UPPVIK009 History of Pedagogy

Faculty of Public Policies in Opava
Summer 2021
Extent and Intensity
12/0/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. PaedDr. Vlasta Cabanová, PhD. (lecturer)
Guaranteed by
doc. PaedDr. Vlasta Cabanová, PhD.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava
Contact Person: PhDr. Edita Ondřejová, Ph.D.
Timetable
Fri 5. 3. 10:35–13:00 C201, Fri 9. 4. 11:25–13:50 C306, Fri 16. 4. 9:45–12:10 C310, Fri 7. 5. 13:55–16:20 C310
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(K)
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Syllabus
  • 1. History of pedagogy as a branch of science
  • 2. Ancient education and its main representatives – Spartan and Athenian educational system, Socratic dialogue – possibilities of application in the present, social and ethical relativism in the discipline of social sciences nowadays, Plato and Aristotle's views on education and society, Roman utilitarianism vs. philosophical conception of utilitarianism
  • 3. Education in the Middle Ages. Religious schools. Chivalry upbringing. Scholasticism
  • 4. Renaissance pedagogy – contribution of da Feltre’s ideas in the area of leisure-time education, analysis of F. Rabelais’s work and possibility of using his ideas on education in practice, analysis of Erasmus of Rotterdam's work and validity of his views on upbringing and education, position of women in J. L. Vives’ education system, linking theory and practice in the opinions of Renaissance educators
  • 5. Pedagogy in reformation and anti-reformation – contribution of John Hus in the field of upbringing and education, M. Luther and his contribution to upbringing and education, Jesuit schooling system – pros and cons, dangers arising from Jesuit cosmopolitanism in analogy with contemporary globalization
  • 6. Jan Amos Comenius - his legacy to present time, characteristics of game as a means of education according to Comenius, application possibilities of Comenius’ thoughts today, comparison of Comenius school rules with the selected rules from present schools
  • 7. Pedagogical thinking of the 17th and 18th centuries – John Locke – tabula rasa, advantages and disadvantages of individual education, use of atypical toys in work with children according to J. Lock and the possibility of application of atypical toys in work with children nowadays, moral education according to J. Lock. Jean Jacques Rousseau - analysis of Emil, or Treatise on Education, the pros and cons of Rousseau’s ideas, analogies with today’s findings
  • 8. Philanthropy and Humanist Pedagogy – J. B. Basedow and the application of his ideas in the current educational system, J. H. Pestalozzi – his legacy in the form of humanistic pedagogy, pedagogical idea
  • 9. German and Russian pedagogy of the 19th century – Diesterweg’s conception of education, his didactic principles applicable today, Diesterweg’s legacy of social pedagogy. J. F. Herbart – educational teaching, 4 formal degrees, pros and cons of Herbart's opinions, elements of herbartism in current educational system. Fröbel and his contribution to preschool education. L. N. Tolstoy – free school, application of experience in the current educational system, pros and cons of Tolstoy’s concept of free school. K. D. Ušinskij and his innovative views on education and training, the importance of physiology for pedagogy, the importance of the mother tongue as a basis for learning other subjects
  • 10. School system in the Czech lands – monastic, cathedral, parish, guild, merchant and city schools, social status of teacher (educator), school system of The Unity of Fraternists, school reforms of Maria Theresa and Josef II, formation of institutions providing interest activities for children and youth, information on social pathological phenomena in the school rules of the 19th century and comparison with current school rules, development of the Czech school system in the years 1774-1938
  • 11. Development of the Czech pedagogical thinking from patriotic teachers until today - J.L. Ziegler and his timeless ideas in relation to Czech spoken language (haplology), pedagogical legacy of J.N.J. Filcík, significance of G.A. Lindner for social pedagogy and educational activities, the importance of interdisciplinary bonds with reference to O. Chlup, validity of ideas about education held by O. Kádner, A. B. Svojsík and their importance for extracurricular education, V. Příhoda and the merits of his reform ideas
  • 12. Educational guidelines of the 20th century in the Czech Republic and abroad - application of project education by J. Dewey in preventive programs, the importance of A.S. Makarenko in penitentiary after-care, the use of teaching methods, principles and means of M. Montessori when working with children, alternative schools - the specifics of the work of teachers (educators) in alternative schools, the advantages and disadvantages of alternative schools
Literature
    required literature
  • KASPER, T., KASPEROVÁ, D. Dějiny pedagogiky. Praha: Grada, 2008. ISBN 978-80-247-2429. info
  • JANIŠ, K. ml. Dějiny pedagogiky – vybraná témata. (primárně určeno pro studijní obor Sociální patologie a prevence).
  • JANIŠ, K. ml. Vybrané kapitoly z dějin výchovy. Opava: Slezská univerzita v Opavě, 2009. ISBN 978-80-7248-512-3. info
  • Opava: Slezská univerzita v Opavě, Fakulta veřejných politik v Opavě. 2016. Dostupné z: https://elearning.fvp.slu.cz/enrol/index.php?id=218.
    recommended literature
  • ŠTVERÁK, V. Stručné dějiny pedagogiky. Praha: SPN, 1988.
  • CIPRO, M. Slovník pedagogů. Praha: Miroslav Cipro, 2001. ISBN 80-238-6334-7. info
  • KOVÁŘÍČEK, V., KOVÁŘÍČKOVÁ, I. Vývoj školských soustav v českých zemích. Olomouc: UP, 1989.
  • PRŮCHA, J. Alternativní školy a inovace ve vzdělávání. 3., aktualiz. vyd. Praha: Portál, 2012. 191 s. ISBN 978-80-7178-999-4.
  • ŠTVERÁK, V., ČADSKÁ, M. Stručný průvodce dějinami pedagogiky. Praha: Karolinum, 2001. ISBN 80-7184-797-6. info
  • VESELÁ, Z. Vývoj české školy a učitelského vzdělání. Brno: MU, 1992. ISBN 80-210-0458-4. info
  • VRABCOVÁ, D., JANIŠ, K. Vybrané pedagogické osobnosti východních Čech. Hradec Králové: Gaudeamus, 2007. ISBN 978-80-7041-525-2. info
Assessment methods
Exam full-time study: exam in the scope of lectures and basic literature
Exam part-time study: exam in the scope of lectures and basic literature, fulfilment of correspondence assignments, see study material
*Specification of the conditions for completion of the course will always be placed in the information system before the start of the course in the semester.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course can also be completed outside the examination period.
Information on the extent and intensity of the course: Přednáška 12 HOD/SEM.
Teacher's information
Students perform assignments and continually submit them (deadline determined by the teacher) through the e-learning portal of the announced course. Students can take advantage of a personal consultation held on the days of classroom instruction and consultation via e-mail.

The course has an LMS Moodle course at https://elearning.slu.cz/course/view.php?id=126.

The course is also listed under the following terms Summer 2019, Winter 2019, Summer 2022, Summer 2023, Summer 2024, Summer 2025.
  • Enrolment Statistics (Summer 2021, recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2021/UPPVIK009