University of Zielona Góra Faculty of Education, Sociology and Health Sciences INFORMATION PACK

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1 University of Zielona Góra INFORMATION PACK PEDAGOGY BA DEGREE STUDIES Academic year 2010/2011 European Credit Transfer System (ECTS)

2 PART II.A COURSE INFORMATION

3 II.A.1 BA degree studies The runs two-level courses. The BA degree studies in pedagogy are three-year (6-term) courses. The courses follow the standards of the Ministry of Science and Higher Education (the directive of July12, 2007, annex no 78). The minimum number of for full-time studies is 1800, and for part-time studies it is 60% of The student is obliged to obtain at least 60 ECTS points for each academic year, and points for each term. The graduates are awarded a BA degree under the following conditions : they have completed all the scheduled courses and have collected minimum 180 ETCS points, they have done vocational training for at least 8 weeks, they have submitted their BA thesis, - they have passed their final diploma examination. II.A.2 Admission requirements Candidates for BA degree courses in pedagogy at The Faculty of Education, Sociology and Health Sciences must hold A-level certificates. For more details see or contact the recruitment division of the University of Zielona Góra UNIWERSYTET ZIELONOGÓRSKI SEKCJA REKRUTACJI Zielona Góra al. Wojska Polskiego 69, room101r, I floor Monday - Friday 8:00-14:00 telephone: (068) , , w.borowczak@adm.uz.zgora.pl, a.laszczowska@adm.uz.zgora.pl II.A.3 Key learning outcomes Graduates: have systematised general knowledge in philosophy, psychology, sociology and pedagogy and know elementary terminology of these sciences; have systematised detailed knowledge of pedagogy including history of education, the theoretical basis of education and teaching; they can use their knowledge of education and history for their own reflection on the contemporary theory and practice of teaching; have elementary knowledge on the relations between pedagogy and other humanistic sciences; have basic knowledge on the main directions of development and major new developments in pedagogy; understand basic ideas of philosophy and contemporary problems of humanities; understand different theories and human concepts as well as psychological research methodology; know basic methods of analysis and interpretation of various cultural products specific to selected traditions, theories and research schools in pedagogy; can understand basic categories used in research on education; they differentiate common knowledge of education from scientific knowledge; they can identify basic possibilities and limitations that accompany the processes of education; they can 3

4 describe and interpret major approaches to school, school education and related concepts; can understand the processes occurring in human environment described by social pedagogy, in particular they can identify factors regulating the transformation of institutions, social communities, global processes of culture and economic phenomena; they know the structure of governmental administration and welfare institutions; know the rules of professional ethics; have detailed knowledge about the objectives, organisation and functioning of the institutions connected with cultural, social, resocialisation and welfare activities ( depending on the chosen specialisation ) as well as their legal and economic conditions; they know methodology of performing typical tasks,they know standards, procedures and good practices applied in cultural, educational, resocialisation and welfare institutions ( depending on the chosen specialisation ); they have basic knowledge of workplace safety and health; can interpret philosophical texts; can study psychological literature independently and determine individual differences and the resulting implications for education; they can apply psychological knowledge in education, in particular methods of knowing their students; can use sociological knowledge and test procedures to diagnose and to explain pedagogical problems,analyse and interpret various social phenomena; can use the language of different concepts of education to describe social reality; using communication channels and techniques they can communicate with experts of pedagogy both in Polish and in a foreign language; are able to solve educational problems in the light of various theories of education, relate processes of education to other social and educational processes, and analyse different conceptions of education; know how to design their own solutions to educational problems; they can assess the usefulness of conventional methods, procedures and good practices to carry out tasks related to the activities of cultural, educational, resocialisation and welfare institutions ( depending on the chosen specialisation ); can describe independently and analyse the instruments of teachers and school; they analyse and evaluate critically educational solutions along with their components; use selected methods and tools of pedagogical research; can asses and diagnose threats to the successful development of individual and social groups, define the negative effects of developmental factors, poverty, social orphanhood, deficits in interpersonal relationship; are able to organise social forces and environmental components for the prevention and social support for children, young people, the handicapped and groups requiring pedagogical care; can create written dissertations and prepare oral speeches regarding detailed issues connected with educational activity; can use IT tools in their practical and research activities; are aware of the level of their knowledge and abilities and understand the need for constant education and personal development; are professionally active; show social sensitivity, empathy and tolerance; understand the necessity of following the ethical code at work; are able to look reflectively at their own professional role; take part in cultural life using various forms and media; they create, develop and cultivate their own cultural preferences. 4

