|
Lecturer(s)
|
|
|
|
Course content
|
Experience pedagogy is a concept that uses as an instrument an authentic experience that it continues to work with, in the sense of provoking future educational changes of the individual. Experience, because the educational experience we are working on has passed into the past. Pedagogy, because its essence is education (in a broader sense, including education and training - future profit experience). Perception of experiential pedagogy, through the eyes of the Lipnice Holiday School, is described by Břicháček (1994). It is a peculiar style of education with a whole range of methodological procedures, mostly unconventional and very little known from common pedagogical manuals. It is not just about experiences, but new perspectives are emerging before anyone who is sensitive enough - often unsuspected, but rarely and rarely discovered in life. They have two dimensions: horizontal, in which new horizons of education, culture, self-knowledge and interpersonal relationships emerge, and the vertical dimension, which leads to a deeper understanding of reality that transcends everyday experience, aims at life's goals and values that transcend individuals and its individual destiny , is heading for permanent spiritual values. The aim of this education is not to limit itself to: "transferring knowledge or skills, but seeks to correct human things, to seek the meaning of life, and to create a daily lifestyle that is consistent with chosen and recognized values." Experience pedagogy enables, in confrontation with other people, with itself and with the natural environment and cultural environment, to be aware of the authenticity of its existence, to be itself as a holistic, not consumer-oriented procurement focused on "Jirásek (in press)". Furthermore, according to the same author, experiential pedagogy focuses on the overall context of the experience. Not only to call it, but also to focus and process. Vážanský (1992, 26) calls it the experience pedagogy. According to him, "he is tasked with directing people in such a pedagogical form in an appropriate way to bring them to the inner reality of a confirmed or corrected encounter with external reality." Experiential pedagogical forms create situations as well as proven processes or procedures that enable a person to discover new areas, to gain knowledge and to gain experience through their own "experience".
|
|
Learning activities and teaching methods
|
|
Dialogic Lecture (Discussion, Dialog, Brainstorming), Training in job and motor Skils, Grafic and Art Activities, Activating (Simulations, Games, Dramatization)
|
|
Learning outcomes
|
Learning outcomes of the course unit The subject Pedagogical pedagogy for social workers is focused on the development of knowledge, skills in the field of experiential education and development of personal dispositions of social workers. Another area of social worker education in this subject is influencing the client, using the experience and experience as a means of expanding the comfort zone. The work of an experiential teacher consists in deliberately creating situations in which he envisages intense experience and subsequent pedagogical work with these experiences (feedback).
- history of experience pedagogy, personality, present, organization (source sources) - What is experiential pedagogy and what are the means of experiential education for us? - dramaturgy, comfort zones, reflection, play, safety and risk management at experiential courses - risk management course - dramaturgy of the course - games and their use on the course
|
|
Prerequisites
|
Nothing.
|
|
Assessment methods and criteria
|
Student performance, Systematic Observation of Student, Seminar Work
Active completion of experiential education, seminar work.
|
|
Recommended literature
|
-
Bakalář, E. (2000). Předposlední psychohry. Praha: Portál.
-
BAKALÁŘ, E. (1995). Psychohry. Praha : Vyšehrad.
-
Franc, D., Zounková, D., & Martin, A. (2007). Učení zážitkem a hrou: praktická příručka instruktora. Brno: Computer Press.
-
Hanuš, M., Hanuš, R. (Eds.). (2016). Instruktorský slabikář. Metodická příručka pro všechny, kdo organizují kurzy zážitkové pedagogiky. Praha: Nadační fond Gymnasion.
-
HANUŠ, R. - CHYTILOVÁ, L. Zážitkově pedagogické učení. Praha: Grada Publishing, 2009. ISBN 978-80-247-2816-2..
-
Hanuš, R. Hrkal, R. (1998). Zlatý fond her II. . Portál, Praha.
-
Hanuš, R., Jirásek I. (1996). Výchova v přírodě. Frýdek - Místek.
-
Holec, O. (1994). Instruktorský slabikář.. Prázdninová škola.
-
Jirásek, I., Dobal, J., Drahanská, P., Hanuš, R., Němec, J., Neuman, J., Svatoš., V., Šebek, L., Uher, J. Gymnasion (Časopisy pro zážitkovou pedagogiku). Prázdninová škola Lipnice.
-
Jirásek, I. (1998). Hra a její prožívání. , Tělesná kultura, 27, s. 23 - 38.
-
Lebeda, P., Zounková, D., Martin, A. (2009). Bohouš a Dáša na tržišti světa: praktická příručka instruktora. Praha: Člověk v tísni.
-
Neuman, J. (2000). Dobrodružné hry a cvičení v přírodě. Portál: Praha.
-
VÁŽANSKÝ, M. (2001). Základy pedagogiky volného času.. Brno.
-
Zounková, D. (2007). Zlatý fond her III: hry a programy připravené pro kurzy Prázdninové školy Lipnice. Praha: Portál.
|