SP25PP058 Dějiny pedagogiky pro speciální pedagogy

Faculty of Public Policies in Opava
Winter 2026

The course is not taught in Winter 2026

Extent and Intensity
0/13/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PaedDr. Vlasta Cabanová, PhD. (seminar tutor)
doc. Mgr. Eva Zezulková, Ph.D. (assistant)
Guaranteed by
doc. PaedDr. Vlasta Cabanová, PhD.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: Mgr. Denisa Janků
Timetable of Seminar Groups
SP25PP058/A: No timetable has been entered into IS. V. Cabanová
Prerequisites (in Czech)
FAKULTA(1951) && TYP_STUDIA(B) && FORMA(P) && 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 course is to understand the development of pedagogical thinking through the perspectives of significant historical figures on education, from the earliest times to the present. It also focuses on understanding education within the context of historical circumstances surrounding the emergence and development of its various aspects, with an emphasis on public education and other institutions in relation to changing social conditions, so that this knowledge can be applied to current educational needs.
Learning outcomes

Professional Knowledge:

  • The student understands and explains key concepts related to the main lines of education in antiquity, the Middle Ages, and the modern era.
  • The student is oriented in the historical aspects of the transformation of societal needs and their reflection in the education of a given period within ancient European (Greek, Hellenistic, Roman), medieval (Christian, Renaissance, Reformation) cultures, as well as in the development of Enlightenment and other progressive movements in the modern era.
  • The student is capable of comparing the views of individual figures and the contributions of particular historical periods, with an emphasis on the development of the individual in the present.

Professional Skills:


  • The student gains an objective understanding of the development of societal attitudes toward vulnerable social groups in a given period.
  • The student understands the transformation of attitudes of historical societies and their prominent representatives toward vulnerable groups.
  • The student is able to analyze and evaluate key influences on education in the context of the development of human rights.

General Competencies:


  • The student is able to chronologically interpret the transformation of societal goals from the earliest European societies to the present.
  • The student is capable of conducting a content analysis of the most significant pedagogical works of educational figures from a given period.
  • The student evaluates approaches toward individuals with disabilities in a given historical period.
Syllabus
  1. The history of pedagogy as a scientific discipline.
  2. Education and upbringing in the archaic and classical periods of Greece.
  3. The contribution of Roman culture to education.
  4. Education in the Middle Ages. Scholasticism.
  5. Chivalric education. The development of universities.
  6. Renaissance pedagogy in the world and in the Czech lands.
  7. Reformation and Counter - Reformation pedagogy. The legacy of John Amos Comenius.
  8. Pedagogical thought of the 17th and 18th centuries: John Locke, Jean-Jacques Rousseau, Johann Heinrich Pestalozzi.
  9. Diesterweg’s contribution to social pedagogy.
  10. J. F. Herbart, Friedrich Fröbel L. N. Tolstoy.
  11. The school system in the Czech lands, educational reforms of Maria Theresa and Joseph II, and the development of the Czech school system between 1774 - 1938.
  12. Pedagogical movements and trends of the 20th century.
Literature
    required literature
  • CIPRO, M. Průvodce dějinami výchovy. Praha: Panorama, 1984.
  • CIPRO, M. Němečtí pedagogové. Praha, 2003. ISBN 80-239-0148-6.
  • CIPRO, M. Slovník pedagogů. Praha, 2001. ISBN 80-238-6334-7.
  • GRECMANOVÁ, H., URBANOVSKÁ, E. Waldorfská škola. Olomouc: Hanex, 1996. ISBN 80-85783-09-6.
  • JŮVA, Vladimír a JŮVA, Vladimír. Stručné dějiny pedagogiky. 6., rozš. vyd. Brno: Paido, 2007. ISBN 978-80-7315-151-5.
  • KASPER, T., KASPEROVÁ, D. Dějiny pedagogiky. Praha: Grada, 2008. ISBN 978-80-247-2429.
  • KÁDNER, O. Dějiny pedagogiky. Díl II., Od renesance a reformace do konce století osmnáctého. Svazek I. Praha: Česká grafická unie a.s., 1923.
  • KÁDNER, O. Dějiny pedagogiky. Díl II., Od renesance a reformace do konce století osmnáctého. Svazek II. Praha: Česká grafická unie a.s., 1923.
  • KÁDNER, O. Dějiny pedagogiky. Díl III., Vývoj theorií pedagogických od konce století osmnáctého. Svazek III. Praha: „Dědictví Komenského“, 1923.
    recommended literature
  • CACH, J., DVOŘÁK, K. G. A. Lindner a jeho odkaz dnešku. Praha: SPN, 1970.
  • CIPRO, M. Průvodce dějinami výchovy. Praha: Panorama, 1984.
  • CIPRO, M. Němečtí pedagogové. Praha, 2003. ISBN 80-239-0148-6.
  • HOFMANN, F., KYRÁŠEK, J. J. F. Herbart a jeho pedagogika. Praha: SPN, 1977.
  • JŮVA, V. sen. a jun. Stručné dějiny pedagogiky. Brno: Paido, 1995. ISBN 80-85931-07-9.
Assessment methods
Completion of a correspondence assignment according to the given instructions.
Language of instruction
Czech
Teacher's information
Personal contact in teaching, consultation hours. The student uses study materials during ongoing study and completes selected correspondence assignments. At the same time, the student demonstrates knowledge of the required literature and lectures from contact teaching. The student will be able to continuously consult individually studied course topics via email, as well as through individual or group consultations.
Further comments (probably available only in Czech)
The course can also be completed outside the examination period.
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