(in Polish) Teoretyczne podstawy wychowania WNP-PPWZ-TPWC-MB

The student will learn the basics of the Theoretical Foundations of Education, as well as practical examples for pedagogical practice.
Exercises will also enable the participant to get to know the complex issues that determine the course of the upbringing process, the existing threats related to its appearance or possible solutions, taking into account the upbringing environment.
During the classes, the issues of values or the issue of humanity and human subjectivity will be discussed, with particular emphasis on its potential in relation to the challenges of the modern world.
An indirect skill that the student will acquire will be a critical analysis of the literature on the subject of the issues discussed in class and other issues that are of interest to this scientific theory.

Term 2022/23_L:

(in Polish) Dyscyplina naukowa, do której odnoszą się efekty uczenia się

education

(in Polish) E-Learning

(in Polish) E-Learning (pełny kurs)

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

(in Polish) Opis nakładu pracy studenta w ECTS

Number of ECTS credits 2 which corresponds to 50 hours, which consists of: Contact hours with the lecturer (classes): 8 hours; The student's preparation for classes by reading a specific book: 14 hours Preparing a presentation on a specific reading: 15 hours Preparation for the written test: 13 hours

Subject level

elementary

Learning outcome code/codes

symbols of learning outcomes for the field of pre-school and early childhood pedagogy, uniform master's studies: PPW_W01, PPW_W02, PPW_U01, PPW_U02, PPW_K03

Type of subject

obligatory

Preliminary Requirements

There are no prerequisites

Course coordinators

Marcin Bielecki

Learning outcomes

Educational outcomes:

After completing the course, the student should:
In the field of knowledge:
- be able to characterize the theoretical foundations of education and co-occurring relationships with other disciplines or sub-disciplines
-have systematized information on the knowledge of upbringing and important issues related to the discussed issues.

In terms of skills:
The student should
- be able to make a critical analysis in the field of literature and synthesis of elements related to the process of upbringing and other important issues related to the discussed issues.
- indicate the possibilities of applying the theory of education to pedagogical practice, with particular emphasis on the specificity of educational environments

Within the scope of competence:
The student should
- reflect on the surrounding reality in the educational environment;
-show cognitive curiosity in the scope of implemented content and looking for a common denominator with the discussed issues.

Assessment criteria

Final grade from the classes:
The student is assessed continuously, which means that the final grade for the course consists of the following aspects:
-preparing a presentation (substantive content, the ability to present it on the forum of the class group and the ability to answer the teacher and / or other participants) ->0-18pts
- preparation for classes (verified during discussions and/or written work during classes) ->0-6 pts
- presence (one unexcused absence allowed) ->0-8 pts
- written test consisting of three descriptive questions from selected readings ->0-18pts

Final grade

0%-59% - 2.0 rating (from 0 to 29.5 points).

60%-65% - rating 3.0; (from 30 to 32.5 points)

66%-74% - rating 3.5; (from 33 to 37 points)

75%-83% - grade 4; (from 37.5 to 41.5 points)

84%-92% - rating 4.5; (from 42 to 46 points)

93%-100% - 5.0 rating (from 46.5 to 50 points).

Practical placement

not applicable

Bibliography

1. S. Kunowski, Podstawy współczesnej pedagogiki, Wydawnictwo Salezjańskie, Warszawa 1993, s. 25-34 (rozdz. 2: Pojęcie pedagogiki jako nauki).

2. B. Śliwerski, Pedagogika ogólna. Podstawowe prawidłowości, Oficyna Wydawnicza Impuls, Kraków 2012, s. 313-334 (rozdz. 17: Pseudowychowanie).

3. J. Korczak, Prawo dziecka do szacunku, w: S. Wołoszyn (red.), Źródła do dziejów wychowania i myśli pedagogicznej, t. III, PWN, Warszawa 1966, s. 124-142.

4. J. Tarnowski, Człowiek – dialog – wychowanie. Zarys chrześcijańskiej pedagogiki personalno-egzystencjalnej, „ZNAK” 1991, nr 436 (9), s. 69-78.

5. Edukacja. Jest w niej ukryty skarb. Raport dla UNESCO Międzynarodowej Komisji ds. Edukacji dla XXI wieku pod przewodnictwem Jacquesa Delorsa, Stowarzyszenie Oświatowców Polskich, Warszawa 1998, s. 85-95 (rozdz. 4: cztery filary edukacji).

6. A. M. de Tchorzewski, Rzecz o godności, autorytecie i odpowiedzialności nauczyciela w czasach chaosu aksjonormatywnego, „Horyzonty Wychowania” 2020, Tom 19, Nr 50, s. 161-176.

7. J. Wilkin, Znaczenie uniwersytetów w epoce postprawdy, „NAUKA” 1/2020, s. 67-81.

8. Z. Marek, Ojcostwo w wychowaniu, „Horyzonty Wychowania” Tom 21, nr 58 (2022), s. 45-55.

9. L. Marszałek, Nie ma edukacji bez relacji, „Forum Pedagogiczne” Tom 12, nr 2 (2022), s. 275-288.