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Lecturer(s)
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Košárková Alice, Mgr. Ph.D.
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Course content
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The course Theory of Education aims to develop a synthetic understanding of the development of pedagogical thought from antiquity to the present. It examines how different historical periods understood the human person, the child, society, the aims of education, the role of the educator, authority, freedom, values, and responsibility. Special attention is paid to classical pedagogical concepts, reform and psychologically oriented approaches, philosophical and social pedagogical influences, and contemporary theories of education. Course Topics: general understanding of education and theory of education; basic concepts, aims, factors, and styles of education, theories of education in antiquity; paideia, kalokagathia, the concept of the citizen, virtue, and education, the Judeo-Christian concept of education; the human person as the image of God, education towards wisdom, responsibility, faith, and love, medieval culture of education; scholasticism, universities, the seven liberal arts, and the education of conscience, Renaissance and humanism; human dignity, individuality, return to sources, and criticism of mechanical learning, education in the work of J. A. Comenius; pansophy, pampaedia, school as a workshop of humanity, visual instruction, and education for all, modern and Enlightenment theories of education; Locke, Rousseau, Kant, natural education, autonomy, citizenship, and pedagogical optimism, educational concepts of the 19th century and the beginnings of pedagogy as a science; Pestalozzi, Herbart, Bosco, Owen, Spencer, and Ushinsky, pragmatic pedagogy, collective education, and the beginnings of social pedagogy; Dewey, Makarenko, Natorp, and Czech pedagogical reformism, educational theories influenced by pedagogical reformism, psychology, and philosophy; alternative schools, Piaget, psychoanalysis, behaviorism, humanistic, existentialist, and phenomenological pedagogy, sociological, cultural-scientific, and emancipatory approaches to education; deschooling, Summerhill, and pedagogy of liberation, contemporary theories of education; postmodern plurality, anti-pedagogy, multicultural and gender-sensitive approaches, respectful education, and other contemporary parenting and pedagogical approaches, theoretical issues of education in the 21st century; the relationship between freedom and responsibility, authority and respect, tradition and innovation, individuality and community.
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Learning activities and teaching methods
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Lecture, Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Group work
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Learning outcomes
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The course provides an overview of the content and key questions of the pedagogical discipline Theory of Education. It introduces students to selected theoretical approaches to education throughout history and shows how understandings of the human person, the child, society, the aims of education, the role of the educator, and the relationship between freedom, authority, values, and responsibility have changed over time. Attention is paid to classical and modern pedagogical concepts, reform and psychologically oriented approaches, philosophical and social pedagogical influences, as well as contemporary theories of education. The course examines how individual concepts responded to the prevailing view of the human person, social conditions, religious and philosophical assumptions, and changes in schooling and educational practice. The aim is to develop a synthetic understanding of classical and contemporary pedagogical theories and to support students' ability to critically reflect on their significance for education today. Students will be guided not only to describe individual theories, but also to compare, interpret, and relate them to current issues of education in the family, school, leisure-time settings, and the broader social context.
Upon completion of the course, students will understand the basic theoretical, historical, and philosophical approaches to education and will be able to explain their significance for the development of pedagogical thought. Students will be able to compare different concepts of education, interpret their underlying assumptions, and critically assess their possible implications when applied in pedagogical practice. They will also be able to relate selected theories to contemporary issues of education, authority, freedom, values, responsibility, and the role of the educator.
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Prerequisites
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No special prerequisities are required.
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Assessment methods and criteria
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Oral exam
To successfully complete the course, students are required to acquire a basic overview of selected theories of education, their historical and philosophical foundations, and their possible implications for pedagogical practice. Students should be able not only to describe individual educational concepts, but also to compare them, critically reflect on them, and formulate their own views on their contemporary relevance and practical application. Students are required to actively participate in seminars and complete the assignments given during the course. Any absence for serious reasons must be properly excused; the maximum permitted absence is two seminars. Preparation for the examination includes reading a selected work or works related to one of the educational concepts. During the examination, students will be expected to briefly present this reading, reflect on its main ideas, and relate them to the topics covered in the course. The course is completed by an oral examination, which consists of two parts: a reflection on the student's own reading, accounting for 30% of the final grade, and demonstration of knowledge of a selected thematic area in the field of theories of education. The list of examination topics corresponds to the lecture topics listed in Moodle. Students with an individual study plan Students with an individual study plan are subject to the requirements stated above. Any absence from seminars will be compensated by written completion of assignments specified in the Moodle study support.
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Recommended literature
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BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha.
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DEWEY, J. Demokracie a výchova. Praha: Jan Leichter, 1932..
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J. A. Komenský. (1948). Didaktika velká. Brno.
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JEDLIČKA, Richard, ed. Teorie výchovy ? tradice, současnost, perspektivy. Praha. 2014.
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KOMENSKÝ, J. A. Pampaedia. In KOMENSKÝ, J. A. Obecná porada o nápravě věcí lidských. III. sv. Praha: Svoboda, 1992..
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Locke, J. (1984). O výchově. Praha.
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NĚMEC, Jiří; GULOVÁ, Lenka; HORKÁ, Hana; KOŠATKOVÁ, Markéta; KUROWSKI, Martina; NEHYBA, Jan; POSPÍŠIL, Radek. Teorie a metodika výchovy. Brno. 2022.
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PELCOVÁ, N. (2001). Vzorce lidství. Filosofie o člověku a výchově. Praha: ISV, 2001. ISBN 80-85866-64-1.. Praha.
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Pestalozzi, J. H. (1899). Linhart a Gertruda: kniha pro lid. V Čejkovicích.
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PRŮCHA, Jan. Moderní pedagogika. 6., aktualizované a doplněné vydání. Praha. 2017.
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Rousseau, J. J., & Krecar, A. (1926). Emil, čili, O vychování. Olomouc.
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STROUHAL, Martin. Teorie výchovy: k vybraným problémům a perspektivám jedné pedagogické disciplíny. Praha. 2013.
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