(in Polish) Historia myśli pedagogicznej WT-SST-HMP

E. W 1 - knows the basic terminology of the history of education as a science and is able to apply it to the interpretation of phenomena affecting the development of pedagogical thought.
E. W 2 - has a structured knowledge of the history of upbringing, emphasizing the theological, philosophical and socio-cultural foundations of its historical development.
E. W 3 - characterizes the basic theories of upbringing, learning and teaching, explains the multiple determinants of these processes and their relationship with the religious and spiritual life of man.
E. U 4 - can use basic pedagogical strategies based on educational theories from the 19th and 20th centuries.
E. K 5 - based on the acquired knowledge about the great figures from the history of education, he develops educational and catechetical competences and sensitivity to the complex educational situation of a young person in order to creatively develop the passion of an educator and catechist.

EK 1 - the student "knows the basic terminology of the history of education as a science and is able to apply it to the interpretation of phenomena affecting the development of pedagogical thought."
For evaluation:
Fail (2): does not know the basic concepts of the history of upbringing;
Dst (3): knows the key concepts in the history of education, can generally relate them to the phenomena affecting the development of pedagogical thought;
C (4): precisely defines most of the concepts in the history of education and relates them to the phenomena influencing the development of pedagogical thought, making their general assessment;
Bdb (5): precisely defines most of the concepts in the history of education and relates them to the phenomena influencing the development of pedagogical thought, making their general assessment and formulating accurate conclusions.

EK 2 - the student "has structured knowledge about the stages of the history of upbringing, emphasizing the theological, philosophical and socio-cultural foundations of its historical development."
For evaluation:
Fail (2): does not know the basic stages of the history of education and the main promoters of the development of pedagogical thought;
Dst (3): discusses the basic stages in the history of education and lists the main propagators of the development of pedagogical thought;
C (4): precisely characterizes the various stages of the development of educational thought, presents the main promoters of the development of pedagogical thought against the background of ideological (theological and philosophical) and socio-cultural changes;
Bdb (5): precisely characterizes the various stages of the development of educational thought, presents the contribution of the main promoters of the development of pedagogical thought against the background of ideological (theological-philosophical) and socio-cultural changes, formulates accurate conclusions in the field of contemporary philosophy of education.

EK 3 - the student "characterizes the basic theories of upbringing, learning and teaching, explains the multiple determinants of these processes and their relationship with the religious and spiritual life of man."
For evaluation:
Fail (2): cannot indicate the basic methods and mechanisms of the upbringing and education process;
Dst (3): discusses the basic methods and mechanisms related to the process of upbringing and education, is able to connect them with specific historical epochs;
C (4): characterizes examples of theories concerning upbringing, learning and teaching, generally discusses the determinants of the effectiveness of this process and the role of religious life in upbringing;
Bdb (5): precisely characterizes the indicated theories regarding upbringing, learning and teaching, discusses the conditions for the effectiveness of this process and justifies the need for the development of religious life in human upbringing, formulates appropriate conclusions and postulates regarding educational practice.

EK 4 - the student "is able to use basic pedagogical strategies based on educational theories from the 19th and 20th centuries."
For evaluation:
Fail (2): cannot indicate the basic pedagogical trends of the 19th and 20th centuries and explain the educational strategies they propose;
Dst (3): discusses the basic pedagogical trends of the 19th and 20th centuries and introduces the educational strategies they propose;
C (4): characterizes and organizes pedagogical trends present since the beginning of the 19th century, indicates educational strategies proposed by various pedagogical schools, discusses how to use them on selected examples;
Bdb (5): precisely characterizes and organizes pedagogical trends present since the beginning of the 19th century, indicates educational strategies proposed by various pedagogical schools, discusses how to use them on the indicated examples, formulates appropriate conclusions and postulates regarding educational practice.

EK 5 - student "based on the acquired knowledge, min. concerning great figures from the history of education, shapes educational and catechetical competences and sensitivity to the complex educational situation of a young person in order to creatively develop the passion of an educator and catechist.
For evaluation:
Fail (2): cannot indicate and characterize the most important luminaries of pedagogical thought and practice in history;
Dst (3): characterizes selected examples of luminaries of pedagogical thought and practice in the history of education;
C (4): characterizes and analyzes the achievements of selected luminaries of pedagogical thought and practice in the history of education, indicates the importance of specific pedagogical competences for the development of the educator;
Bdb (5): precisely characterizes and analyzes the achievements of selected luminaries of pedagogical thought and practice in the history of education, indicates the importance of specific pedagogical competences for the development of an educator, skillfully diagnoses an exemplary situation of a pupil, formulates conclusions regarding the self-development of an educator and catechist.

Method of verification of learning outcomes: final exam.
The condition for passing the course is the achievement of all assumed learning outcomes.
The positive grade in the subject is determined by the number of points obtained from:
- exam: dst - dst plus - 50-60%, good - good plus 60-85%, very good - 85-100%;
- preparation of mid-semester work
- attendance at classes: dst - from 60%; db - 60-95%, bdb - 95-100%.

Basic literature:
Bartnicka K., Szybiak I., Zarys historii wychowania, Warszawa 2001.
Oryczk A., Zarys historii szkolnictwa i myśli pedagogicznej, Warszawa 2008.

Supplementary literature:
Draus J., Terlecki R., Historia wychowania. Wiek XIX i XX, tom 2, Kraków 2006.
Kwieciński Z., Śliwerski B. (redakcja naukowa), Pedagogika. Podręcznik akademicki, tom 1, Warszawa 2010.
Litak S., Historia wychowania do Wielkiej Rewolucji Francuskiej, tom 1, Kraków 2006.

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

• Description of WT-SST-HMP in USOSweb