Course: Contemporary Educational Ideologies and Their Historical Roots

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Course title Contemporary Educational Ideologies and Their Historical Roots
Course code KPD/KDPED
Organizational form of instruction Lecture
Level of course Bachelor
Year of study 1
Semester Winter
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction unspecified
Work placements unspecified
Recommended optional programme components None
Lecturer(s)
  • Bauman Petr, PaedDr. Ph.D.
  • Weis Martin, prof. PaedDr. ThLic. Th.D.
  • Svoboda Rudolf, doc. ThDr. Th.D.
Course content
1. postmodernism / poststructuralism 2. personalism and pedocentrism 3. utilitarianism 4. essentialism 5. academism 6. spiritualism 7. (social) cognitivism 8. critical pedagogy 9. post-pedagogy/anti-pedagogy

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Written action (comprehensive tests, clauses)
Learning outcomes
An introduction to educational thoughts and concepts of outstanding philosophers/educators of past and present times through a synthesis of contemporyry educational ideologies and their historical roots. The course aims at motivating students (future educators) to think more deeply and thoroughly about present issues in education; also, it aims at fostering students' critical and creative thinking as well as leading students to the formulation of their own substantiated "pedagogic creed".
Students will acquire: - knowledge of educational thoughts and concepts of outstanding philosophers/educators of past and present times; - knowledge of the historical background of as well as links between the ideas of individual authors; - skill to think more deeply and thoroughly about present issues in education and formulate their own substantiated "pedagogic creed".
Prerequisites
none

Assessment methods and criteria
Essay, Combined exam

1) Acquire knowledge of the history of educational thought. 2) Write an essay titled "My pedagogical creed": - formulate and substantiate basic theses - outline what thinkers relevenat to the issue would (dis)agree with you
Recommended literature
  • Bertrand, Y. Soudobé teorie vzdělávání.. Praha: Portál, 1998. ISBN 80-7178-216-5.
  • Cipro, M. Encyklopedie prameny výchovy: Galerie světových pedagogů I-III.. Praha: vlastním nákladem, 2002. ISBN 80-238-7452-7.
  • David J. Flinders and Stephen J. Thornton. The curriculum studies reader. New York ; London : Routledge, 2009. ISBN 978-0-415-96322-0.
  • Jůva, V. sen. a jun. Stručné dějiny pedagogiky. Brno: Paido, 1998.
  • Kasper T., Kasperová D. :. Dějiny pedagogiky. Praha: Grada, 2008.
  • Kaščák, O.; Pupala, B. Výchova a vzdelávanie v základných diskurzoch.. Prešov: Rokus, 2009.
  • Zelina, M. Teórie výchovy alebo Hľadanie dobra. Bratislava: SPN, 2004.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Theology Study plan (Version): Free Time Education (2016) Category: Pedagogy, teacher training and social care 1 Recommended year of study:1, Recommended semester: Winter
Faculty: Faculty of Theology Study plan (Version): Theology (2012) Category: Philosophy, theology 1 Recommended year of study:1, Recommended semester: Winter