History of Educational Thought WSR-NRN-1-HMPx
The aim of studying the history of pedagogical thought is to understand the place of education and the teaching process in the life of Polish society against the background of changing epochs and historical conditions. Presenting Polish pedagogical thought against the European background in close connection with the history of the Polish nation. The aim of the lecture is also to introduce various pedagogical concepts, outstanding figures, thinkers and activists in the field of education, and through this understanding by the students of contemporary pedagogical thought, the concept of education and upbringing, both in Poland and in other countries, especially Europe.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
(in Polish) Opis nakładu pracy studenta w ECTS
Subject level
Learning outcome code/codes
Type of subject
Preliminary Requirements
Course coordinators
Learning outcomes
Knowledge:
Ek 1 - The student knows and understands to an advanced degree the history of pedagogy as a scientific discipline, its interdisciplinary and practical specificity, subdisciplines and key paradigms, and the connections of pedagogy with other disciplines and fields of science: family science, philosophy, psychology, sociology, legal sciences, theology and medicine
Ek 2 - The student knows and understands to an advanced level the issues from the scope of theoretical foundations of upbringing, socialisation and socialization and social-educational work with a family, as well as their place among other pedagogical sub-disciplines and relations with other sciences.
Assessment criteria
Knowledge (EK 1 - 2):
Evaluation 2 (D): the student doesn't know the pedagogic terminology; he doesn't have an acquaintance of elementary historical issues, there is no knowledge about the most important problems of the upbringing.
Evaluation 3 (fairly): the student knows the basic terminology in the restricted grade from the scope of pedagogic notions; has an acquaintance poorly tidied up of essential issues; has a limited knowledge much on education historical problems.
Evaluation 4 (B): the student knows the pedagogic basic terminology fully; has a knowledge on average tidied up in the scope of presented issues; has an incomplete knowledge in relation to the most important education issues.
Evaluation 5 (A): the student knows the basic terminology in the history of the pedagogic thought fully; has an acquaintance fully tidied up of essential issues; has with complete knowledge on pedagogic important issues.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: