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Lecturer(s)
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Preissová krejčí Andrea, Mgr. Ph.D.
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Cichá Martina, doc. Mgr. Ph.D.
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Zemánek Petr, Mgr. Ph.D.
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Kočí Jana, Mgr.
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Course content
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Opportunities and limits of teaching anthropology at pedagogical faculties. Anthropagogy in the context of lifelong learning. Historical dimension of pedagogical anthropology. Personality of Comenius and his influence on modern pedagogy. Philosophical-anthropological aspects of education. Development of a tolerant and solidarity society in the Rorty's philosophy. Modern approaches in pedagogy. Experience pedagogy. What is multiculturalism? Critique and advocacy of multiculturalism. The issues of otherness, tolerance, differences and empathy. The process of migration and integration of foreigners living in our country. Factors influencing the integration rate. Race and racism. Discrimination in education. Extremism in the past and present.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
- Attendace
- 13 hours per semester
- Preparation for the Exam
- 20 hours per semester
- Semestral Work
- 20 hours per semester
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Learning outcomes
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Pedagogical anthropology is conceived as an enrichment to the preparation of teaching candidates, in the sense of common interest of pedagogy and anthropology in maintaining and developing Man (human societies). The course is trying to explain to education - education and its development in a holistic view of man based on biological and social knowledge of the human race.
Graduates are prepared for the use of integral knowledge and pedagogical anthropology in their future profession and in their own lives. They are able to: - integrate knowledge of biological, social, cultural, philosophical anthropology with the knowledge of social pedagogy, general and comparative pedagogy, general and field didactics and other disciplines related to the pedagogical process; - properly and correctly interpret the basic pedagogical anthropological schools through Comenius, Dilthey, Scheler, Buber and Rorty; - choose appropriate pedagogical strategies in relation to intercultural issues, that is, against xenophobic thinking and behavior.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Seminar Work
Submitting of a written paper on one of the topic listed in the course content.
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Recommended literature
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Buber, M. (2005). Já a ty. Praha.
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Cichá, M. a kol. (2014). Integrální antropologie. Praha.
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Gulová, L. (2008). Sociální pedagogika a multikulturní výchova v otázkách. Brno.
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Horyna, B. (1998). Filosofie posledních let před koncem filosofie. Praha.
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Komenský, J. A. (1992). Obecná porada o nápravě věcí lidských. Praha.
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Komenský, J. A. (2010). Předehra pansofie: objasnění pansofických pokusů. Praha.
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Kučerová, S. (1994). Úvod do pedagogické antropologie a axiologie. Brno.
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Mácha, K. (2004). 100 tezí o integrální antropologii. Olomouc.
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Pelcová, N. (2000). Filozofická a pedagogická antropologie. Praha.
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Preissová Krejčí, A. - Cichá, M. - Gulová, L. (2012). Jinakost, předsudky, multikulturalismu: možnosti a limity multikulturní výchovy. Olomouc.
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Rorty, R. (2000). Filozofia a zrkadlo prírody. Bratislava.
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Scheler, M. (1968). Místo člověka v kosmu. Praha.
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Tretera, I. (2002). Nástin dějin evropského myšlení: od Thaléta k Rousseauovi. Praha.
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