Theoretical bases of education

elementary

Symbols of learning outcomes for the faculty of preschool and early childhood education:

PPW_W01, PPW_W02,

PPW_U01, PPW_U02,

PPW_K03

no prerequisites

After completing the course, the student is able to characterize the foundations of the theory of upbringing, analyze the relationship between the theory of upbringing and other pedagogical disciplines; apply theoretical knowledge to the process of solving upbringing problems; indicate the links between the processes of upbringing and other social processes; critically analyze the theory in the context of changes in the modern world.

Theory of upbringing as a scientific discipline; Upbringing: various definitional approaches; Anthropological and axiological bases of upbringing; Structure of the process of upbringing and its dynamics; Subjectivity in upbringing; The process of moral upbringing and its structure; Basic upbringing environments; Upbringing in the face of challenges of the modern world.

After completing the course, the student is able to characterize the foundations of the theory of upbringing, analyze the relationship between the theory of upbringing and other pedagogical disciplines; apply theoretical knowledge to the process of solving upbringing problems; indicate the links between the processes of upbringing and other social processes; make a critical analysis of the theory in the context of the changes of the modern world.

1. S. Kunowski, Podstawy współczesnej pedagogiki, Wydawnictwo Salezjańskie, Warszawa 1993, s. 25-34 (rozdz. 2: Pojęcie pedagogiki jako nauki).

2. J. Dewey, Moje pedagogiczne credo, w: S. Wołoszyn (red.), Źródła do dziejów wychowania i myśli pedagogicznej, t. III, PWN, Warszawa 1966, s. 167-176.

3. J. Korczak, Prawo dziecka do szacunku, w: S. Wołoszyn (red.), Źródła do dziejów wychowania i myśli pedagogicznej, t. III, PWN, Warszawa 1966, s. 124-142.

4. B. Śliwerski, Pedagogika ogólna. Podstawowe prawidłowości, Oficyna Wydawnicza Impuls, Kraków 2012, s. 313-334 (rozdz. 17: Pseudowychowanie).

5. J. Tarnowski, Człowiek – dialog – wychowanie. Zarys chrześcijańskiej pedagogiki personalno-egzystencjalnej, „ZNAK” 1991, nr 436 (9), s. 69-78.

6. J. Homplewicz, Etyka pedagogiczna, Wydawnictwo Salezjańskie, Warszawa 1996, s. 169-178 (par. 40: Metodyka przekazu wartości etycznych).

7. A. M. de Tchorzewski, Rzecz o godności, autorytecie i odpowiedzialności nauczyciela w czasach chaosu aksjonormatywnego, „Horyzonty Wychowania” 2020, T. 19, Nr 50, s. 161-176.

8. U. Ostrowska, Człowieczeństwo jako problem i wyzwanie edukacyjne, „ROCZNIKI PEDAGOGICZNE” Tom 13(49), numer 2/2021, s. 7-32.

9. J. Wilkin, Znaczenie uniwersytetów w epoce postprawdy, „NAUKA” 1/2020, s. 67-81.

10. T. Biernat, Cyberwychowanie – cicha rewolucja w cyberprzestrzeni. O potrzebie cyberpedagogiki, „Paedagogia Christiana” Tom 49, nr 1, (2022), s. 163-179.

11. L. Marszałek, Nie ma edukacji bez relacji, „Forum Pedagogiczne” Tom 12, nr 2 (2022), s. 275-288.

12. S. Chrobak, A. K. Lukasek, Odrzucanie mistrzów… i co dalej? – o roli mistrzów w trudnych czasach, „Journal of Modern Science” 2023, 52(3), s. 253–268.

Knowledge:

- The student characterizes the philosophical, socio-cultural and historical foundations of educational theory.

- Describes the theoretical foundations pertaining to upbringing and presents a structured knowledge of various upbringing environments.

Skills:

- Upon completion of the course, the student is able to analyze the relationship between educational theory and other pedagogical disciplines;

- Uses basic theoretical knowledge of the theoretical foundations of upbringing to analyze and interpret upbringing problems.

Competencies:

- Justifies the importance of acquired knowledge in the process of self-improvement in the pedagogical profession.

- Takes into account the importance of interdisciplinary knowledge in explaining and describing the upbringing and education of the child;

Continuous assessment:

preparation of presentation,

preparation of a paper,

written colloquium.

The final grade consists of class attendance, preparation and activity during class, and the grade from the written colloquium.

3.0 - Presents a structured knowledge of the basics of parenting and knows how to develop parenting strategies.

3.5 - Presents the fundamentals (philosophical, anthropological, axiological) of upbringing and a structured knowledge of upbringing and various educational environments.

4.0 - Can present organized knowledge and fundamentals (philosophical, anthropological, axiological) of upbringing and justify the importance of acquired knowledge in the process of self-improvement in the teaching profession.

4.5 - Able to present the fundamentals of upbringing; present structured knowledge about upbringing and various educational environments; analyze and interpret contemporary educational problems.

5.0 - Able to characterize the foundations of the theory of upbringing; present an organized knowledge of the anthropological and axiological foundations of upbringing; be able to present an organized knowledge of moral upbringing and subjectivity in upbringing; be able to analyze and interpret upbringing problems.