5 Depending on their specialisation, the graduates have a thorough knowledge and practical skills in the fields of culture animation, media education, pre-school and early education, care and prevention in social maladjustment, social care and resocialisation. II.A.4 Graduate profile The graduates have a basic knowledge of general pedagogy, history, philosophy, sociology and psychology that is essential to understand the social and cultural context of education and care, as well as to direct their own professional development. They are able to communicate socially, use their diagnostic tools, develop and improve their knowledge and competences, as well as to create their own methodological tools. They are able to look reflectively at their professional role and to understand educational reality. The graduates obtain basic professional qualifications depending on their chosen specialisation. They are ready to work in schools (provided that they have studied teachers' specialisation pursuant to educational standards for teachers), educational institutions, counselling centres, health care institutions, social prevention agencies or correction centres. The graduates speak a foreign language on B2 level according to the Common European Framework of References for Languages, and are able to use the foreign language for pedagogical purposes. They are prepared to start master's courses. (Annex no 78 to Ministry of Higher Education Directive of 12 July 2007 on educational standards). Students of the Faculty of Pedagogy, Sociology and Health Sciences can choose a specialisation, which will broaden their professional competences 1 : Culture animation The graduates are additionally equipped with the skills and knowledge on the theory of culture and animation, pedagogy of leisure, film, theatre, dance, and media culture. The graduates can be employed in cultural institutions (cultural centres, theatres, concert halls, etc.), local governments and state administration, local media (press, radio, television), educational institutions, service (photographic, film, concert) agencies, advertising agencies, private art schools and other institutions of art education, as well as in the marketing departments of private and public companies. The graduates of culture animation can also work as independent artists. Pre-school and early school education The graduates are prepared to work as an early school and pre-school teachers. They acquire skills and knowledge on the methodology of pre-school and early school teaching. The graduates are fully qualified teachers who can work in primary schools (reception class and year 1-3) and in kindergartens. BA degree studies prepare for the analysis of educational reality in the selected area and are a prerequisite to start MA degree studies during which students broaden the knowledge of pedagogy and psychology and prepare to carry out research.. 1 The descriptions of graduate profiles for individual specialisations are not equal to qualifications to do jobs defined by specific acts 5

6 Media and IT education The graduates acquire the knowledge of media and information technology, and are able to apply it in practice. They can design, implement and critically evaluate multimedia. The course prepares for a conscious reception and understanding of multimedia. The graduates are fully qualified ICT teachers for primary and junior secondary schools. They can also be employed in cultural and educational institutions, local government organizations, mass media, publishing companies, etc. They are prepared to run ICT classes at schools. Care and prevention of social maladjustment The graduates of this specialization are equipped with the skills and knowledge required to work in a widely understood social environment. The combination of psychological and pedagogical knowledge with practice gained in various educational and rehabilitation institutions for children, together with workshops and therapeutic classes, give the graduates a range of practical skills to work with children at risk from social maladjustment, as well as to work with socially maladjusted children and those who have special educational needs. The graduates are prepared to provide basic diagnosis of disorders and undertake therapeutic activities. They are individuals of high social sensitivity, empathy and tolerance. After a 3-year-course the graduates are prepared to work with children, youth, and the elderly; to co-operate and provide pedagogical support for parents (foster parents); to cooperate with services supporting children and families, and local educational institutions; to work with individuals at risk from social maladjustment and their families (fosterfamilies); to plan and perform preventive work at schools and in social environment. Social care and sociotherapy The graduates are prepared to diagnose and solve theoretical and practical problems of social care. They acquire basic competences to lead socio-therapeutic and educational groups. In the course of their studies they may choose between two alternative fields of education to study more thoroughly: social care and vocational counselling. The graduates are trained to work in various institutions of social care and education, in prevention agencies and counselling services. They can work as social workers, school advisers, custody officers, vocational counsellors in schools and local job centres, etc. The course prepares the graduates to be a family assistant. Resocialisation and specialist counselling. Apart from general pedagogical knowledge the graduates learn to plan local and school preventive strategies and acquire skills to implement them. The graduates are qualified to do resocialisation work in every environment and all types of institutions, e.g.: courts (custody officers), youth centres, resocialisation centres, addiction centres, sociotherapy centres, detention centres, or prisons. 6

