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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Neumeister Pavel, Mgr. Ph.D.
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Course content
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The course is divided into 13 lessons combining classroom teaching in the form of lectures, independent student work, discussions, and reflection. Contents: 1) Multiparadigmatic nature of educational sciences - what all theories have in common and how they differ (4 fundamental questions of education) 2) The dispute over the nature of reality - the concept of education in the objectivist vs. subjectivist conception of reality 3) J. Dewey's pragmatic pedagogy. 4) Pedagogy of culture and pedagogy of values. 5) The dispute over the nature of man - the question of individual motivation for learning and education 6) Humanistic and personalistic pedagogy (the influence of humanistic psychology on the concept of education and learning) 7) Cognitive and constructivist theories of education 1 (the influence of cognitive psychology on the concept of education and learning) 8) Cognitive and constructivist theories of education 2 (the influence of cognitive psychology on the concept of education and training) 9) Technological theories (searching for suitable educational tools - online teaching, AI in education) 10) Academic theories (searching for universal educational content) 11) The debate on the meaning of education - Social theory (education and training in the service of society or a tool of oppression) 12) Education and training in critical theories (education as a tool of oppression and maintaining inequalities) 13) Analysis of selected Czech education policy documents from the perspective of contemporary theories of education (identification of influences)
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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Předmět je koncipován jako základní teoretický vytvářející teoretickou základnu pro rozvoj profesních pedagogických kompetencí. Cílem předmětu je prezentovat přehled základních směrů a linií pedagogického myšlení a pedagogické praxe. Uvedené je chápáno jako rámec, jehož prostřednictvím může absolvent předmětu analyzovat, pochopit a konciovat vlastní (osobní) teorii vzdělávání jako východisko vlastní pedagogické praxe. Smyslem předmětu tedy není směřování k osvojení vybraných teorií vzdělávání ale utváření, uspořádání, rozvíjení vlastní teorie vzdělávání. Předmět tedy prezentuje multiparadigmatičnost věd o výchově a zaměřuje se na schopnost absolventa analyzovat cizí teorii vzdělávání (identifikovat její silné a slabé stránky) a zároveň propracovat vlastní teorii vzdělávání.
After completing the course, students should be able to: - describe pedagogical theory (theory of education) as an organized and consistent system - analyze theories of education in terms of their content (answers to questions about the object, subject, goals, means, and conditions of education) - identify and explain the connection between educational theory and contemporary concepts of man, the human psyche, and the concept of society. - identify specific theoretical foundations (in connection with dominant contemporary theories of education) of important documents of Czech education policy. - use professional terminology to formulate and subsequently defend (argue) their own theory of education and training as an internally consistent system and as a basis for their own professional activity.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance, Dialog
Face-to-face form of study: oral colloquium based on the student's own (personal) theory of education. In the case of ISP, no substitute activities are required due to the nature of the subject (lecture).
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Recommended literature
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BARKLEY, ELIZABETH F., CROSS, K. PATRICIA, & MAJOR, CLAIRE H. Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass PublishersDaugherty, 2005.
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Bertrand, Y. (2003). Contemporary theories and practice in education. Madison (Wisconsin): Atwood Publishing.
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Bertrand, Y. (1998). Soudobé teorie vzdělávání. Praha.
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DANEK, J. Výchova ako súčasť života. Teória a prax . Trnava: Univerzita sv. Cyrila a Metoda v Trnave, 2007..
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CHUDÝ, Š. a kol. The Concept of Education in the Czech and Slovak Pedagogical Theories since 1989. Brno: Paido, 2013..
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JANÍK, T., PEŠKOVÁ, K. et al. Školní vzdělávání: od podmínek k výsledkům. Brno: Masarykova univerzita. 2013..
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SKALKOVÁ, J. (2004). Pedagogika a výzvy nové doby.. Brno: Paido.
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STEVEN, R., LEWOLT, B. Getting A?s: Secrets expert learners use to get straight A?s. 2nd ed. Camarillo, CA: BrainX, 2004..
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TOBIN, K. (Ed.). The Practice of Constructivism in Science Education. Hillsdale ? New Jersey: Lawrence Erbaum Associates, 1994..
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TUPÝ, J. Tvorba kurikulárních dokumentů v České republice. Brno: Masarykova univerzita, 2014.
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ZELINA, M. Teorie výchovy alebo hľadanie dobra. Bratislava: SPN, 2004..
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