PG_ZRU2 The Theory of Experiential Reflective Learning

Faculty of Arts
Autumn 2011
Extent and Intensity
10/14. 3 credit(s). Recommended Type of Completion: zk (examination). Other types of completion: z (credit).
Teacher(s)
Mgr. Jan Kolář, Ph.D. (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (lecturer)
doc. Mgr. Radim Šíp, Ph.D. (lecturer)
Mgr. Michal Diviš, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Milan Pol, CSc.
Department of Educational Sciences – Faculty of Arts
Contact Person: Mgr. Jan Kolář, Ph.D.
Timetable
Fri 4. 11. 12:30–14:05 M21, Fri 11. 11. 12:30–14:05 M21, Fri 18. 11. 14:10–15:45 M21, Fri 25. 11. 12:30–14:05 M21, Fri 2. 12. 12:30–14:05 M21, Fri 9. 12. 12:30–14:05 M21, Fri 16. 12. 12:30–14:05 M21
Prerequisites
SOUHLAS
The course attempts to map through the various experts from the Czech Republic theoretical mycelium experiential reflective learning as one of the many components of personality and social development approaches to bring together into a meaningful whole. The essential idea of course is that it is only based on good theory can build good practice and that the application is a prerequisite for understanding. The course is an imaginary starting field for the entire study module Experiential and Reflective Learning (ZRU) and further studies will be often refer to that knowledge and build on it.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 25 student(s).
Current registration and enrolment status: enrolled: 0/25, only registered: 0/25, only registered with preference (fields directly associated with the programme): 0/25
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to acquaint students with basic theoretical framework of experiential reflective learning which is necessary for subsequent use in practice. The course will be partially in contact form and some parts in distance way too. Students will be gradually introduced to various personalities and theories in the field of pedagogy, psychology, sociology and philosophy, who have significantly contributed to shaping the concept of experiential reflective learning (J. Dewey, K. Lewin, D. Kolb) and their subsequent applications (A. Brockbank, D. Sugerman, J. Moon, D. Schön etc.).
Syllabus
  • • 4. 11. 2011, 12:30–14:05 – Experience + Reflection = Social personality development? The truth and the myths in the reflective experiential learning. (lector: Jan Kolář/Jan Nehyba) • 11. 11. 2011, 12:30–14:05 – Humanistic approach and its role in the reflective experiential learning (Rogers; encounter groups; Csikszentmihalyi) (lector: Michal Diviš) • 18. 11. 2011, 14:10–15:45 – Pragmatic pedagogy and psychology as the basis of the reflective experiential learning (Mead, Dewey) (lector: Radim Šíp) • 25. 11. 2011, 12:30–14:05 – Constructivism - the principles of thinking, learning and experience (lector: Zdeněk Macek) • 2. 12. 2011, 12:30–14:05 – D. Kolb´s Experiential learning and D. Schön´s reflective practice and their importance for the reflective experiential learning (lector: Jan Kolář) • 9. 12. 2011, 12:30–14:05 – Current sources of the reflective experiential learning (Mezirow, Boud, McGill, Broackbank, Priest, Gass, Nadler, Moon) (lector: Jan Nehyba) • 16. 12. 2011, 12:30–14:05 – K. Lewin and his sense for the reflective experiential learning – action research, group dynamics, T–groups (lector: Zdeněk Světlák)
Literature
  • HROCH, Jaroslav, Radim ŠÍP, Roman MADZIA and Ondřej FUNDA. Pragmatismus a dekonstrukce v anglo-americké filozofii (Pragmatism and Deconstruction in the Anglo-American Philosophy). 1st ed. Brno: Paido, 2010, 328 pp. sv. 315. ISBN 978-80-7315-205-5. info
  • DEWEY, John. How we think. Champaign, IL: Book Jungle, 2007, vi, 224. ISBN 1594627541. info
  • Adult education and lifelong learning : theory and practice. Edited by Peter Jarvis. 3rd ed. London: RoutledgeFalmer, 2004, xvii, 382. ISBN 9780415314930. info
  • ARGYRIS, Chris and Donald A. SCHÖN. Organizational learning. Reading, Mass.: Addison-Wesley Pub. Co., 1996, xxix, 305. ISBN 0201629836. info
  • SCHÖN, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987, xvii, 355. ISBN 1555422209. info
  • KOLB, David A. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall, 1984. info
  • DEWEY, John. Demokracie a výchova. Translated by Josef Hrůša. V Praze: Jan Laichter, 1932, 503 s. URL info
  • DEWEY, John. Rekonstrukce ve filosofii. Translated by Josef Schützner. Praha: Sfinx, 1929, 211 s. URL info
Teaching methods
Lecture, group discussion, individual consultations, individual home work
Assessment methods
Active participation is required, as well oral examination.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2012, Autumn 2013, Autumn 2015, Autumn 2017.
  • Enrolment Statistics (Autumn 2011, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2011/PG_ZRU2