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Lecturer(s)
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Horák Ondřej, doc. JUDr. Ph.D.
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Razim Jakub, JUDr. PhDr. Ph.D. et Ph.D.
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Dostalík Petr, doc. JUDr. Ph.D.
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Bubelová Kamila, JUDr. Ph.D.
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Osina Petr, JUDr. Ph.D.
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Course content
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How to work with sources in Roman law. Roman law as a pedagogical discipline. Involving students in the teaching process of Roman law. Critical thinking.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training)
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Learning outcomes
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The course is part of the third pillar of the study programme developing professional skills and general competences of the student. It aims primarily at the development of the student's pedagogical skills; a secondary objective is also the consolidation of knowledge, since a deep structured knowledge of the subject is a prerequisite for the knowledge to be communicated in a comprehensible way. The course builds on the pedagogical propedeutics in the first year of study. It is designed as a four-semester course for students of Legal History and Roman Law programme. During the first semester of the course, the student is obliged to participate first passively in lectures and seminars designated by the supervisor. Then, in cooperation with the supervisor, a topic is selected within which the student is to profile his/her pedagogical skills and the student is obliged to prepare materials to present to his/her supervisor. In order to successfully complete the course, the student is obliged to actively teach a minimum number of hours of seminar classes under the guidance of the supervisor.
Development of the student's pedagogical skills.
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Prerequisites
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Completion of this course is conditional upon completion of the courses Scientific and Pedagogical Propedeutics I., II. and Pedagogical Activity in the Field of Legal History and Roman Law I.
KPO/RVPP1 and KPO/RVPP2 and KTP/RPCR1
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Assessment methods and criteria
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Student performance
Leading a seminar by a student in the scope of at least 6 teaching hours of seminars (full-time form) or 2 teaching hours of seminars (combined form).
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Recommended literature
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Appleby Joyce, Lynn Hunt a Margaret Jacob. (2002). Jak říkat pravdu o dějinách: historie, věda, historie jako věda a Spojené státy americké. Brno: Centrum pro studium demokracie a kultury.
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BLOCH, Marc. (2011). Obrana historie aneb historik a jeho řemeslo. Praha: Argo.
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Carr, Edward Hallett. (1967). Co je historie?. Praha: Svoboda.
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časopis Dějiny - teorie - kritika. časopis Dějiny - teorie - kritika.
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Himl, Pavel, Jan Tuček a kol. (2015). Texty k historickému prosemináři FHS UK.
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Horský, Jan. (2009). Dějepisectví mezi vědou a vyprěvěním: úvahy o povaze, postupech a mezích historické vědy.. Praha: Argo.
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Kol. aut. (2015). Úvod do studia dějepisu 1-2. Brno: Masarykova univerzita.
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Kutnar František, Jaroslav Marek. (2009). Přehledné dějiny českého a slovenského dějepisectví. Praha: Nakladatelství Lidové noviny.
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Miroslav Hroch a kol. (1985). Úvod do studia dějepisu. Praha: Státní pedagogické nakladatelství.
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Musson A., Stebbings Ch. (2012). Making Legal History: Approaches and Methodologies. Cambridge: Cambridge University Press.
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Parker L.D., Graves O.F. (2015). Methodology and method in History: A Bibliography. London: Routledge.
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Pešek, Jiří (ed.). (2000). VIII. Sjezd českých historiků. Hradec Králové 10.-12. září 1999. Praha: Scriptorium.
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Podlahová, Libuše, a kol. (2012). Didaktika pro vysokoškolské učitele. Grada Publishing: Praha.
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Rohlíková/Vejvodová. (2012). Vyučovací metody na vysoké škole. Grada Publishing: Praha.
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Třeštík, Dušan. (1999). Mysliti dějiny. Praha: Paseka.
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