demonstrate their continuity, - choose and analyse one topic, - add the context to it and the key thinkers, - name, symbolize, and show his character. Student can: - characterize, explain, express, and interpret main thoughts and the context of the topic, which was chosen, - name its main representatives, and join them together, so he/she can identify and compare common and different features of their thinking, - discuss about the chosen topic, - use and reformulate time-dependent data into the present andragogical discourse, so he/she can estimate and test their relevance for presence or use them and practise them in present context. Although it is not possible to measure students´ capabilities in this subject precisely, it is possible to say that student is capable to: - summarize and formulate main knowledge about the topic, - check their factual correctness, - evaluate and assess their nature, so he/she can design a presentation about the chosen topic, - for this purpose student is capable to set the structure of the presentation with the colleagues - compare and combine theoretical knowledge, and thanks to them construct his/her own thoughts and arguments, - choose appropriate topic to be discussed on the tutorial, - plan, prepare, organize and manage the discussion, reason the statements and doubt the others, and also revise the ideas and evaluate the discussing efforts of the opponents.
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Prerequisites
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KSA/TECEV, KSA/MEAN
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Assessment methods and criteria
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Mark
To gain the credit, it is necessary to fulfil the correspondence task (individual and group work on a chosen topic), to hand it in in written form, and join the presentation and discussion about it during the tutorial. To get to the exam it is necessary to gain the credit. The exam is oral.
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Recommended literature
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Čadská, M. Stručný průvodce dějinami pedagogiky. Praha 2001..
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Palán, Z. Výkladový slovník lidské zdroje. Praha 2002. (vybraná hesla).
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Škoda, K. Kapitoly z dějin andragogiky. Praha 1996, s. 57 - 136..
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