7 II.A.5 II.A.6 Admission requirements for MA degree studies BA graduates can expand their knowledge by doing two-year complementary graduate studies (MA studies) in the humanities, including MA studies in pedagogy offered by the Faculty. Rules and conditions of admission to MA studies at the University of Zielona Góra are available on our websites Course structure and ECTS points BA degree studies cover subjects shared by all the specialisations, pursuant to the standards of education designed for pedagogy courses, and the subjects related to the specialisation chosen by the student. Subjects shared by all the specialisations: No Basic subjects hours points Introduction to sociology 30 4 Introduction to psychology 30 4 Selected issues of philosophy 30 5 Introduction to pedagogy 45 7 Philosophical aspects of pedagogy 30 3 Psychology of development and personality 30 5 Sociology of education 30 3 Sociology of culture/family/media* 30 4 Forensic/ clinical/educational/ creativity/individual 30 5 differences psychology * Professional ethics 15 2 Doctrines in Pedagogy 30 5 Total * depending on specialisation Specialised subjects No of hours ECTS points History of education 30 5 Theoretical aspects of education 30 5 Social pathologies 15 2 Social pedagogy 45 5 Rudiments of general didactics 30 4 Methods and techniques of pedagogical 30 4 research Contemporary theories of education 30 4 Total Other subjects No of hours ECTS points Foreign language Physical education 60 2 Information technologies 30 2 Biomedical foundations of development and education 30 5 Elective course: Astronomy, World religions, Economics, Social dimensions of popular music, Sport and recreation, Film studies 30 1 Total

8 II.A.7 Students do one foreign language course of their choice: English, German or French. Foreign language courses begin in term 2, cover 120 hours and last three terms. Students also have a wide choice of PE classes, including swimming, horse riding, tennis, basketball, volleyball, football, weight-lifting, fitness, or music and motor development activities. Part-time students do not have PE classes. Faculty detailed ECTS regulations 1) 1 point is awarded which requires from average students approx 30 hours of work to achieve educational outcomes 2) additional 1-3 points are awarded which requires from students extra hours of work and students take an examination at the end of the course 3) additional 1-3 points are awarded which requires from average students between hours of work to achieve educational outcomes 4) 0-2 points are awarded for each week of student training depending on their type. The detailed schedule of courses for each term and the list of subjects for each specialisation can be found in the tables. Grading and examination regulations At the end of each course students get final course grades. In some cases, for example courses run as monographic lectures, students complete the course without being given the final grade. The courses in which students are obliged to get the final course grade or take the final examination are listed in the tables. Examinations can be written or oral. The principles and methods of course completion are specified in the University Regulation (see: II.A.7 Final examination The graduates of BA courses are awarded with bachelor's degree. Before taking BA examination students are obliged to complete all the scheduled courses and submit their bachelor's thesis. BA examinations are oral. During the examination students have to prove their knowledge of the theoretical issues of pedagogy as well as the knowledge of the content of their BA thesis. Students also ought to be able to analyse and synthesize the phenomena they have studied for their BA thesis, as well as generalize and conclude. The final grade consists of three components: the bachelor's examination grade, bachelor's thesis grade and average grade for all the courses students have taken. (University Regulation, 68) II.A.8 Faculty ECTS coordinator dr Elżbieta Kołodziejska Zielona Góra, al. Wojska Polskiego 69 tel.: +48 (68)

