SOk410 Social Education in Theory and Practice

Faculty of Education
Autumn 2021
Extent and Intensity
0/1/0. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. Lenka Gulová, Ph.D. (lecturer)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
Mgr. František Trapl, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Lenka Gulová, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Timetable of Seminar Groups
SOk410/01: Sat 18. 9. 10:00–12:50 učebna 30, Sat 16. 10. 14:00–16:50 učebna 30, Sat 13. 11. 17:00–19:50 učebna 30, Sat 8. 1. 14:00–16:50 učebna 30, L. Gulová, M. Kurowski, F. Trapl
Prerequisites
Content of the lectures of Social pedagogy in theory and practice is getting familiar with basic socio-pedagogical categories and paradigms. An important part of the lectures is the work with students 'motivation to study social pedagogy and the confrontation of students' personal ideas about social pedagogy with the real concepts. An important part of the study is awareness of self-determination in relation to its own values. Students will also get an overview of useful resources in the context of university studies. In the lectures there will be presented current topics and throughout the course, there will be presented a wide range of theoretical and practical skills based on critical reflection skills and searching for analogies and comparisons. Students will be demonstrated how to reflect socially pedagogical phenomena in everyday reality and explanation of them through available theories. Students will also get familiar with one of the forms of social pedagogy work - designing. The actual view of the acquired knowledge and skills will be continuously reflected.
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
Course objectives
1. Knowledge of basic socio-pedagogical concepts and paradigms.
2. Understanding the specifics of social pedagogy as a scientific discipline, helping professions and learning about their own motives for study. Reflection of these two aspects ( contexts, overlaps).
3. Work with values, value vision of the world, confrontation with the values of others.
4. Me versus science - realizing how one´s beliefs arise, on what basis I formulate my views.
5. Fostering student creativity through project design.
6. Creating a goal and content of a socio-pedagogical project / team work.
Learning outcomes
Upon successful completion of the course student will be able to:
1. define social pedagogy (SP) as a scientific discipline (the definition is supported by professional resources)
2. include SP in a context among other social sciences
3. orientate in professional literature and work with professional resources
4. characterize the meaning of the environment for itself and reflect its own value orientation
5. respond to the basic socio-pedagogical situations in which education takes place
6. evaluate objective reality and adequately argue, avoid "argument foul"
7. create a team and design a socio-pedagogical project
8. accept the principles and values on which social pedagogy is built
Syllabus
  • Social pedagogy and its definition:
  •  Social pedagogy in the context of social and pedagogical sciences ( history) .Social pedagogy content orientation and main themes of modern social pedagogy of the 21st century. Identifying social pedagogy among frontier sciences and other social sciences. Theories of social pedagogy and their contribution to the formation of social pedagogical paradigms.
  •  Function of social pedagogy (according to N. Huppertz and E. Shinzler), comparison of the main concepts within the Czech Republic, Germany, (Great Britain), Poland and Slovakia. Development of the social pedagogy in the Czech Republic and abroad throughout the 20th century Relation of social pedagogy and social work in the above mentioned countries.Critical evaluation of social pedagogy development after the World War II.
  •  Experience of social pedagogues in practice. Possibilities of social pedagogic application in the school environment and outside. Mutual cooperation of a teacher and other specialists in the school environment. Social pedagogy in the context of related legislation (Education Act, Social Services Act).
  •  Value dimension in teaching, education to values as part of the pedagogical process. Values, norms and their formation. Sources of authority, recapitulation of the development of moral behavior, cultural and social conditionality of the formation of moral norms. Awareness of where I come from, what forms me, what influences my values, comparison with the values of others, work with prejudices.
  • Social Education as an Education of Social Relations:  Education of critical thinking: basic methods of active learning (three-phase model of E-U-R, learning by experience, etc.). Critical reflection of media messages: mass media and their impact on contemporary society, especially the individuality of children and youth. Manipulative effects of media. Media literacy and media education in the work of a social pedagogue. The importance of the school in the way of the understanding of media.
  •  The processes of social inclusion, exclusion and cohesion, the theory of social reproduction and equality of educational opportunities, the problem of educational mobility (reflection in research, see e.g. Katrňák, T. Condemnation for manual work), Basil Bernstein theory - linguistic and social conditionality of education, theory P Bourdie and P. Willis.
  •  Designing as a specific method of social pedagogy: examples of good practice and interesting projects.
Literature
  • GULOVÁ, Lenka. Aplikace mechanismů sociální pedagogiky do sociální a pedagogické práce; praxe a výzkum. první. Brno: MUNIPRESS, 2015, 180 pp. ISBN 978-80-210-8159-8. info
  • FREIRE, Paulo. Education for critical consciousness. Sydney: Bloomsbury, 2013, xvii, 145. ISBN 9781780937816. info
  • GULOVÁ, Lenka. Analýza prostředí rozvíjející se společnosti jako východisko pedagogické intervence. ANGOLA 2008–2012 (The Analysis of the Environment of a Developing Society as a Basis for Educational Intervention ANGOLA 2008–2012). 1. vyd. Brno: Masarykova univerzita, 2012, 194 pp. ISBN 978-80-210-6092-0. info
  • PROCHÁZKA, Miroslav. Sociální pedagogika. Vydání 1. Praha: Grada, 2012, 203 stran. ISBN 9788024734705. URL info
  • BELZ, Horst and Marco SIEGRIST. Klíčové kompetence a jejich rozvíjení : východiska, metody, cvičení a hry. Translated by Dana Lisá. Vyd. 2. Praha: Portál, 2011, 375 s. ISBN 9788073679309. info
  • NĚMEC, Jiří and Kateřina VLČKOVÁ. Sociální determinanty vzdělávání - Orbis scholae 1/2009 (Orbis Scholae 1/2009: Social determinants of education). Praha: Karolinum, 2009, 156 pp. ISBN 1802-4637. info
  • KRAUS, Blahoslav. Základy sociální pedagogiky. Vyd. 1. Praha: Portál, 2008, 215 s. ISBN 9788073673833. URL info
  • KATRŇÁK, Tomáš. Odsouzeni k manuální práci : vzdělanostní reprodukce v dělnické rodině. Vyd. 1. Praha: Sociologické nakladatelství, 2004, 190 s. ISBN 8086429296. info
  • HOPF, Arnulf. Sociální pedagogika pro učitele : pomoc pro každý všední den ve škole. Translated by Bohumila Vokáčová-Svatošová - Michael Pípal. Praha: Univerzita Karlova v Praze - Pedagogická fakulta, 2001, 181 s. ISBN 8072900536. info
  • DOROTÍKOVÁ, Soňa. Filosofie hodnot : problémy lidské existence, poznání a hodnocení. Praha: Univerzita Karlova, 1998, 162 s. ISBN 80-86039-79-X. info
  • Moderní pedagogika. Edited by Jan Průcha. 1. vyd. Praha: Portál, 1997, 495 s. ISBN 80-7178-170-3. info
Teaching methods
lectures, class discussion, group projects, presentations by professionals in the sectors, homework, reading
Assessment methods
Final discussion, submission of the first part of the project documentation (redeployment of the team, purpose and objectives of the project), presentation of partial results. During the semester students will create teams and start working on a mutual social pedagogical project. Students will submit the parts of the project documentation - part 1, prepare the project for the presentation.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 12 hodin.
The course is also listed under the following terms Autumn 2022, Autumn 2023.
  • Enrolment Statistics (Autumn 2021, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2021/SOk410