USPCZV101 Basics of Pedagogy and Psychology

Faculty of Public Policies in Opava
Winter 2023
Extent and Intensity
0/0/0. 0 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. et Mgr. Marta Kolaříková, Ph.D. (lecturer)
Guaranteed by
doc. PaedDr. Vlasta Cabanová, PhD.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Klára Truparová
Timetable
Sat 11. 11. 8:55–13:00 C206, Sat 9. 12. 8:55–12:10 ONLINE
Prerequisites (in Czech)
FAKULTA(FVP) && TYP_STUDIA(C) && ROCNIK(1)
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
Course objectives
The aim of the subject in the field of pedagogy and psychology is to map the basic pedagogical and psychological disciplines, terminology and theories. Attention is directed to the issue of the relationship between pedagogical and psychological theory and practice, as well as to selected philosophical aspects of education. The basic line of study consists of key knowledge in the field of structure and function of pedagogy and psychology as a science.
Learning outcomes
At the end of this course, the student will be able to:
- be able to define basic pedagogical and psychological terms,
- be able to explain the essence and structure of pedagogy and psychology as a scientific field,
- be able to define the current problems of pedagogy and psychology and outline possible ways of solving them,
- evaluate the significance of the contribution of the topics discussed for pedagogical and psychological theory and practice,
- characterize a person's personality.
Syllabus
  • Pedagogy as a science of education. Defining the term pedagogy. The structure of pedagogical sciences. (Subtopics: etymology of the term, stages of development of pedagogy, paradigm in social sciences, concept of modern pedagogy, definition of pedagogy, subject of pedagogy, system of pedagogical sciences: basic, applied and borderline pedagogical disciplines).
  • Basic educational concepts throughout history. (Subtopics: education in ancient Greece, education during the Reformation period, Renaissance education and education, pedagogical thinking in the 17th and 18th centuries: Comenius, Locke, Rousseau, Diderot, Basedow, Pestalozzi, pedagogical ideas and directions of the 19th century: Owen, Herbart, Spencer, Lindner, pedagogical theories of the late 19th and early 20th centuries: Dewey, Makarenko, Montessori, alternative schools, development of education and training in the Czech lands.)
  • Definition of basic terms: upbringing and education, self-education and re-education. Course and stages of the educational process. (Subtopics: creation of terms and categories, education in the broader and narrower sense of the word, mediated education, sides of education: exogenous, endogenous, normative, understanding of education in different approaches, characteristics of education, process of education, stages of the educational process: initial diagnosis, pedagogical planning, implementation of educational measures, determination of the final diagnosis).
  • Goals of education, characteristics of the function of goals of education. Conditions of upbringing (biological, psychological and social). Forms of education and means of education. (Subtopics: goals of education, teleology, formulation of educational goals, classification of goals of education, types of goals in education, basic functions of education: formative and developing, motivational, prophylactic, inter-educational, encouraging self-education, theoretical-historical view of the relationship between internal and external conditions of education ).
  • Definition of the subject and goals of psychology, basic methods of psychology. The structure of psychological disciplines. Basic theoretical directions in psychology. Basic concepts of general psychology. (Subtopics: basic prerequisites for the emergence of psychology as a science, the subject of psychology from the point of view of biological, behavioral, cognitive, psychoanalytic and humanistic approach, goals of psychology: to define, explain, predict and apply, methods of psychology: interview, observation, experiment, questionnaire, project methods, basic theoretical trends in psychology: behaviorism and neobehaviorism, psychoanalysis, individual psychology, analytical psychology, form psychology, humanistic psychology, cognitive psychology, basic concepts: psyche, experience, psychic process, psychic state, behavior).
  • Attention, perception, memory, thinking, imagination, intelligence. (Subtopics: attention: unintentional, intentional, properties of attention, perception: types and types of perception, organization of the perceptual field, memory: types of memory, properties of memory, forgetting, thinking: categories, thought operations, types of thinking, induction and deduction, imagination: memory ideas and association laws, fantasy ideas, intelligence: definition, levels of intelligence, theories of intelligence Cattel and Gardner).