9 PART II.B CATALOG OF SUBJECTS ECTS FOR PEDAGOGY BA DEGREE STUDIES 9

10 BASIC SUBJECTS...13 Introduction to Psychology Introduction to Pedagogy Developmental and Personality Psychology Doctrines in Pedagogy Professional Ethics Philosophical Aspects of Pedagogy Clinical Psychology Court Psychology Sociology of Education Sociology of Culture* Sociology of the Family SPECJALISED SUBJECTS...30 History of Education Methods and Techniques of Pedagogical Research Social Pathologies Social Education Theoretical Aspects of Education Contemporary Theories of Education OTHER SUBJECTS...44 Biomedical Aspects of Human Growth, Development and Education English language course German language course French language course Introduction to European culture SPECJALIZATION SUBJECTS...54 POPULARIZATION OF CULTURE...55 Sexual education Forms of Children's Theatre Cultural Institutions Interpreting theatrical text Methodology of Culture Animation Leisure time pedagogy The Pedagogy of Play Culture Animation Project Stage design and drama techniques Techniques of language communication and culture of speech Theories of Cultural Education Theory of culture and popularisation of culture Modern theatre forms with methodology MEDIA AND IT EDUCATION...79 Sexual education Communication Theory School Computer Centre Administration School Informatics - methodology Elements of Computer Programming Vocal Emission Programming Languages I - HTML Local and Global Networks in Education

11 INFORMATION TECHNOLOGIES IN PEDAGOGICAL DIAGNOSIS AND THERAPY Multimedia Educational Packages Graphical picture composition Programming Languages III Mass media Media in Education Methodology of Computer Assisted Teaching Pedagogical Threats in Media Prevention of media threats Standard Tool Packages PRE-SCHOOL AND PRIMARY EDUCATION Ecological Education Musical Education I, II Art. and Technical Education I, II Sexual education Vocal Emission Literature for Children logopaedics Pre-school Education with Methodology I Primary School Education with Methodology Primary School Education with Methodology Introduction to Polish Language Teaching Introduction to the Natural Environment CARE AND PREVENTION IN SOCIAL MALADJUSTMENT Bibliotherapy Sociotherapy Sexual education Forms of artistic and technical activity Communication and Interpersonal Training Constructing prevention programs logopaedics Media in Education Methodology of working with socially maladjusted children Methodology of Work with Family Music Therapy Education and Upbringing in Istitutionalized Settings Prevention in Social Work PEDAGOGIKA SPOŁECZNA I SOCJOTERAPIA computer in Social Study Media in Education Non-government Organisations Pedagogy of Work Sexual pedagogy Information Technology in Social Education Introduction to addiction therapy Social Welfare and Programs of Social Work Counselling Social Work Theory of social policy Thoretical Aspects of Support and Help Interpersonal Training RESOCIALISATION AND SPECIALIST COUNSELLING Education and rehabilitation of the disabled Education and Rehabilitation of Disabled People

12 Family Education Legal basis of probation officers' activity logopaedics Probation in resocialization process Clinical Psychology Methodology of resocialization I Psychotherapy Resocialization diagnosis Sociotherapy special Education Selected aspects of criminology Social prevention Penitentiary pedagogy Rudiments of working with dysfunctional families

