The aim of the course is to become aware of the importance of the role of holistic education and experiential pedagogy in the discourse of kinanthropology, its inclusion at the borderline of the fields of kinanthropology and pedagogy. The main themes of the course are: Czech and foreign sources of this educational approach (hiking, woodcraft, scouting, tramping, Foglar, the Lipnice Holiday School; Friluftsliv, Outward Bound, expeditionary learning, etc.), kinanthropological specification and time-based terminology (physical recreation, stay and movement in nature, educational dimensions of recreation, modern forms of outdoor education, intensive recreational regimes, holiday pedagogy). The role of experience in postmodern society: distinguishing the contemporary emphasis on experiential rapture from meaningful experiential situations and their pedagogical use, hedoné versus eudaimonia. Links and contexts of holistic education and experiential pedagogy to pedagogical and philosophical kinanthropology.
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Jirásek, I. (2019). Zážitková pedagogika: Teorie holistické výchovy (v přírodě a volném čase).. Portál.
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Lovett, K. (2020). Diverse pedagogical approaches to experiential learning.. Palgrave Macmillan.
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Parry, J., & Allison, P. (Eds.). (2020). Experiential learning and outdoor education: Traditions of practice and philosophical perspective.. Routledge.
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Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education.. Routledge.
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