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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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The subject will be taught both - in the form of the theoretical information with practical demonstrations and exercises of students. Main subject topics: Specifics of spending leisure time of adults (interests and needs of the target group, definition of leisure education, its goals and functions in adult life, motivation, possible barriers). Areas of leisure education for adults - from the aspect of personality development (cognitive, physical, spiritual, affective, moral, social). Areas of leisure education for adults - in terms of science (humanities, science, social science, sports). Areas of leisure education for adults - in terms of competencies (social, culture, intrapersonal, comunicative, civic, soft skills etc.). Knowledge and skills in methods, forms and didactic tools used in adult leisure education. Knowledge and skills for the creation, planning and organization of leisure activities for the adult population.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The ambition of education of the subject is for students to: - Knowledge and understanding of the specifics of leisure-time adult education(the interests and needs of this target group, the definition of interest education, its objectives and functions in adult life, motivation, possible barriers) - Knowledge and skills in methods, forms and teaching material used in leisure-time adult education - Knowledge and skills for planning and organizing of leisure activities for adults
Students will deepen knowledge about leisure-time adult education, they will broaden theoretical knowledge for the practice of social pedagogue and they will deepen skills to create, plan and organize leisure activities for adults.
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Prerequisites
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No assumptions.
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Assessment methods and criteria
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Student performance, Seminar Work
Active and 100% student participation in seminars. Any absence documented by a relevant confirmation. Students will complete the tasks at the seminars - they will prepare and implement activities aimed at the adult population. Students will choose activities for one of the specified areas: environmental/ecological, movement art, musical art, fine/visual art, development of the spiritual area, while none of the activities are analogous to the activities presented by the teacher during the lesson. The result will be a written treatment of the issue of interest-based education for adults using domestic and foreign resources. The works will be aimed at the adult population between the ages of 20 and 60 and will be entered into moodle. Students with an individual study plan are required to attend the first seminar, where they will then be informed of the requirements for successfully completing the course. However, the subject is not suitable for individual study due to active participation. Students with specific educational needs will have course completion requirements tailored to the type of disability. The modification of the requirements may thus concern the extension of time in the case of written tests and written papers, the modification of point evaluation in written papers, or the modification of the classroom and the necessary study aids. Completion of the course will only be recorded for students who meet all requirements during the semester, including the written project.
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Recommended literature
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CORDER, Nicholas. (2007). Learning to Teach Adults: An Introduction. London.
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EDWARDS, Betty. (2011). Naučte se kreslit pravou mozkovou hemisférou. Brno.
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GILBERT, Gilbert. (2012). Ať se ti život povede! Rady pro každý věk - od mladých po dinosaury. Praha.
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GRÜN, Anselm. (2011). Co živí lásku. Vztahy a spiritualita. Praha.
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HLADÍLEK, Miroslav. (2009). Kapitoly z obecné didaktiky a didaktiky vzdělávání dospělých. Praha.
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HOLCZEROVÁ, Vladimíra a DVOŘÁČKOVÁ, Dagmar. (2013). Volnočasové aktivity pro seniory. Praha.
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KNOTOVÁ, Dana. (2011). Pedagogické dimenze volného času. Brno.
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MAISEL, Eric. (2002). Trénink kreativity. Podněty při rozvinutí tvořivého potenciálu na celý rok. Praha.
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MONTGOMERY, Dan. (1999). Cesta k osobní zralosti. Kostelní Vydří.
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RABUŠICOVÁ, Milada a RABUŠIC, Ladislav, eds. (2008). Učíme se po celý život? O vzdělávání dospělých v České republice. Brno.
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SUCHÁ, Jitka, JINDROVÁ, Iva a HÁTLOVÁ, Běla. (2013). Hry a činnosti pro aktivní seniory. Praha.
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SUCHOMELOVÁ, Věra. (2016). Senioři a spiritualita. Duchovní potřeby v každodenním životě. České Budějovice.
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ŠARNÍKOVÁ, Gabriela. (2016). Formálne, neformálne a informálne cesty rozvoja osobnosti. Ružomberok.
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ŠERÁK, Michal. (2009). Zájmové vzdělávání dospělých. Praha.
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ŠPATENKOVÁ, Naděžda a SMÉKALOVÁ, Lucie. (2015). Edukace seniorů: geragogika a gerontodidaktika. Praha.
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VETEŠKA, Jaroslav. (2010). Kompetence ve vzdělávání dospělých: pedagogické, andragogické a sociální aspekty. Praha.
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VETEŠKA, Jaroslav, VACÍNOVÁ, Tereza a kol. (2011). Aktuální otázky vzdělávání dospělých: andragogika na prahu 21. století. Praha.
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ZELINOVÁ, Milota. (2012). Voľný čas efektívne a tvorivo. Bratislava.
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