PGBK004 Alternative views on school

Faculty of Arts
Spring 2020
Extent and Intensity
16/0/0. 6 credit(s). Type of Completion: zk (examination).
Mgr. Karla Brücknerová, Ph.D. (lecturer)
Mgr. Roman Švaříček, Ph.D. (lecturer)
Guaranteed by
Mgr. Roman Švaříček, Ph.D.
Department of Educational Sciences - Faculty of Arts
Contact Person: Mgr. Roman Švaříček, Ph.D.
Supplier department: Department of Educational Sciences - Faculty of Arts
Fri 28. 2. 8:00–9:40 C43, Sat 28. 3. 13:00–14:40 C43, 15:00–16:40 C43, 17:00–18:40 C43, Fri 24. 4. 15:00–16:40 C43, 17:00–18:40 C43, Fri 22. 5. 15:00–16:40 C43, 17:00–18:40 C43
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
Students will through discussions, projects and individual work become acquainted with different alternative educational concepts, will analyse their specifics and form informed opinions. The course is designed as an overview of typical complaints about traditional school and shows how alternative pedagogical approaches attempt to cope with these objections. The course builds on the Foundations of Education course and leads to a deeper understanding of basic concepts of pedagogy, such as aims of education, curriculum, socialization, education factors, forms and methods of education.
Learning outcomes
Upon completion of the course, the student will be able to:
-identify the specifics of the main alternative concepts in terms of goals, principles, curriculum, teacher-student relationship, forms and methods of teaching
- present the arguments used by the different alternative concepts of education to defend their practices
- expertly discuss the advantages and the limits of the solutions that each alternative concept offers
  • 1. Why do we complain about traditional school? (an analysis of the weaknesses and strengths of the traditional school and understanding of the position of the alternatives) o 2. The school teaches us to compete, not cooperate (enhancing the ability to cooperate in alternative schools) o 3. The school is separated from life (Dalton Plan and project teaching) o 4. We can not decide anything at school (possibilities and limits of student self-government) o 5.) We learn only for the marks, not because we are interested (Marie Montessori schools and their work with the interest of the child) o 6.) We are not just rational beings (Waldorf schools and their holistic development of personality) o 7.) School is a mass affair (home schooling as a space for individuality) o 8.) We learn to parrot and not to think (the Reading and Writing for Critical Thinking movement) 9.) Reflection: traditional, or alternative school?
  • MONTESSORI, Maria. Objevování dítěte. Translated by Vladimíra Henelová. Vydání druhé, v Portále. Praha: Portál, 2017. 351 stran. ISBN 9788026212348. info
  • HECKMANN, Helle. Pomalé rodičovství : vědomá péče o děti - inspirativní přístup školky Nøkken. Translated by Jana Čeřenová. Praha: DharmaGaia, 2016. 145 stran. ISBN 9788074360626. info
  • NEILL, Alexander Sutherland. Summerhill : příběh první demokratické školy na světě. Edited by Albert Lamb, Translated by Viktor Jurek. 1. vyd. Praha: PeopleComm, 2013. 348 s. ISBN 9788090489059. info
  • MONTESSORI, Maria. Tajuplné dětství. Translated by Jan Volín. Vydání druhé, v Tritonu p. Praha: Triton, 2012. 178 stran. ISBN 9788073873820. info
  • STEINER, Rudolf. Eurytmie jako viditelná mluva. Vyd. 1. Hranice: Fabula, 2008. 271 s. ISBN 9788086600512. info
  • Metoda Montessori pro naše dítě : inspirace pro rodiče a další zájemce. Edited by Karel Rýdl. Vyd. 2., přeprac. a dopl. Pardubice: FF Univerzity Pardubice, 2007. 199 s. ISBN 9788073950040. info
  • RÖHNER, Roel and Hans WENKE. Daltonské vyučování : stále živá inspirace. Translated by Kateřina Čechová. První vydání. Brno: Paido, 2003. 156 stran. ISBN 8073150417. info
  • MONTESSORI, Maria. Absorbující mysl. 1998. ISBN 80-86189-02-3. info
  • NEILL, Alexander Sutherland. Summerhill School : a new view of childhood. Edited by Albert Lamb. New York: St. Martin's Griffin, 1992. xxvii, 269. ISBN 0312141378. info
  • GRUNELIUS, Elisabeth M. Výchova v raném dětském věku : školky s waldorfskou pedagogikou. Translated by Milada Luňáčková. 1. vyd. Přerov: Baltazar, 1992. 59 s. ISBN 8090030734. info
  • CARLGREN, Frans. Výchova ke svobodě : pedagogika Rudolfa Steinera : obrazy a zprávy ze světového hnutí svobodných waldorfských škol. Edited by Arne Klingborg - Zdeněk Váňa, Translated by Václav Jakubec. 1. vyd. Praha: Baltazar, 1991. 263 s. ISBN 8090030726. info
  • STEINER, Rudolf and Frans CARLGREN. Výchova ke svobodě :pedagogika Rudolfa Steinera : obrazy a zprávy ze světového hnutí svobodných waldorfských škol. Edited by Arne Klingborg - Zdeněk Váňa. 1. vyd. Praha: Baltazar, 1991. 263 s. ISBN 80-900307-2-6. info
  • MONTESSORI, Maria. The Montessori method. Edited by Joseph McVicker Hunt, Translated by Anne E. George. First published by Schocken. New York: Schocken Books, 1964. xxxix, 376. ISBN 0805209220. info
Teaching methods
Discussion, group work, project teaching, argumentation essay, documentary film, text analysis, reflection.
Assessment methods
During the semester, students will submit in Elf, at set dates, three semester assignments and a final reflection on the course. For each of these assignments (some are individual, others are assigned to a group) a maximum of 25 points can be gained. To successfully complete the course, students must earn at least 70 points, while no assignment may be accomplished with less than 15 points.
Language of instruction
Further comments (probably available only in Czech)
The course is taught annually.
The course is also listed under the following terms Spring 2021.
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