History of education WNP-PEZ-HMPCw
1. Ancient upbringing concepts and methods of primary education - based on fragm. "Institutio oratoria" by Marcus Fabius Quintilianus and
Plutarch's "Lives" fragm. on the life of Likurg - Spartan education.
2. Methods of teaching and upbringing in the Middle Ages: schools and universities; elementary teaching, reading the Authors
(Schullektüre), scholastic teaching method.
3. The splendors and shadows of teaching and upbringing methods in the humanities school (gymnasium) - the views of Erasmus of
Rotterdam, Thomas Morus and Juan Luis Vives on schools, upbringing and teaching. The beginnings of criticism of the teaching method
of the humanities school - Michel de Montaigne.
4. Teaching methods by of Jan Amos Comenius (1592-1670): active polisensory visibility, role of the mother tongue and reality teaching, gradation of difficulty, teaching from detail to the general, teaching with understanding.
5. New postulates regarding the teaching of John Locke and Jean Jacques Rousseau: the beginnings of children's literature, the improvement of initial teaching, the role of visibility, experiment, independence, and the demand for negative education J.J. Rousseau.
6. Classics of naturalistic didactics: Johann Heinrich Pestalozzi, Friedrich Fröbel, Friedrich Adolph Diesterweg - reference to J.J. Rousseau and J.A. Comenius. Practical instructions for teachers - how to teach? Professionalization and the beginnings of feminisation of the teaching profession.
7. Classical didactics of Johann Friedrich Herbart - formal degrees, educational teaching, the role of humanities, the concept of virtue, practical ideas; government over children, teaching and discipline.
8. The beginnings of the New Education movement - rejection of the Herbartism; influence of psychology and social sciences on pedagogy / paidology: Wilhelm Wundt, Stanley Hall, Maria Montessori; in Poland - Jan Władysław Dawid and the environment of the "Flying University" in Warsaw.
9-12. Postulates of the New Education and Reformpädagogik movement regarding teaching - the postulates of the "active school", "school
tailored to the child", "work school", bringing up "for life and life"; main representatives and theorists: John Dewey, Eduard Claparède,
Maria Montessori, Georg Kerschensteiner, Adolph Ferrière, Celestin Freinet; in Poland: Henryk Rowid, Janusz Korczak. Demands regarding changes in teaching practice.
13. Between Herbartism and postulates of New Education - about the practice of vocational teacher training in Poland after 1918.
14. Ethos of the teacher-educator and school in the Second Polish Republic. Non-school forms of upbringing and teaching. Referring to the postulates of the New Education movement.
15. Summary. Examination.
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
KNOWLEDGE
student
- has knowledge about pedagogy as a humanistic and social science; its history and historical changes;
- knows the pedagogical terminology for the future teacher and its source;
- knows the ways and processes of development of means of social communication;
- knows the basic theories of upbringing and learning and their development processes.
SKILLS
student
- is able to use knowledge of the history of education to analyze contemporary educational problems in the professional practice of the
future teacher;
- has the skill of historical and pedagogical thinking;
- is able to critically analyze source messages appropriate for the teacher's work (theoretical pedagogical treatises, school textbooks,
dailies, films).
- is able to independently develop knowledge gained from classes and creatively inspire others;
- can use various communication techniques in the teacher professional practice.
SOCIAL COMPETENCE
student
- is aware of the responsibility for preserving the cultural heritage of the local and global community;
- reflects on the essence of changes in education, the importance of education and childhood in human life over the centuries;
- can participate in the discussion, boosting the statement with the views of various authors;
- can work in a team, respecting the views of others and self-assessing their own judgments and beliefs;
- is aware of the level of his knowledge and competence, understands the need for continuous development in the teacher's professional
work;
- understands the problems of teacher professional ethics.
Assessment criteria
Seminars are conducted in an analytic mode (discussion), using the method of visibility. Students receive source texts from the teacher before, which are discussed during seminars. Twice a semester there is a colloquium checking
knowledge of source texts based on the identification and brief analysis of several selected fragments.A positive pass in both colloquia is a condition of passing the seminars for the assessment and admission to the examination of the History of pedagogical thought.
Practical placement
They are not provided.
Bibliography
1. Źródła do dziejów wychowania i myśli pedagogicznej, ed. S. Wołoszyn, Kielce 1995-1999, vol. 1, 2, 3/1, 3/2.
2. K. Bartnicka, I. Szybiak: Zarys historii wychowania, Warszawa 2001
3. Historia wychowania, ed. Ł. Kurdybacha, Warszawa 1965-1967, vol. 1-2.
4. S. Litak, Historia wychowania, Kraków 2004, vol. 1.
5. J. Draus, R. Terlecki, Historia wychowania, Kraków 2005, vol. 2.
6. S. Kot, Historia wychowania, Warszawa 1994, vol. 1-2.
7. Szkoła polska od średniowiecza do XX wieku - między tradycją a innowacją, eds. I. Szybiak, A. Fijałkowski, J. Kamińska, Warszawa
2010.
8. Handbuch der deutschen Bildungsgeschichte, hg. von Ch. Berg, Bd. 1-6, München 1987-2005.
9. Handbuch der deutschen Reformbewegungen: 1880-1933, hg. von D. Kerbs, J. Reulecke, Wuppertal 1998.
10. A History of Western Education, ed. J. Bowen, vol. 1-3, London 2003.
11. Literacy and Social Development in the West: a Reader, ed. H.J. Graff, Cambridge 1981.
12. History of Education: Major Themes, ed. R. Lowe, vol. 1-4, London 2000.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: