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Lecturer(s)
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Šarníková Gabriela, doc. PhDr. PhD.
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Course content
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Commencement, characteristics, starting points and goals of the movement Philosophy for children. Methodology of Philosophy for children. Literary text as a starting point for discussion with children, creation of manuals and discussion plans. pDeveloping of critical, creative and carrying thinking - the diversity of finding of philosophical discussion topics. The role of educator in discussion - facilitator. Participants in philosophical discussion - children and youth as equal partners with the facilitator. Ethical, aesthetic and social dimension of Philosophy for children. Possibilities of applying Philosophy for children in the work of a social pedagogue in leisure time. Related topics to philosophizing with children. Practical training of discussions and activities according to the Philosophy for children.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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Students will know the aims and method of work of the movement Philosophy for children. They will be able to apply the elements of the movement in practical discussion. They will understand the basic questions of critical, creative and carrying hinking and social and ethical development of children and youth using the ideas of movement Philosophy for children.
Students will acquire skills in the area of formulating questions, arguing and creating as well as discussion plan for developing of critical, creative and carrying thinking.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance, Seminar Work
Students will active participate in the seminar. They will create a discussion plan and exercises for hilosophical discussions with kids and youth. Students with specific educational needs will have course completion requirements adapted to their type of disability. The modification of the requirements may include an extension of time for written tests and papers, alteration of the point assessment in written papers, or changes to the classroom environment and necessary study aids.
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Recommended literature
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FISHER, Robert. (2011). Učíme děti myslet a učit se. Praha.
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LIPMAN, Matthew. (2012). Eliška. České Budějovice.
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LIPMAN, Matthew. (2012). Kio a Ali. České Budějovice.
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LIPMAN, Matthew. (2010). Thinking in Education. New York.
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MUCHOVÁ, Ludmila. (2011). ---aděje na s---. České Budějovice.
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ŠARNÍKOVÁ, Gabriela a TAVEL, Peter. (2011). Filozofia pre deti (P4C) ako základ zvládnutia školského kurikula. , Didaktika 2(3), 22-27.
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ŠARNÍKOVÁ, Gabriela a TAVEL, Peter. (2010). Využitie didaktických metód a prostriedkov na vyučovaní filozofie v závislosti od učebných štýlov. Košice.
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ŠARNÍKOVÁ, Gabriela. (2012). Koncepcia filozofia pre deti. Ružomberok, Týždeň vedy a umenia na Pedagogickej fakulte Katolíckej univerzity v Ružomberku.
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ŠARNÍKOVÁ, Gabriela. (2011). Zmena postojov detského čitateľa závislá od postojov literárnych postáv vo filozofickom texte pre deti. Prešov, ANDRIČÍKOVÁ, Markéta. (ed.) Fenomén premeny v umení pre deti a mládež.
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ZOLLER, Eva. (2012). Učíme děti ptát se a přemýšlet. Praha.
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