Comparative pedagogy

elementary

enter learning outcome code/codes:

wpisz symbol/symbole efektów kształcenia:

K_W03 H2A_W06

K_W13 S2A_W01 S2A_W08

K_U01 S2A_U01 H2A_U01

K_U07 S2A_U01 S2A_U03

K_K01 H2A_K01 S2A_K06

K_K04 S2A_K04 S2A_K05

Subject Level: advanced

Objectives of the course: its objective is to make students familiar with main educational institutions and systems which came into being in the field of general pedagogics after World War II. There are also educational systems and their functioning in different parts of the world presented. On completion of the course students are expected to be able to enumerate sources and reasons for creating three eduactional systems as well as be able to know their main objectives.

Introductory requirements: none

Thorough description of the course: substantial contents, before capitalism came into being, one educational system was valid. The socio-political events, revolutionary movements and most of all the onset of a new economy which came with the process of industrialization caused destruction of the existing educational system. As a result of the above mentioned processes three different and essentially independent systems of education came into being: Christian educational system, liberal and social (of communism) educational systems. Other issues brought up at a lecture: teacher in countries of Europe, different kinds of schools. modernization of programs of educating and bringing up.

Methods of assessment: written exam, works in the course of each semester.

S. Kunowski, Podstawy współczesnej pedagogiki, Warszawa 2011; S. Kunowski, problematyka współczesnych systemów wychowania, Kraków 1992; R. Pachociński, Pedagogika porównawcza, Białystok 1995; R. Pachociński, Zarys pedagogiki porównawczej, Warszawa 1998; W. Rabczuk (red.), Z problematyki pedagogiki porównawczej, Warszawa 1998; J. Frątczak Pedagogika porównawcza: teoria systemów oświatowych, Bydgoszcz 2000; Inspiracje edukacyjne: polsko-niemieckie prologomena do studium nad współczesną szkołą, M. Głażewski, L. Sałaciński (red.), Kraków 2004; B. Śliwerski, Współczesne teorie i nurty wychowania, Kraków 2004; M. Ślusarczyk, Spory o edukację wczoraj i dziś, Kraków 2010; R. Nowakowska-Siuta, Pedagogika porównawcza, Kraków 2014; B. Śliwerski, Współczesne teorie i nurty wychowania, Kraków 2015.

Knowledge:

EK 1 - the Student on completion has a course knowledge deepened and tidied up about contemporary directions of the development of pedagogy, her currents and pedagogic systems;

EK 2 - the Student has a knowledge deepened and tidied up about education various environments, their specificity and processes in them occurring.

Abilities:

EK 3 - the Student is possessing deepened skills of observing, searching and the processing of information about social phenomena of the various nature, using various sources and interpreting them from a point of view of educational problems;

EK 4 - the Student has deepened abilities of observing, diagnosing, rational assessing educational complex situations and analysing motives and patterns of human behaviours.

Competence:

EK 5 - the Student has a deepened awareness of the level of his knowledge and abilities, understands the need of the constant personal and professional development;

EK 6 - is identifying with values, cells and objectives performed in practice pedagogic, they are decorating with the deliberation, the maturity and the commitment in the design, planning and carrying out of pedagogic action.

ECTS [ 1 ECTS= 30( 25) godz.]:

Contact hours e.g. lecture, exercises: 30 hr

Preparing for classes, book: 25

Preparing for an examination: 30

Preparing paper, essay, presentation: 30

sum of hours: 115 [115 / 30 (25) = 4]

Number ECTS: 4

Knowledge (EK 1 - 2):

Evaluation 2 (D): the student doesn't know the basic terminology from the scope of the pedagogic tongue; he doesn't have an acquaintance of elementary issues, there is no knowledge about the most important education issues.

Evaluation 3 (fairly): the student knows the pedagogic basic terminology in the restricted grade; has an acquaintance poorly tidied up of essential issues; has a limited knowledge much on the most important systems of the upbringing.

Evaluation 4 (B): the student knows the pedagogic basic terminology fully; has a knowledge on average tidied up in the scope of presented issues; has an incomplete knowledge in relation to the most important probations.

Evaluation 5 (A): the student knows pedagogic issues fully; has an acquaintance fully tidied up of essential issues; has with complete knowledge on the most important probations.

Abilities (EK 3 - 4):

Evaluation 2 (D): the student isn't able to analyse, to epitomize and to present of issues presented on classes; isn't able appropriately to reconstruct and to justify individual posts; he isn't finding and isn't using solid information sources in bringing up.

Evaluation 3 (fairly): the student is able in the restricted grade to analyse, to epitomize and to present issues discussed on classes; is only partly able appropriately to reconstruct and to justify individual posts; with mistakes he is finding and is using reliable information sources of concerning main education proposals.

Evaluation 4 (B): the student is able actually to analyse, to epitomize and to present issues discussed on classes; is able satisfactorily to reconstruct and to justify individual posts; in the predominating number of cases correctly he is finding and is using solid information sources in comparative pedagogy.

Evaluation 5 (A): the student is able entirely correctly to analyse, to epitomize and to present sources of knowledge pedagogic; is able correctly to reconstruct and to justify individual posts; fully he is finding and is using honest information from the scope of discussed issues.

Competence (EK 5 - 6):

Evaluation 2 (D): the student isn't able to plan and to organize the individual work being aimed at carrying tasks out and assimilating contents from the scope of comparative pedagogy; completely is becoming involved in a course of had classes not participating in discussions neither not formulating own statements and constructive remarks.

Evaluation 3 (fairly): the student is able in the dull rank to plan and to organize the individual work being aimed at coming true of assignments on the scope of probations and acquiring contents from discussed issues; occasionally is becoming involved in a course of had classes, rarely participating in discussions, formulating own statements in addition and and constructive remarks.

Evaluation 4 (B): the student is able actually to plan and to organize the individual work being aimed at fulfilling objectives from the scope of various proposals of the upbringing and assimilating discussed contents of issues and actively also often becomes involved in a course of had classes, participating in discussions, formulating own statements and constructive remarks.

Evaluation 5 (A): the student is able correctly and comprehensively to plan and to organize the individual work, being aimed at carrying out tasks of knowledge in acquiring concerning main systems of bringing up; very often is becoming involved in a course of had classes, participating in discussions, formulating own statements and formulating the remark.

They comprise the final evaluation:

1. evaluation from the test,

2. evaluation from the paper.