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Lecturer(s)
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Havlínová Ivana, Mgr. Ph.D.
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Course content
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1. Reality of education and philosophy of education - part 1. 2. Reality of education and philosophy of education - part 2. 3. Education or training? - contemporary challenges. 4. Axiological and cognitive dimension of education. 5. "learning to know", "learning to act", "learning to live together with others", "learning to be". 6. Specific requirements for teaching individual social sciences. 7. Axiological and cognitive dimension of selected psychological topics. 8. Axiological and cognitive dimension of selected sociological topics and selected political science topics. 9. Axiological and cognitive dimension of selected legal topics and selected economic topics 10. Axiological and cognitive dimension of selected philosophical topics. 11. Specific requirements for teaching social science topics selected by students of the current course - student outcomes: the student introduces the topic from the perspective of two social science disciplines, performs its pedagogical transformation. 12. Specific requirements for teaching social science topics selected by students of the current course - student outcomes: the student introduces the topic from the perspective of two social science disciplines, performs its pedagogical transformation. 13. Specific requirements for teaching social science topics selected by students of the current course - student outcomes: the student introduces the topic from the perspective of two social science disciplines, performs its pedagogical transformation. 14. Specific requirements for teaching social science topics selected by students of the current course - student outcomes: the student introduces the topic from the perspective of two social science disciplines, performs its pedagogical transformation.
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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The main goal of the course is to bring students to an understanding of the issue of the relationship between education and training, some educational dilemmas and antinomies. Students will attempt to process selected topics of social science and civic education not only using their cognitive potential, but primarily using their axiological dimension.
- knowledge of the value side of the researched social science topics - knowledge of the dilemmatic nature of education - skills to prepare the teaching of selected topics with regard to the use of their value potential - ability to think about selected educational dilemmas in relation to the teaching of social science and civic topics - knowledge of the value side of the researched social science topics - knowledge of the dilemmatic nature of education - skills to prepare the teaching of selected topics with regard to the use of their value potential - ability to think about selected educational dilemmas in relation to the teaching of social science and civic topics.
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Prerequisites
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None
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Assessment methods and criteria
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unspecified
- Preparation and elaboration of one of the proposed social science topics: the student introduces the topic from the perspective of two social science disciplines, performs its pedagogical transformation with a focus on the use of its axiological potential. - He will present his idea of teaching the topic at a seminar. - Essay on a pre-approved topic.
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Recommended literature
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Dorotíková, S. O výchově a vzdělávání z pohledu axiologie. Praha, 1997.
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Enache, R. G. a IFTIME, A. The Axiological Perspective in the Training of Teachers.
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Liessmann, K. P. Teorie nevzdělanosti. omyly společnosti vědění.
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Pelcová, N. Filosofická a pedagogická antropologie. Praha, 2000.
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Spousta, Vladimír. Axiologická dimenze osobnosti učitele a jeho hodntoový systém. Online..
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