SZ7BP_DUP1 The History of Pedagogy and the Introduction to Pedagogy

Faculty of Education
Autumn 2009
Extent and Intensity
1/0/0. 2 credit(s). Type of Completion: k (colloquium).
doc. PhDr. Stanislav Střelec, CSc. (lecturer)
PaedDr. Bohumíra Šmahelová, CSc. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (lecturer)
Mgr. Miroslav Janda (lecturer)
Mgr. Kateřina Pěčková (assistant)
Mgr. Lucie Pištěková (assistant)
doc. PaedDr. Jana Škrabánková, Ph.D. (assistant)
Mgr. Monika Zemská, DiS., Ph.D. (assistant)
Guaranteed by
doc. PhDr. Stanislav Střelec, CSc.
Department of Education - Faculty of Education
Contact Person: Ludmila Bauerová
Mon 8:50–9:35 učebna 50, Mon 9:45–10:30 učebna 1, Mon 10:40–11:25 učebna 50
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
there are 43 fields of study the course is directly associated with, display
Course objectives
The subject is divided to two parts. Entry to the educational problems and History of education. The subject gives the student the entrance to the extensive problems of the pedagogic theory. Students are ought to undrstand textures, content and nomenclature of pedagogy and its disciplines and to understand them so, they could use them in another subjects (e.g . theory and philosophy upbringing). The subject underlies for others theoretic and practical study of pedagogy. Purposes subject is give to student theoretic base, to were able to: - comprehend personage-social conditionality upbringing and education - know most considerable representative world's and Czech pedagogy, their works and pedagogic views - equate to individual pedagogic views and allowance educational conception in definite historical epoch and extant and affect their contribution for contemporary time and future development. At the end of the course the student will be able to: - understand the basic terminology of the subject - explain the relationships and connections between particular aspects of the subject - use the information acquired in the subject to expand one’s own perspective of the issues studied - create a database of basic technical terms and their mutual relationships - present points of view well-argued on the basis of newly acquired knowledge
  • Pedagogy as a scientific discipline. Subject of pedagogy (upbringing). The structure of pedagogy (system of the pedagogic disciplines). The relevancy of pedagogy for a society (theoretic and practical). Upbringing, conception of upbringing (significant community service, development of basic qualities of the personality, the preparation of individuals for the social roles, the development in a cultural regions - components of upbringing). The municipal line of upbringing.The periods of upbringing. Possibilities and limits of upbringing. The basic pedagogic categories (goals, content, forms, means, conditions, agents, principles, upbringing, school instruction, teaching). 1. History of pedagogic thinking. Subject of pedagogy history. Beginning of pedagogic thinking in old Greece and Rome culture. Antique thinkers (Sokrates, Platon, Aristoteles, Quintilianus). 2. Upbringing and school in medieval times. Scholastic. Tomas Akvinsky. 3. Renaissance pedagogy (More, Rabelais, da Feltre, Montaigne) Reformation and anti-reformation pedagogy. 4. J.A. Komenský pedagogic legacy (life, work and pedagogic system). 5. Pedagogic thinking development in 17.-19. century - Locke, Rousseau, Pestalozzi, Herbart, Fröbel, Diesterweg, Ušinskij, Tolstoj, Bosco, Spencer, Dewey et al.. 6. Czech education and pedagogy development (Ryba, Amerling, Filcík, Svoboda, Lindner, Masaryk, Kádner, Chlup, Příhoda et al..) 7. Foreign pedagogic reformism. Democratic tradition of Czech School. 8. Main streams of pedagogy in 20. century - experimental, existentialist, neotomistical, anti-authoritative, Soviet, post modernistic pedagogy. 9. Foreign pedagogic systems and Czech progressive tradition as inspiration for modern Czech School: waldorf, montessory, frainet, dalton school, project Start together, Health school et al.. Alternative schools and their development in our country.
  • BLATNÝ, Ladislav and Vladimír JŮVA. Kapitoly z dějin pedagogiky [Blatný, 1996]. 1. vyd. Brno: Vydavatelství Masarykovy univerzity, 1996. 75 s. ISBN 80-210-1295-1. info
Teaching methods
- theoretical preparation in the form of a lecture with independent study of specialized sources and electronic distance-learning materials
Assessment methods
Lecture. Colloquium. - at a colloqium, the student randomly selects three questions, to pass two questions out of three have to be answered correctly
Language of instruction
Follow-Up Courses
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
The course is also listed under the following terms Autumn 2007, Autumn 2008, Autumn 2010, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018, Autumn 2019.
  • Enrolment Statistics (Autumn 2009, recent)
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