13 BASIC SUBJECTS 13

14 I N TT R O D U C TT I O N TT O P S Y C H O LL O G Y Course code: 14.4-WP-PED-WPs Type of course: compulsory Entry requirements: - Director of studies: dr Anna Mróz Name of lecturer: dr Anna Mróz Form of instruction per semester per week Lecture Lecture Movements and ideas in psychology: classical movements: behaviourism, psychoanalysis, cognitive psychology, humanistic psychology; new ideas in psychology. Cognitive processes: perception, reasoning, memory and learning; biological bases of mental processes; creativity; intelligence and abilities. Classical and operant conditioning. Emotional and motivational processes: the relationship between emotional and motivational processes and cognitive processes; psychological stress. Temperament: the concept of temperament; the role of temperament in shaping personality, the influence of temperament in day-to-day functioning. Personality: the concept of personality; various portrayals of personality, factors which influence personality development. The student is able to describe the main movements in psychology, understand the nature of mental cognitive and emotional processes, can define and accurately use the following notions: temperament, intelligence, personality, psychological stress. Passing grades from two written tests. J. Kozielecki J., Psychologiczne koncepcje człowieka, Wydawnictwo Żak, 2000 E. Nęcka, Psychologia twórczości, Gdańskie Wydawnictwo Psychologiczne, 2001 J. Strelau (red.), Psychologia. Podręcznik akademicki, cz.2, PWN,2003 Ph. Zimbardo, R. Gerrig, Psychologia i życie (Psychology and Life), PWN, 2006 OPTIONAL READING: J. Kalat, Biologiczne podstawy psychologii, PWN, 2006 REMARKS: 14

15 I N TT R O D U C TT I O N TT O P E D A G O G Y Course code: 05.0-WP-PED-Wped Type of course: Compulsory Entry requirements: Director of studies: dr hab. Mirosław Kowalski; Name of lecturer: dr Klaudia Błaszczyk Form of instruction per semester per week Lecture 30 Passing the exam 2 Class 15 Lecture 30 Passing the exam 2 Class Pedagogics as a science: Structure of pedagogical terms: defining of pedagogical terms: education, schooling, teaching, learning, upbringing, socialisation, self-education, self-upbringing; criteria for classifying pedagogical terms; semantic differences and similarities of pedagogical terms. 2.Structure of pedagogics in Poland and in the world: the chosen aspects of pedagogics in Poland and in the world; the chosen concepts of contemporary pedagogics; general pedagogics as a critical theory and metatheory; the link between pedagogics and other scientific disciplines that deal with the problem of education). 3. Anthropological, ontological, axiological and epistemological challenges of contemporary pedagogics (defining of terms: anthropology of education, ontology of upbringing, axiology of upbringing and epistemology of education; values in education/research and educational consequences stemming from it/; the search for anthropological, axiological and epistemological basis of education). 4. Education in the vertical perspective: vertical criterion; The term of education in the vertical perspective; review of the chosen theories of the humans development throughout their whole lives/single-factor, bifactor, convergence, three-factor; dialectical, layered. 5. Education in the horizontal perspective: horizontal criterion, The term of education in the horizontal perspective; forms and institutions of upbringing and social determinants of education in the horizontal perspective. 6. Antinomies and ambiguities within contemporary pedagogics. Ambivalence and antinomy in contemporary pedagogics. Pedagogics and anti-pedagogics. Modernist and postmodernist pedagogics; Comprehensive aspect of education: decahedron of education /component proceses of contemporary education. - A student knows the most important information about pedagogigs as a humane, empirical and social science; - A student has assimilated basic, general, consolidated into comprehensive scheme information about the development, socialisation, upbringing and self-education of a human; - A student can notice, analyse and solve complex educational problems - A student can mindfully receive messages in the field of education, recognition of appropriate intentions of speech acts, and can also use the language effectively in pedagogical work. 15

16 active participation in class, research essay, group work, test, examen Adamski F. (red.),człowiek wychowanie - kultura. Wybór tekstów, Kraków Arends I.R., Uczymy się nauczać, Warszawa Denek K., Aksjologiczne aspekty edukacji szkolnej, Toruń Gnitecki J., Zarys pedagogiki ogólnej, Poznań Hejnicka Bezwińska T., Pedagogika ogólna, Warszawa Kunowski S., Podstawy współczesnej pedagogiki, Warszawa Okoń W., Nowy słownik pedagogiczny, Warszawa Śliwerski B., Współczesne teorie i nurty wychowania, Kraków Śliwerski B., Pedagogika. Podstawy nauk o wychowaniu, Gdańsk Schulz R., Wykłady z pedagogiki ogólnej, T.1, Toruń Kwieciński Z., Śliwerski B., Pedagogika, T. 1, T. 2, Warszawa Gnitecki J., Wprowadzenie do pedagogiki ogólnej, Poznań 2007 OPTIONAL READING: Cichoń W., Wartość, człowiek, wychowanie, Kraków Dudzikowa M., Mit o szkole jako miejscu wszechstronnego rozwoju uczniów, Kraków Furmanek W., Człowiek człowieczeństwo wychowanie. Wybrane problemy pedagogiki personalistycznej, Rzeszów Gnitecki J. (red.), Teorie pedagogiczne wobec zmian w humanistyce i w otaczającym świecie, Olsztyn - Poznań Konarzewski K., Kruszewski K. (red.), Sztuka nauczania, T. 1-2, Warszawa Kozioł E., Kobyłecka E. (red.), Pedagogika wobec problemów XX wieku, Zielona Góra Kwieciński Z. (red.), Alternatywy myślenia o/dla edukacji, Warszawa Olbrycht K., Prawda, dobro i piękno w wychowaniu człowieka jako osoby, Katowice REMARKS: D E V E LL O P M E N TT A LL A N D P E R S O N A LL I TT Y P S Y C H O LL O G Y Course code: 14.4-WP-PED-PsRO Type of course: compulsory Entry requirements: Director of studies: dr Anna Mróz Name of lecturer: dr Anna Mróz The knowledge of the mechanisms of cognitive, emotional and motivational processes. Form of instruction N umb er of teaching hours per semester N umb er of teaching hours per week Lecture 15 3 Passing the exam Class 15 Lecture 15 Passing the exam 3 Class

17 Psychoanalytical theories of personality development. The theory of S. Freud. Human development within a lifespan according to the theory of E. Erikson. The development of a neurotic personality according to the theories of K. Horney and A. Adler. Theories of cognitive development. The development of reasoning in childhood and adolescence according to the theory of J. Piaget. The theory of moral development by L. Kohlberg. Humanistic personality theories. Theories of: A. Maslow, C. Rogers, K. Dąbrowski. The theory of narrative identity by D. McAdams. The characteristics of typical developmental phenomena at particular stages of human life. The prenatal stage. The period of early, middle and late childhood. Identity crisis in adolescence. Developmental tasks of early adulthood. The crisis of middle adulthood. Life balance in late adulthood. The knowledge of the mechanisms of human development at particular stages of life. The knowledge of chosen personality theories and the ability to apply them in an analysis of developmental and educational problems. Obtaining a passing grade from a test or presentation. D. Ashcraft, Teorie osobowości. Studia przypadków [Personality Theory Workbook], PWN, 2002 A. Birch, Psychologia rozwojowa w zarysie [Developmental Psychology], PWN, 2005 C. Hall, G. Lindzey, Teorie osobowości [Theories of Personality], PWN, 2001 J. Trempała, B. Harwas- Napierała (red.), Psychologia rozwoju człowieka. Charakterystyka okresów życia człowieka, PWN, 2003 OPTIONAL READING: P. Oleś, Wprowadzenie do psychologii osobowości, Scholar, 2003 D O C TT R I N E S I N P E D A G O G Y Course code: 05.0-WP-PED-Dped Type of course: compulsory Entry requirements: The basic message of introduction to contemporary theories of pedagogy and education Director of studies: Dr Anita Famuła-Jurczak Name of lecturer: dr Anita Famuła-Jurczak; dr Michał Głażewski; dr Lech Sałaciński Form of instruction per semester per week Lecture 15 Passing the exam 6 Class

18 Lecture 15 Passing the exam 6 Class 15 Aporia teaching: coercion and freedom in the upbringing and education as mine as to support the development, adaptation and emancipatory education, upbringing and manipulation; Main doctrines (systems) pedagogy; The concept of teaching doctrine; Affiliation doctrines to different currents of pedagogy; Relationship with the doctrines and ideologies formations world-outlook; The importance of doctrine for contemporary reflection on education; The need to study and how educational doctrines Understanding of the problems of contemporary humanities; Understanding of the basic categories used in research on education and education; Analysis of different conceptions of education, reconstruct their assumptions and ideologies. Active participation in class, offsetting the positive test - exercise Callo Ch., Modele wychowania, [w:] B. Śliwerski (red.). Pedagogika. Podstawy nauk o wychowaniu. T. I. Gdańsk Gutek G.L., Filozoficzne i ideologiczne podstawy edukacji, Gdańsk Hejnicka-Bezwińska T., Pedagogika ogólna, Warszawa Kupisiewicz Cz. (red.), Myśliciele o wychowaniu, Warszawa P R O FF E S S I O N A LL E TT H I C S Course code: 05.9-WP-PED-EZ Type of course: Compulsory Students should have acquired the basics of Entry requirements: philosophy, ethics, history of education and sociology. Director of studies: Stefan Konstańczak Name of lecturer: Stefan Konstańczak Form of instruction per semester per week Class 15 5 Class

19 An introduction to ethics issues. Theory of moral values. Theoretical basis of professional ethics. The ethics of chosen professions. The responsibility of profession. Moral pathologies in the work environment. Students should learn the issues concerning ethics regulations in practice of chosen professions. Students also acquire a competence by an individual studies and by correcting of legislative documents relevant to the future posts. Oral test + research and presentation of practical problem as to the ethics of chosen profession. Etyka zawodowa, pod red. A. Sarapaty, Warszawa Kodeksy etyczne w Polsce, Warszawa S. Konstańczak, Odkryć sens życia w swej pracy. Wokół problemów etyki zawodowej, Wyd. WSP Słupsk, Słupsk E. Nowak, K.M. Cern, Ethos w życiu publicznym, Warszawa OPTIONAL READING: REMARKS: 19

20 P H I LL O S O P H I C A LL A S P E C TT S O FF P E D A G O G Y Course code: 05.0-WP-PED-FPP Type of course: compulsory Entry requirements: Director of studies: Dr Ewa Pasterniak-Kobyłecka. Name of lecturer: dr Ewa Pasterniak-Kobyłecka, dr Robert Fudali; dr Anita Famuła-Jurczak; dr Michał Głażewski; dr Ryszrard Małachowski; dr Lech Sałaciński Form of instruction per semester per week Class Class 30 3 The philosophy of education as a science. Selected philosophical conceptions (idealism, realism, naturalism, pragmatism, progressivism, and others) and their influence on upbringing. Hermeneutic pedagogy, phenomenological pedagogy, critical pedagogy, pedagogy of culture, personal pedagogic philosophical premises. Students knows fundamental ideas of philosophy of education; can critically describe them; can compare various philosophical conceptions of upbringing and point their influence on educational practice. The main condition to get a pass are sufficient marks in written or oral tests conducted, doing exercises. Czerny J., Filozofia wychowania, Wydawnictwo Śląsk, Katowice Filek J., Filozofia jako etyka, Wydawnictwo Znak, Kraków Gnitecki J., Pasterniak W., O filozofii edukacji, Wydawnictwo WOM, Gorzów Wlkp Gutek G. Filozoficzne i ideologiczne podstawy edukacji, GWP, Gdańsk Szołtysek A., Filozofia wychowania, Adam Marszałek, Toruń Wołoszyn S., Źródła do dziejów wychowania i myśli pedagogicznej, t. 1-3, Dom Wydawniczy Strzelec, Kielce OPTIONAL READING: Bauman Z., Ponowoczesność jako źródło cierpień, Wydawnictwo Sic!, Warszawa Człowiek. Wychowanie. Kultura, red. F. Adamski, Wydawnictwo WAM, Kraków Dydaktyka Literatury, nr XXII, XXIII, XXIV, XXIX. Galarowicz J., Fenomenologiczna etyka wartości (Max Scheler, Nicolai Hartmann, Detrich von Hildebrant), Wydawnictwo PAT, Kraków Galarowicz J., Na ścieżkach prawdy. Wprowadzenie do filozofii, Wydawnictwo PAT, Kraków Spory o edukację. Dylematy i kontrowersje, red. Z. Kwieciński, L. Witkowski, IBE, Warszawa