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Lecturer(s)
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Jirásková Miroslava, Mgr. Ph.D.
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Course content
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- Childhood, family, and upbringing in the philosophical reflections of J. A. Comenius, Janusz Korczak, and Martin Buber - Family: marriage, kinship, and childbirth or mutual affection - The child and the inner child - The concept of the child as a social actor in the sociology of childhood - Childhood as a significant phenomenon in the process of socialization - Sociological characteristics of childhood - The life cycle and generational structure of society - Traditional, constructivist, interactionist, and interpretative theories in the sociology of childhood - The contemporary family and its transformations, new patterns of family behavior - Contemporary specificities of the child's position - Childhood and mass media in contemporary society and their influence on modern childhood
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Learning activities and teaching methods
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- Participation in classes
- 60 hours per semester
- Home preparation for classes
- 28 hours per semester
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| prerequisite |
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| Knowledge |
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| Students are open to dialogue and experiential learning methods. |
| Students are open to dialogue and experiential learning methods. |
| Skills |
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| Aplikovat základní poznatky při práci s odborným textem. Reflektovat vlastní zkušenosti z pohledu budoucího učitele. Komunikovat s ohledem na sociální a kulturní odlišnosti. Spolupracovat při řešení případových studií. Interpretovat jednoduché texty z oblasti filozofie a sociologie. |
| Aplikovat základní poznatky při práci s odborným textem. Reflektovat vlastní zkušenosti z pohledu budoucího učitele. Komunikovat s ohledem na sociální a kulturní odlišnosti. Spolupracovat při řešení případových studií. Interpretovat jednoduché texty z oblasti filozofie a sociologie. |
| To apply basic knowledge when working with academic texts. To reflect on one's own experiences from the perspective of a future teacher. To communicate with respect for social and cultural differences. To collaborate on solving case studies. To interpret basic texts in the fields of philosophy and sociology. |
| To apply basic knowledge when working with academic texts. To reflect on one's own experiences from the perspective of a future teacher. To communicate with respect for social and cultural differences. To collaborate on solving case studies. To interpret basic texts in the fields of philosophy and sociology. |
| learning outcomes |
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| Knowledge |
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| Terminology and basic theoretical concepts in the field of the sociology of childhood and family Childhood as a socially differentiated subculture The pedagogical context of school education as a fundamental pillar of human secondary socialization The role and function of the school, competencies of the teaching profession Definition of the life cycle and generational structure of society |
| Terminology and basic theoretical concepts in the field of the sociology of childhood and family Childhood as a socially differentiated subculture The pedagogical context of school education as a fundamental pillar of human secondary socialization The role and function of the school, competencies of the teaching profession Definition of the life cycle and generational structure of society |
| Terminologie a základních teoretických konceptů v oblasti sociologie dětství a rodiny |
| Terminologie a základních teoretických konceptů v oblasti sociologie dětství a rodiny |
| Dětství jako sociálně diferencované subkultury |
| Dětství jako sociálně diferencované subkultury |
| Pedagogického kontextu školní edukace jako základního pilíře sekundární socializace člověka |
| Pedagogického kontextu školní edukace jako základního pilíře sekundární socializace člověka |
| Úlohy školy a její funkce, kompetence profese pedagogického pracovníka |
| Úlohy školy a její funkce, kompetence profese pedagogického pracovníka |
| Vymezení životního cyklu a generační struktury společnosti. |
| Vymezení životního cyklu a generační struktury společnosti. |
| Terminology and basic theoretical concepts in the field of the sociology of childhood and family |
| Terminology and basic theoretical concepts in the field of the sociology of childhood and family |
| Childhood as a socially differentiated subculture |
| Childhood as a socially differentiated subculture |
| The pedagogical context of school education as a fundamental pillar of human secondary socialization |
| The pedagogical context of school education as a fundamental pillar of human secondary socialization |
| The role and function of the school, competencies of the teaching profession |
| The role and function of the school, competencies of the teaching profession |
| Definition of the life cycle and generational structure of society |
| Definition of the life cycle and generational structure of society |
| Skills |
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| To navigate key topics and questions related to the subject To define the roles and competencies of actors in education and upbringing To approach selected topics in the sociology of childhood from a phenomenological perspective in written form To apply paradigms of the sociology of childhood to specific examples To explain and defend one's own standpoint, respond to objections, and correct one's own mistakes |
| To navigate key topics and questions related to the subject To define the roles and competencies of actors in education and upbringing To approach selected topics in the sociology of childhood from a phenomenological perspective in written form To apply paradigms of the sociology of childhood to specific examples To explain and defend one's own standpoint, respond to objections, and correct one's own mistakes |
| Orientovat se v klíčových tématech a otázkách řešeného předmětu |
| Orientovat se v klíčových tématech a otázkách řešeného předmětu |
| Vymezit role a kompetence subjektů výchovy a vzdělávání |
| Vymezit role a kompetence subjektů výchovy a vzdělávání |
| Nahlížet fenomenologicky na vybraná témata sociologie dětství zpracovaná písemnou formou |
| Nahlížet fenomenologicky na vybraná témata sociologie dětství zpracovaná písemnou formou |
| Aplikovat paradigmata sociologie dětství na příkladech |
| Aplikovat paradigmata sociologie dětství na příkladech |
| Vysvětlit a obhájit vlastní stanovisko, reagovat na námitky, opravovat vlastní chyby |
| Vysvětlit a obhájit vlastní stanovisko, reagovat na námitky, opravovat vlastní chyby |
| To navigate key topics and questions related to the subject |
| To navigate key topics and questions related to the subject |
| To define the roles and competencies of actors in education and upbringing |
| To define the roles and competencies of actors in education and upbringing |
| To approach selected topics in the sociology of childhood from a phenomenological perspective in written form |
| To approach selected topics in the sociology of childhood from a phenomenological perspective in written form |
| To apply paradigms of the sociology of childhood to specific examples |
| To apply paradigms of the sociology of childhood to specific examples |
| To explain and defend one's own standpoint, respond to objections, and correct one's own mistakes |
| To explain and defend one's own standpoint, respond to objections, and correct one's own mistakes |
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Recommended literature
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Bix, B. Philosophy, morality, and parental priority. Family Law Quarterly, 40(1). 2006.
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Helus, Z. Sociální psychologie pro pedagogy.. Praha: Grada, 2015.
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James, A., Prout, A. Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (3rd ed.).. London: Routledge., 2020.
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Kaleja, M. Sociologie dětství a dítěte.. Opava: Slezská univerzita v Opavě., 2019.
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Matoušek, O. Rodina jako instituce a vztahová síť. Praha: Slon. 2003.
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Možný, I. Sociologie rodiny.. Praha: slon, 2008.
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Sobotková, I. Psychologie rodiny.. Praha: Grada, 2012.
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