History of Pedagogical Thought WT-DNK-HMP

Kod do przedmiotu MsTeams:
5rpv05l

Nazwa zespołu: WT_KOPICZKO_Historia_myśli_pedagogicznej_sem_zimowy_2020/2021

A student participating in the lectures:
EK 1 - he knows the basic terminology of the history of upbringing the theory and an impact on development of thoughts is able to use it to interpretation of having phenomena pedagogic (TnMA_W 01).
EK 2 - has a knowledge tidied up about stages of the history of upbringing his historical development up with highlighting theological-philosophical and social-cultural bases (TnMA_W 02).
EK 3 - he is characteristic of essential theories concerning the upbringing, the learning and the teaching, a connection with the religious-spiritual life of the man is explaining multiple conditioning of these processes and them (TnMA_W 04).
As regards to the abilities he:
EK 4 - is able to use essential pedagogic strategies based on education theories arising from the XIX period and the 20th century (TnMA_U 03).
in social competence:

EK 5 - based on the acquired knowledge on the all-time greats from the history of the upbringing is shaping competence in himself wychowawczo-katechetyczne and sensitivity to the education complex situation of the young man in order creatively to elaborate the Passion of the class tutor and the religion instruction teacher in oneself (TnMA_K 01).

Active participation in lectures: 30 h
Self – study based on documents and analysis: 40 h
Consultations: 20 h
Total: 90 h = 3 ECTS

EK 1 - student "he knows the basic terminology of the history of upbringing the theory and an impact on development of thoughts is able to use it to interpretation of having phenomena pedagogic".
For the evaluation:
D (2): doesn't know basic concepts in the history of the upbringing;
C (3): he knows crucial notions of the upbringing in history, is able generally to relate it to occurrences of thoughts affecting the development pedagogic;
B (4): precisely a majority of notions is defining educations in history and is taking them back causing occurrences affecting the development of the pedagogic thought of their overall view;
A (5): precisely a majority of notions is defining educations in history and is taking them back causing occurrences affecting the development of the pedagogic thought of their overall view and expressing accurate conclusions.
EK 2 - student "has a knowledge tidied up about stages of the history of bringing his historical development up with highlighting theological-philosophical and social-cultural bases".
For the evaluation:
D (2): doesn't know basic stages of promoters in the history of the upbringing and chief of the development of the pedagogic thought;
C (3): he is discussing basic stages in the history of the upbringing as well as is listing chief promoters of the development of the pedagogic thought;
B (4): precisely he is marking individual stages of the development of the thought of the upbringing, is introducing chief promoters of the development the pedagogic thought relating to transformations about ideological character (theological-philosophical) and social-cultural;
A (5): precisely he is marking individual stages of the development of the thought of the upbringing, a contribution is introducing chief promoters of the development the pedagogic thought relating to transformations about ideological character (theological-philosophical) and social-cultural, is effecting expressing accurate conclusions in contemporary philosophy of the upbringing.
EK 3 - student "he is characteristic of essential theories concerning the upbringing, the learning and the teaching, a connection with the religious-spiritual life of the man is explaining multiple conditioning of these processes and them".
For the evaluation:
D (2): isn't able to indicate basic methods and mechanisms of the process of bringing up and the education;
C (3): he is discussing basic methods and the mechanisms associated with the process of the upbringing and the education, is able to connect them with definite historical ages;
B (4): is characteristic of examples of the theories concerning the upbringing, of teaching and oneself and teachings, is discussing conditioning of the effectiveness of this process and the role of religious living in the upbringing generally;
A (5): precisely is characteristic of the shown theories concerning the upbringing, of teaching and oneself and teachings, he is discussing conditioning of the effectiveness of this process as well as is justifying the need of the development of religious living in bringing the man up, will express relevant applications and demands in relation to the education practice.
EK 4 - student "is able to use essential pedagogic strategies based on education theories arising from the XIX period and the 20th century".
For the evaluation:
D (2): isn't able to indicate basic pedagogic courses XIX and the 20th century and to move closer education strategies proposed by them;
C (3): is discussing basic pedagogic currents XIX and the 20th century and is moving closer education strategies proposed by them;
B (4): he is characteristic and is organising pedagogic courses current from the beginning the 19th century, he shows education strategies proposed by all sorts pedagogic schools, a way of applying them on chosen examples is discussing;
A (5): precisely he is characteristic and is organising pedagogic courses current from the beginning the 19th century, he shows education strategies proposed by all sorts pedagogic schools, a way of applying them on shown examples is discussing, will express relevant applications and demands in relation to the education practice.
EK 5 - student "based on the min. acquired knowledge concerning the all-time greats from the history of the upbringing is shaping competence in himself upbringing-catechesis and sensitivity to the education complex situation of the young man in order creatively to elaborate the Passion of the class tutor and the religion instruction teacher in oneself".
For the evaluation:
D (2): isn't able to point and to characterize the most important luminaries of the thought and the pedagogic practice in the history;
C (3): is characteristic of chosen examples of luminaries of the thought and the pedagogic practice in the history of the education;
B (4): he is characteristic and is analysing achievements of chosen luminaries of the thought and the pedagogic practice in the history of the education, shows the class tutor meanings of specific pedagogic competence for the development;
A (5): precisely he is characteristic and is analysing achievements of chosen luminaries of the thought and the pedagogic practice in the history of the education, shows the class tutor meanings of specific pedagogic competence for the development, competently I am assessing a model situation of the foster child, is formulating applications concerning the self-development of the class tutor and the religion instruction teacher.

Method of verification the effects of education: a final exam.

To get a positive assessment of the subject it is necessary to achieve all planned learning outcomes.

A positive assessment of the subject (grade A,B,C) results from the number of points obtained from:

- examination: C- plus C -60 %, B - plus B 60-95 %, A - 95-100 %.
- class attendance: C - from 60%; B – between 60-95 %, A – between 95-100 %;

Basic literature:

Bartnicka K., Szybiak I., Zarys historii wychowania, Warszawa 2001.
Litak S., Historia wychowania do Wielkiej Rewolucji Francuskiej, tom 1, Kraków 2006.
Draus J., Terlecki R., Historia wychowania. Wiek XIX i XX, tom 2, Kraków 2006.

Additional literature:

Kwieciński Z., Śliwerski B. (Red.), Pedagogika. Podręcznik akademicki, tom 1, Warszawa 2010.
Kurdybacha Ł. (Red.), Historia wychowania, tom 1, Warszawa 1965.
Kurdybacha Ł. (Red.), Historia wychowania, tom 2, Warszawa 1967.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WT-DNK-HMP in USOSweb