  • Content of education. Components of education - general definition. Intellectual and worldview education. Moral education. Subcomponents: multicultural education and media education. (Subtopics: children and youth in contemporary society and their education, goals of education in individual components, goals of intellectual education, education of reason and world view: scientific education, language and communication education, education of intellectual feelings, will and actions, education of opinion on the world and its perspectives, ecological education and parenting education, moral education: education of moral behavior, discipline and character traits, social education, humanistic and multicultural education, legal education, civic and political education, media education: media literacy, concept of media education in framework educational program, media education – outline of possible problems).
  • Vocational and technical education. Artistic and aesthetic education. Physical education, for health and a healthy lifestyle. Subcomponent: environmental education. (Subtopics: work and technical education: aim of work and technical education, economic education, business education, leisure education, artistic and aesthetic education: aim of art education: art education and art education, aims of aesthetic education, dramatic education, physical education , to health and a healthy lifestyle: factors influencing health, prevention and promotion of health, lifestyle - nutrition, exercise, mental health, social well-being).
  • Motivation and its impact on the learning process. Emotions - concepts, components of emotions, manifestations of emotions, subjective experience of emotions, functions of emotions. (Subtopics: external and internal motivation, motivational factors, needs, Maslow's pyramid, need and connection to individual behavior, emotions: components of emotions, characteristics of emotions, classification of emotions).
  • Definition of personality psychology. Subject of study of personality psychology. Contemporary psychological typologies. (Subtopics: the subject of personality psychology, the structure of personality traits, personality typology, temperament, modern personality typology in relation to the child's work at school).
Literature
    required literature
  • CABANOVÁ, V. Tvorba obsahu vzdelania v regionalisticky orientovaných školách. Praha: Epocha, 2005. ISBN 80-86328-69-4.
  • ČERVENKOVÁ, I. Výukové metody a organizace vyučování. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-238-8.
  • GÖBELOVÁ, T. Obecná pedagogika: základní pedagogické kategorie. Ostrava: Ostravská univerzita, 2013. ISBN 978-80-7464-524-2.
  • JANIŠ, K. Dějiny pedagogiky. Opava: Slezská univerzita, 2018.
  • JANIŠ, K. Teorie výchovy. Opava: Slezská univerzita, 2018.
  • KOLAŘÍKOVÁ, M. Dítě předškolního věku v prostředí sociální exkluze. Opava: Slezská univerzita, 2015. ISBN 978-80-7510-161-7.
    recommended literature
  • BENDL, S. a kol. Vychovatelství. Praha: Grada, 2015. ISBN 978-80-247-4448-9.
  • DVOŘÁKOVÁ, M., KOLÁŘ, Z., TVRZOVÁ, J., VÁŇOVÁ, R. Základní učebnice pedagogiky. Praha: Grada, 2015. ISBN 978-80-247-5039-2.
  • PLHÁKOVÁ, A. Učebnice obecné psychologie. Praha: Academia, 2008. ISBN 978-80-200-1499-3.
  • SMÉKAL, V. Pozvání do psychologie osobnosti: člověk v zrcadlení [i.e. zrcadle] vědomí a jednání. Brno: Barrister & Principal, 2009. ISBN 978-80-87029-62-6.
  • VÁGNEROVÁ, M. Obecná psychologie: dílčí aspekty lidské psychiky a jejich orgánový základ. Praha: Karolinum, 2016. ISBN 978-80-246-3268-1.
  • VALIŠOVÁ, A., KASÍKOVÁ, H. (eds.) Pedagogika pro učitele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
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: 5/4/9.
The course is also listed under the following terms Winter 2024.
  • Enrolment Statistics (Winter 2023, recent)
  • Permalink: https://is.slu.cz/course/fvp/winter2023/USPCZV101