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Lecturer(s)
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Bauman Petr, PaedDr. Ph.D.
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Course content
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The seminar will consist of discussions of pedagogical topics based on the experience and interest of students as well as reflections on the content and process of the discussion (methodology, communicative and metacognitive aspects etc.).
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Written action (comprehensive tests, clauses), Demonstration, Activating (simulations, games, drama)
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Learning outcomes
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The course completes the four consecutive blocks focused on fostering psychosomatic condition, pedagogical competence and readiness for public performance in open situations. It emphasizes pedagogical self-reflection and reflection of one's pedagogical acting in relation to individual and group dynamics. The aim is to foster personal dispositions of future pedagogues for authentic pedagogical acting with individuals and groups in leisure education contexts, to foster personal maturity of the pedagogue, necessary for pedagogical action in open or less structured situations. In connection with OSV 1, 2 and 3, where the focus is on the students' personality formation with an emphasis on the development of the ability to self-reflect and reflect on one's public actions, OSV 4 shifts the focus towards the social dimension of personality development with an emphasis on the development of critical and creative thinking, the development of communication skills, the ability to participate actively in dialogue, to facilitate dialogue in a group and to reflect on one's own engagement in this dialogue. As a methodological framework, the principles and elements of the Philosophy for Children program (cf. Lipman 2003) are used.
Students shall: <ul><li>acquire knowledge of dialogical teaching methods,</li><li>improve their ability to understand texts, ask inquiry questions about a text and formulate questions for discussion,</li><li>recognize and adequately use fundamental critical and creative thinking skills in discussions,</li><li>develop the ability to notice the metacognitive (processual) level of discussion more closely and reflect on it,</li><li>better understand the principles of using dialogical methods in education through their own experience.</ul>
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Prerequisites
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Previous completion of Personal and Social Education 1 and 2. Parallel enrollment in Personal and Social Education 3 is recommended.
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Assessment methods and criteria
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Student performance assessment, Systematic student observation
90% attendance, activity during lessons, fulfilment of tasks given in the lessons, essay + colloquium
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Recommended literature
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Bauman, Petr. Filozofický dialog jako cesta k prevenci násilí : teorie a metodika, aktivity pro rozvoj myšlení. Vyd. 1. České Budějovice : Teologická fakulta Jihočeské univerzity v Českých Budějovicích, Centrum filozofie, 2013. ISBN 978-80-7394-412-4.
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Bauman, Petr. Kritické a tvořivé myšlení: není to málo? : rozvoj myšlení ve filosofických, teologických, psychologických a pedagogických souvislostech. Vyd. 1. České Budějovice : Teologická fakulta Jihočeské univerzity v Českých Budějovicích, Centrum filozofie, 2013. ISBN 978-80-7394-432-2.
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Lipman, Matthew. Thinking in education. 2nd ed. Cambridge : Cambridge University Press, 2003. ISBN 0-521-01225-2.
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Splitter, Laurance J.; Sharp, Ann Margaret. Teaching for better thinking : the clasroom community of inquiry. 1st pub. Melbourne : ACER The Australian Council for Educational Research Ltd, 1995. ISBN 0-86431-143-5.
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Van Manen, Max. Pedagogical tact : knowing what to do when you don't know what to do. First published. London ; New York : Routledge, Taylor & Francis group, 2015. ISBN 978-1-62958-275-7.
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