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Lecturer(s)
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Šíp Radim, doc. Mgr. Ph.D.
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Denglerová Denisa, PhDr. Ph.D.
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Karger Tomáš, Mgr. Ph.D.
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Course content
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Topics 1. Transdisciplinarity as a principle for solving pedagogical problems - pedagogy and related fields. 2. The emergence of pedagogical science in the context of the formation of compulsory school attendance. 3. The transmissive nature of pedagogy as a consequence of the early modern concept of knowledge. 4. Constructivist turn in pedagogy - direct instruction vs. constructivist instruction. 5. The growing importance of the environment in pedagogical theories. 6. Current topics shaping the development of contemporary pedagogy: (a) Inclusion and social inequalities in education; (b) experimental objectivism - interaction between the agent and the environment; (c) the social nature of cognition, the relationship between cognition and emotions - mirror neurons, a new concept of emotions and the theory of embodied cognition.
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Learning activities and teaching methods
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unspecified
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| learning outcomes |
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| Knowledge |
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| The student knows: basic theories of pedagogy and their mutual relationship; important theories of related fields (pedagogy, sociology, psychology, andragogy); principles of situational analysis and its division into decisive thematic areas principles of a transdisciplinary approach to solving a pedagogical situation. |
| The student knows: basic theories of pedagogy and their mutual relationship; important theories of related fields (pedagogy, sociology, psychology, andragogy); principles of situational analysis and its division into decisive thematic areas principles of a transdisciplinary approach to solving a pedagogical situation. |
| Skills |
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| The student is able to: analyze a problem situation and identify thematic areas for its subsequent theoretical articulation; justify the selection of theoretical concepts and theories key to the detected thematic areas; apply these theories in a way that allows: (a) to build a theoretical and research proposal for solving the problem situation; (b) to independently develop the detected topics on this basis; (c) and thereby build a consistent basis for solving the problem. |
| The student is able to: analyze a problem situation and identify thematic areas for its subsequent theoretical articulation; justify the selection of theoretical concepts and theories key to the detected thematic areas; apply these theories in a way that allows: (a) to build a theoretical and research proposal for solving the problem situation; (b) to independently develop the detected topics on this basis; (c) and thereby build a consistent basis for solving the problem. |
| teaching methods |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Individual work of students |
| Individual work of students |
| Teamwork |
| Teamwork |
| assessment methods |
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| Knowledge |
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| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of the student's performance |
| Analysis of the student's performance |
| Qualifying examination |
| Qualifying examination |
| Essay |
| Essay |
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Recommended literature
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Aubrey, K., & Riley, A. (2015). Understanding and Using Educational Theories. London: SAGE. .
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Baraldi, C., & Corsi, G. (2016). Niklas Luhmann: Education as a Social System. New York: Springer. .
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Barrett, L. F. (2022). Jak se tvoří emoce. Tajný život lidského mozku. Praha: LEDA. .
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Bem, S. & de Jong, H. L. (2013). Theoretical Issues in Psychology: An Introduction. London: SAGE. .
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Collins, R. (2004). Interaction Ritual Chains. Princeton: Princeton University Press. .
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Fenwick, T. J., & Edwards, R. (2010). Actor-Network Theory in Education. London: Routledge. .
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Johnson, M. (2008). The Meaning of the Body. Aesthetics of Human Understanding. Chicago: Chicago University Press. .
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Palmer, J. A. (2006). Fifty Modern Thinkers on Education. From Piaget to Present. London: Routledge. .
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Šíp, R. et al. (2022). Na cestě k inkluzivní škole. Interakce a norma. Brno: Masarykova Univerzita. .
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Šíp, R. (2019). Proč školství a jeho aktéři selhávají. Kognitivní krajiny a nacionalismus. Brno: Masarykova univerzita. .
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Štech, S. (2021). Výzkum, experti a politici ? podivuhodný život ideje inkluzivního vzdělávání v ČR. Pedagogika 71(3), 403?427. .
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Tobias, S. & Duffy, T. M. (eds.) (2009). Constructivist Instruction: Success or Fauilure? New York: Routledge. .
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