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Lecturer(s)
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Course content
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Contents: 1st Introduction to the course, familiar with the objectives and content, and recommended expanding literature. Credit Requirements and enter seminary work. 2th beginnings of education and training in ancient I. 3th beginnings of education and education in antiquity II. 4th Education in the Middle Ages and at the threshold of modern times. 5th J. A. Comenius. 6th pedagogical thinking in the 17th and 18th century I. 7th pedagogical thinking in the 17th and 18th century II. 8th Pedagogy of the 19th century I. 9th Pedagogy of the 19th century II. 10th Pedagogical directions of the 20th century I. 11th Pedagogical directions of the 20th century II. 12th Modern Czech school and education .. 13th Test. 14th End of the and evaluation of the teaching, assessment.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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The aim is to create an overview of the development of pedagogical theories based on philosophical, social, political and historical circumstances of the historical development. Students will be encouraged to critically inspect the various conceptions of pedagogical personalities. The subject is understood as a complex subject, which goes on holistic understanding of the general relations of the educational process. History of Education are based on general knowledge of Czech and European history. Students will be encouraged to realize that the educational content, forms and methods are based on general historical, political and social circumstances of the time. The historical development of education serves as a necessary basis for understanding the complex relationship with other educational disciplines.
Student characterized by individual and social importance of education, explains the concept of education for the 21st century with regard to the historical development, knows and is able to characterize the most important personalities and historical milestones in the development of pedagogical thinking and up to date for today's time and society. Student further controls sufficient range of incentives, exposure, fixation and evaluation procedures, creates opportunities for application of learned in practical situations. They are prerequisites for any successful communication with wards manifesting interested in this issue.
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Prerequisites
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The subject has no prerequisites.
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Assessment methods and criteria
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unspecified
Attendance, oral exam, your own notes.
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Recommended literature
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CACH, J. Výchova a vzdělávání v českých dějinách. Praha, 1992.
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CIPRO, M. Galerie světových pedagogů I-III. Praha, 2002. ISBN 80-238-8003-9.
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Jůva, V. Stručné dějiny pedagogiky. Brno, 2003.
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KASPER, T., KASPEROVÁ, D. Dějiny pedagogiky. Praha: Grada, 2008.
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PRŮCHA, J. Alternativní školy a inovace ve vzdělávání. Praha Portál,. Praha: Portál, 2004.
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RÝDL, K. Reformní praxe v současných školských systémech. Praha, 1990.
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SINGULE, F., RÝDL, K. Pedagogické proudy 1. poloviny 20. století. Praha: SPN, 1988.
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Štverák, V. - Čadská, M. Stručný průvodce dějinami pedagogiky. Praha, 2004.
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ŠTVERÁK, V. Dějiny pedagogiky I-II. Praha, 1991.
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