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Lecturer(s)
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Šíp Radim, doc. Mgr. Ph.D.
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Course content
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1. Philosophy and philosophy of education (pedagogical philosophy) in modern times. 2. Philosophy of the 20th and 21st centuries and its impact on pedagogical philosophy a. Positivism and analytical philosophy b. Phenomenology c. Pragmatism d. Hermeneutic philosophy 3. Objectivism vs. experientialism a. The importance of environment b. From entities to interactions c. Enakism and the theory of dynamic systems d. Connectivism and hybrid pedagogy 4. Changes in the epistemology, methodology and values of pedagogical research in the 21st century
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Individual work of students
- Home preparation for classes
- 96 hours per semester
- Preparation for examination
- 96 hours per semester
- Term paper
- 96 hours per semester
- Participation in classes
- 12 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| - in contemporary philosophy and educartional philosophy; - in the difference between objectivism and experientialism in pedagogical sciences; - in the analysis of the pedagogical situation based on different philosophical starting points; - in a transdisciplinary approach to solving the educational situation. |
| - in contemporary philosophy and educartional philosophy; - in the difference between objectivism and experientialism in pedagogical sciences; - in the analysis of the pedagogical situation based on different philosophical starting points; - in a transdisciplinary approach to solving the educational situation. |
| Skills |
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| - in the analysis of the educational problem based on the current trends in philosophy; - in the selection of theoretical concepts and theories decisive for the epistemological, methodological and value aspects of his dissertation project; - in the application of theory |
| - in the analysis of the educational problem based on the current trends in philosophy; - in the selection of theoretical concepts and theories decisive for the epistemological, methodological and value aspects of his dissertation project; - in the application of theory |
| teaching methods |
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| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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ANZENBACHER, A. Úvod do etiky. Praha: Portál,, 2001.
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BAUMAN, Z. Umění života. Praha: Academia, 2010.
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Brezinka, W. Východiska k poznání výchovy. Úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Brno: L. Marek, 2001.
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CORETH, E. Co je člověk?. Praha: Zvon, 1996.
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Filáček, A. Věda, filosofie, metodologie. Praha: Filosofie, 2009.
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LIESMANN, P.K. Teorie nevzdělanosti. Omyly společnosti vědění. Praha: Academia, 2010. ISBN 978-80-200-1677-5.
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Ondrejkovič, P., & Majerčíková, J. Vysvetlenie, porozumenie a interpretácia v spoločenskovednom výskume. Bratislava: VEDA, 2012.
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RUFFING, R. Filozofický depozitář. 50 nejdůležitějších filozofických myšlenek. Praha: Knižní klub, 2012. ISBN 978-80-242-3527-1.
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SOKOL, J. Člověk jako osoba. Praha: IZV, 2000.
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