History of Pedagogical Thought

elementary

enter learning outcome code/codes

NRL_W01

NRL_W02

NRL_U03

NRL_K01

NRL_K03

None

Cells of the object: the student after ranking the object should know the historical basic knowledge, genealogy of main directions and trends in pedagogy, as well as into the critical and objective way, being based on a historical knowledge, to justify and to interpret occurrences happening in the process of bringing up today.

The aim of studying the history of pedagogical thought is to understand the place of education and the teaching process in the life of Polish society against the background of changing epochs and historical conditions. Presenting Polish pedagogical thought against the European background in close connection with the history of the Polish nation. The aim of the lecture is also to introduce various pedagogical concepts, outstanding figures, thinkers and activists in the field of education, and through this understanding by the students of contemporary pedagogical thought, the concept of education and upbringing, both in Poland and in other countries, especially Europe.

Knowledge:

EU 1 - he knows the basic terminology used in theories about the family and understands sources for her. The student has a deepened knowledge about the development of the pedagogic thought within the European culture, understands the genesis of European and Polish educational and education action.

EU 2 - has a basic knowledge about the place of theories about the family in the system of sciences and about their object and methodological connections in particular with pedagogy.

Abilities:

EU 3 - is able independently to acquire the knowledge and to develop his abilities, using various sources (in the native and foreign tongue) and of modern technologies. The student knows basic historical sources necessary for understanding, the explanation and pedagogic and family issues typical of interpretation.

Competence:

EU 1 - he is aware of a level of his knowledge and an ability, understands the need of constant training oneself professional, of the personal development and expanding the own historical knowledge.

EU 3 - he appreciates the significance of theories about the family for creating and the development of the functional family and is taking the historical acquired knowledge back for planning personal and professional tasks

ECTS [ 1 ECTS= 30 (25) hours]:

- Contact hours - lecture 18

- Workload of the student: 27

- Preparation for final exam - 30

Sum: 75/30 (25) = 3

Summary number of ECTS points – 3

Knowledge (EK 1 - 2):

Evaluation 2 (D): the student doesn't know the pedagogic terminology; he doesn't have an acquaintance of elementary historical issues, there is no knowledge about the most important problems of the upbringing.

Evaluation 3 (fairly): the student knows the basic terminology in the restricted grade from the scope of pedagogic notions; has an acquaintance poorly tidied up of essential issues; has a limited knowledge much on education historical problems.

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 education issues.

Evaluation 5 (A): the student knows the basic terminology in the history of the pedagogic thought fully; has an acquaintance fully tidied up of essential issues; has with complete knowledge on pedagogic important issues.

Abilities (EK 3):

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 historical 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 opinions; with mistakes he is finding and is using solid information sources in the history of the pedagogic thought.

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 the history of education issues.

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 4-5):

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 issues of the history of the pedagogic thought; 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 restricted grade to plan and to organize the individual work being aimed at fulfilling assignments on the scope of basic concepts and pedagogic systems; occasionally is becoming involved in a course of had classes, rarely participating in discussions, formulating own statements and constructive remarks in addition.

Evaluation 4 (B): the student is able actually to plan and to organize the individual work being aimed at carrying out tasks in the history of the pedagogic thought and acquiring contents of discussed 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 in the history of the pedagogic thought; very often is becoming involved in a course of had classes, participating in discussions, formulating own statements about.

They comprise the final evaluation:

1. evaluation from the test. Spot scale (15 closed questions of single choice):

- 15 - 14 - evaluation 5

- 13 - evaluation 4.5

- 12 - 11 - evaluation 4.0

- 10 - 9 - evaluation 3.5

- 8 - evaluation 3