PdF:SODA011 Social Education and Leisure A - Course Information

SODA011 Social Education and Leisure Activities

Extent and Intensity

0/0/0. 7 credit(s). Type of Completion: k (colloquium).

Teacher(s)

doc. PhDr. Jiří Němec, Ph.D. (lecturer)
prof. PhDr. Ivo Jirásek, Ph.D. (lecturer)

Guaranteed by

doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Ing. et Ing. Jana Šajkovicsová
Supplier department: Department of Social Education – Faculty of Education

Prerequisites

The course is designed as a compulsory optional in the PhD study programme Social Education. Assume the input knowledge in the discipline at master's level.

Course Enrolment Limitations

The course is offered to students of any study field.

Course objectives

The course objective is to extend competence in research in leisure, particularly in the use of specific qualitative and quantitative research strategies appropriate to the area of leisure. Is assumed an expanded orientation in historical concept of leisure, current trends, theories and research strategies used in the leisure research and social education.

Learning outcomes

PhD students will be able to: • integrate the knowledge gained in the principal disciplines during their bachelor and master studies and apply them in the field of Social Education and Leisure Activities; • explain different paradigms of Social Education in the Czech Republic and abroad; • have a deep knowledge of individual theories and concepts of historical development; • demonstrate the importance of leisure time education using a concept of their choice; • present their own research study in this field or a development project; • have a good knowledge of the broad discipline framework.

Syllabus

• Social Education
• 1. Social Education and its position in the system of Education Sciences (its relation to Pedagogy, Education Theory, Ethopedy, etc.). Relation between Social Education and Human Science Pedagogy. Sociological theories and theories of Social Education (compare the approaches). The concept of paradigm (T. Kuhn). Sociological paradigms and social-educational paradigms (factualist, behavioral and defining paradigm: differences in their approach to social phenomena). Selected trends of sociology and their influence on formation of theories of Social Education (Social Darwinism, Scientific Rasist Theory, Malthusianism, Sociologism, Psychologism, Interactionism, theories of social interactions, analysis and theories of social media, Social Exchange Theory, social capital, social system, social equilibrium). 2. Character of current consensual societies. Civic open society as a way to social equilibrium and social balance. Role of mechanisms of social equilibrium in maintaining social homeostasis (listed). Society in everyday life. Drama and absurdity of ethnomethodology; inspiration in Dramaturgy and Existentialism (Sociology). Sociological approaches to researching phenomena (qualitative, Sociology, Ethnomethodology, everyday life and Social Action Theories (A. Schütze, Amateur Sociology, Labelling, Indexicality, Garfinkeling, Dramaturgy, Existential Sociology, etc.) 3. Foundations of Social Education. Pietism and Philanthropinism. Legacy of J.A.Komensky and J.J.Pestalozzi. Role of German educators such as A. Diesterweg, P. Natorp, P. Barth, H. Noll. Contribution of G.A.Lindner and his followers in Social Education (especially J. Klika, E. Makovicka, Drtina, Cerny, etc.). Kadner´s opinions of Social Education. Social Education during the time of so-called First Republic. Connections between Social Education, Educational Sociology and Sociology of Education. Contribution of T. G. Masaryk, S. Velinsky, O. Chlup, J. Uher, A. I. Blaha, J. Hendrich, P. Pitr, F. Stampach, S. Hesen. Social Education in Czechoslovakia after WW2. Contribution of K. Gally, M. Pradka, O. Balaz, etc. 4. Development of Social Education after 1989. Three common perspectives of Social Education: 1) primary perspective (social goals of education – influence on social aspects of society), 2) secondary perspective (prevention, i.e. preventing social deviations), 3) terciary perspective (precluding, isolation and punishments as the last option (common aspects with ethopedy and penitentiary and post-penitentiary activities). 5. Processes of social inclusion, exclusion and cohesion. Theory of Social Reproduction and equal educational opportunities. Problem of educational mobility (its reflection in research, e.g. Katrnak: Odsouzeni k manualni praci). Basil Bernstein´s Theory of Sociolinguistic Theory of Language Codes (linguistic and social conditioning of education). Theory of P. Bourdie and P. Willis.
• Current international paradigms of Social Education and its connection to Pedagogy of Leisure Activities. International comparison of the two concepts using selected cases. 1. Education in leisure time. 2. People, society and education in leisure time. Concept and functions of leisure time. Typology of leisure-time activities in relation to age, gender, location, etc. 3. Historical concepts of education in leisure time and their connections to Social Education. Educational concepts used in the area of leisure activities (e.g. Jesuit education, J. J. Pestalozzi, G. Bosco). Educational concepts of E. T. Seaton, R. S. S. Baden Powell, K. Hahn, A. B. Svojsik, Jaroslav Foglar – overall evaluation of their contributions to education. 4. Definition of games and their attributes. Educational value of games. Why do children/people play? Play theories and their categories. History of playing and games; transformation of functions, motives, attitudes and goals of games during the course of time. 5. Games in educational concepts of selected authors (Plato, Aristotle, Quintilianus, J. A. Komensky, etc.). The use of games in the concepts of alternative education. Games for developing mental operations, especially divergent and lateral thinking. Playing as a means and condition of creative life. Playing as a way of dealing with individual problems. Theories of play and their application in the process of explaining everyday human life. Play in the context of transactional analysis. Importance of modern simulation games – their principles and process of creating them. Education for sustainable living, games as a means of understanding system relations in the nature and the world. 6. K. Hahn and Expeditionary Learning. The concept of Experiential Therapy. New trends in the field of Education in Free Time (edutainment). Strategies used in leisure time and marketing strategies research.

Literature

recommended literature
• ISIDORI, E., SANDOR, I., & FAZIO, A. (2017). Virtual Reality, Educational Games, and Leisure in Contemporary Society: The Sport Pedagogy Point of View. ELearning & Software for Education, 3, 146.
• Christine Woyshner. (2014). Leaders in Social Education : Intellectual Self-Portraits. Brill | Sense.
• Experiential learning and outdoor education : traditions of practice and philosophical perspectives. Edited by S. J. Parry - Pete Allison. First published. London: Routledge, Taylor & Francis Group, 2020. xi, 134. ISBN 9780367279295.
• Anderson, A. (2017). The five-factor model for leisure management: pedagogies for assessing personality differences in positive youth development programmes. World Leisure Journal, 59(1), 70–76.
• KOLB, David A. Experiential learning : experience as the source of learning and development. Second edition. Upper Saddle River: Experience Based Learning Systems Inc., 2015, xxv, 390. ISBN 9780133892406. info

Teaching methods

Designing, planning, seminar discussions, consultations

Assessment methods

colloquium: written implementation of the final report from the leisure education programme and discussion

Language of instruction

English

Further comments (probably available only in Czech)

The course is taught each semester.

Teacher's information

Conditions for passing the colloquium: planning and implementation of research in leisure time, written a final work and its presentation at the end of the semester, discussion and reflection. Requirements for passing of the final report: Advocacy of the final work according to one of the following options (based on the focus of the dissertation and interest profiling of student): - concept of own author's educational development project, - evaluation of the author's educational development project, - a review study analyzing current trends in leisure research, - analysis of the socio-pedagogical situation of a group or individual and proposal of an intervention of the pedagogical situation.

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