SKPC001 Education in transdisciplinary context

Faculty of Education
Autumn 2021
Extent and Intensity
0/0/0. 15 credit(s). Type of Completion: zk (examination).
Taught in person.
Teacher(s)
doc. PaedDr. Hana Horká, CSc. (lecturer)
prof. PhDr. Mgr. Tomáš Janík, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
doc. Mgr. Radim Šíp, Ph.D. (lecturer)
prof. PhDr. Vlastimil Švec, CSc. (lecturer)
Guaranteed by
prof. PhDr. Vlastimil Švec, CSc.
Institute for Research in School Education - Faculty of Education
Contact Person: Mgr. Jana Veličková
Supplier department: Institute for Research in School Education - Faculty of Education
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to lead students to interdisciplinary thinking about pedagogical topics and problems, solving pedagogical issues and situations in wider contexts. This should lead to the encouragement and gradual development of their pedagogical thinking. The student should learn to critically approach the analysis and solution of pedagogical problems using different sources of information.
Learning outcomes
After completing the course (and during further studies), the student should be able to:
- write a review of publications on education and upbringing;
- analyze pedagogical issues from multiple perspectives using the comparison of different theoretical approaches;
- present own opinions and opinions based on the factual arguments in professional discussions (e.g. using literary sources);
- apply the acquired knowledge of this course in the dissertation thesis.
Syllabus
  • 1. General principles of interdisciplinary thinking
  • - Conceptual base of pedagogy
  • - Pedagogy versus other social sciences
  • - Interdisciplinarity and transdisciplinarity in human sciences
  • 2. Selected problems of pedagogy whose analysis will be based on the use of interdisciplinary approaches
  • - The basic discourse of education and upbringing
  • - Challenges of the knowledge society for pedagogy
  • - Relation of theory and practice in pedagogy
  • - The content and process dimension of education and upbringing
  • - The educational situation as an elementary unit of education and upbringing processes
  • - The pupil as an object and subject of education and upbringing
  • - Teacher's profession in transition
  • - School as a place of cognition, collaboration and cultivation of personality.
Literature
    required literature
  • Helus, Z. (2004). Dítě v osobnostním pojetí. Praha: Portál.
  • Harring, M., Rohlfs, C. & Gläser-Zikuda, M. (Eds.), (2019). Handbuch Schulpädagogik. Münster: Waxmann.
  • Janík, T., Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido.
  • Prokop, J. (2005). Škola a společnost v kritických teoriích druhé poloviny 20. století. Praha: Karolinum.
  • Bertrand, Y. (1998). Soudobé teorie vzdělávání. Vyd. 1. Praha: Portál.
  • Maňák, J., & Švec, V. (2003). Výukové metody. Brno: Paido.
  • Walterová, E. (2004). Úloha školy v rozvoji vzdělanosti. Brno: Paido.
  • Bernstein, J. H. (2015). Transdisciplinarity: A review of its origins, development, and current issues. Journal of Research Practice, 11(1), on-line.
  • Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
  • Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
  • Lorenzová, J. (2016). Kontexty vzdělávání v postmoderní situaci. Praha: Karolinum.:
  • Slavík, J., Janík, T., Najvar, P. , Knecht, P. (2017). Transdisciplinární didaktika: o učitelském sdílení znalstí a zvyšování kvality výuky napříč obory. Brno: MU,.
    recommended literature
  • Maňák, J., Janík, T., Švec, V. (2008). Kurikulum v současné škole. Brno: Paido.
  • Kučerová, S. (1996). Člověk, hodnoty, výchova. Prešov: ManaCon.
  • Brezinka, W. (2001). Východiska k poznání výchovy. Brno: L. Marek.
  • Švec, V. (2005). Pedagogické znalosti: teorie a praxe. Praha: ASPI Publishing.
  • Havlík, R., & Koťa, J. (2002). Sociologie výchovy a školy. Praha: Portál.
  • Mareš, J. (1998). Styly učení žáků a studentů. Praha: Portál.
  • Pelikán, J. (2007). Hledání těžiště výchovy. Praha: Karolinum.
Teaching methods
Lectures combined with seminars. Methods: discussion, problem-solving, individual and group work.
Assessment methods
Continuous control: The student prepares a review of a pedagogical publication and an essay on the chosen subject - a discussion of these topics will follow. Exam: oral.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught each semester.
The course is taught: in blocks.
Note related to how often the course is taught: dle rozvrhu.
Information on the extent and intensity of the course: individuální práce odpovídající kreditové váze.
The course is also listed under the following terms autumn 2020, Spring 2021, Spring 2022.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2021/SKPC001