| Course title | Selected Chapters from the History of Education |
|---|---|
| Course code | KAA/KDEPE |
| Organizational form of instruction | Lecture + Seminar |
| Level of course | Master |
| Year of study | not specified |
| Semester | Summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory-optional |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
|
| Course content |
|
Introduction into the history of education; the ideal of humanity. The era of anti-reformation - Comenius (1592-1670). The position of pedagogy in the system of sciences - G.A.Lindner (1828-1887). Positivism - F.Krejčí (1858-1934). General physical, cognitive and moral education - J.Úlehla (1852-1933). Masaryk´s realism - T.G.Masaryk (1850-1937). The synthesis of antic naturalism and the ideal of Christianity - F.Drtina (1861-1925). Experimental pedagogy - O.Kádner (1870-1936). Exact pedagogy: attempts - paedo-psychology - F.Čáda (1855-1917). Pedagogical realism - J.Hendrich (1888-1950). The development of pedagogy: a synthetic view - O.Chlup (1875-1965). The attempts to reform Czech school system - V.Příhoda (1889-1979). Value crisis in education.
|
| Learning activities and teaching methods |
| Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Stimulating activities (simulation, games, drama) |
| Learning outcomes |
|
The aim of the course is to provide an overview of the historical development of educational trends in the Czech Republic. In addition to that the influence of the European dimension of educational sciences specifically in the Czech context is investigated. Based on the knowledge of the development of schools of thought in educational sciences the students will be able to critically reflect social demands.
Based on the knowledge of the development of schools of thought in educational sciences the students will be able to critically reflect social demands. Their professional competence will evolve in the area of anticipation of future development and its impact on curriculum design. |
| Prerequisites |
|
unspecified
|
| Assessment methods and criteria |
|
Oral examination, Home assignment evaluation, Presentation
1. Active attendance in seminars. 2. Scheme/map introducing 1 work and life of the selected Czech or foreign educationalist of the end of the 19th and the beginning of the 20th century and evaluating the validity of their ideas today. 3. Oral exam in the form of a colloqium (presentations of maps and their discussion). 4. List of the literature studied. |
| Recommended literature |
|
| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English Language Teacher Education (2013) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |
| Faculty: Faculty of Arts and Philosophy | Study plan (Version): English Language Teacher Education (2013) | Category: Pedagogy, teacher training and social care | 1 | Recommended year of study:1, Recommended semester: Summer |