SOp112 Social Pedagogy

Faculty of Education
Autumn 2021
Extent and Intensity
1/2/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
Mgr. Lenka Gulová, Ph.D. (lecturer)
Mgr. František Trapl, Ph.D. (lecturer)
Guaranteed by
Mgr. Lenka Gulová, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Prerequisites
Subject SOp112 called Social pedagogy consists of two parts - a lecture and a seminar exercise which take place regularly every week. The condition of successful completion of the subject is the active fulfillment of specific tasks according to the requirements for the student's work and the solution of specialized topics both in the lecture and in the seminar. Students are supposed to be capable of polite and erudite presentation infront of their classmates, also students should be capable of group organization, group discussion management and active engagement in the discussion, of processing of electronic materials (seminar works) at a didactically sophisticated level. Students' performance in front of the class should be didactically elaborated using a variety of available devices of audiovisual technique. Very important is the ability of self-reflection. Similarly processing the feedback from the other students and teachers is essential, responding professionally and meaningfully to the suggestions and comments of colleagues within the given topic.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Learning outcomes of the subject SOp112 Social Pedagogy is to familiarize students with basic socio-pedagogical categories through the topics discussed and to teach them a clear basic orientation in the field of social pedagogy (methods, SP forms, current SP issues, etc.). The purpose is also introduction of the wide range of theoretical and practical skills based on the critical reflection skills, the search for analogies and comparisons, the ability to reflect socially pedagogical phenomena in everyday reality, and to explain them through available theories or on their own research to create new theories. Moreover students will gain an overview of professional literature and will be learned about the socio-pedagogical research. Another objective of the subject is to introduce students individual types of backgrounds of the education as well as types of education, to show the specifics of socio-pedagogical methods in different types of environment, and to analyze the factors that can be harmful for the optimal personality development (we also try to influence the mutual influence between the environment and the education). In the lessons there will also be presented current topics of social pedagogy. Students´ own insights into acquired knowledge and skills will be reflected continually. The bock of lectures in the autumn semester will be finished by the written test ( with open questions).
Learning outcomes
After successful completion of the course SOp112 Social Education student: 1. will be able to express its definition of social pedagogy (based on expert sources) and will be able to include it in a context among other social sciences. The student will be oriented in the subject of social pedagogy, will have an overview of basic professional literature. 2. will be able to characterize the meaning of environment for humans and their typology. 3. acquire the ability to respond to basic socio-pedagogical situations in which education takes place. 4. acquire the skills to critically evaluate objective reality and skills adequately to argue, to avoid "argument fallacies". 5. gain inspiration and support in how to apply social pedagogy in the preventive, counseling or therapeutic areas. 6. Understand the principles and values underpinning social pedagogy.
Syllabus
  • Social pedagogy and its definition:  Social pedagogy in the system of social and pedagogical sciences (historical sketch). Subject of social pedagogy, content orientation and main themes that modern social pedagogy of the 21st century is occupied with. Definition of social pedagogy in contrast to the frontier and related sciences. The theory of social pedagogy and its contribution to the formation of a social pedagogical paradigm.  Function of social pedagogy (according to N. Huppertz and E. Shinzler), comparison of concepts of social pedagogy in the Czech Republic, Germany, (Great Britain), Poland and Slovakia. Development of social pedagogy in the Czech Republic and abroad during the 20th century. Critical evaluation of the development after World War II. Relation of social pedagogy and social work in the above mentioned countries.  Application of social pedagogues in practice. Possibilities of social pedagogic application not only in the school environment. Cooperation with a teacher and other professions in the school environment. Social pedagogy in the context of related legislation (Education Act, Social Services Act).  Value dimension in the work of the pedagogue, education to values as part of the pedagogical process. Values, norms and their formation, sources of authority, recapitulation of the development of moral behavior, cultural and social conditionality of the formation of moral norms. Environment as a building block of social pedagogy:  How to identify and create conditions for the development of individuals living in specific social groups. Subcultures, ethnic minorities and minorities, foreigners in society. Conceptual definition, characteristics of basic features, group lifestyle. Theory of subcultures.  Environmental impact on individual development, typology and environment distribution. The importance of environmental impact on individual development, pedagogy of the environment. Social pedagogue in the school environment, possibilities of acting.  Social pedagogy towards socially disadvantaged groups, context with areas of social pathologies and social work. Definition of socially disadvantaged groups, theme of inclusion and integration in relation to social pedagogy.  Methods and forms of social pedagogy, interconnection with areas of free time pedagogy, possibilities of pedagogical influence in the field of extracurricular education and leisure time. Target groups of social pedagogy (children, adolescents, adults, specifics of socially disadvantaged groups, activation of senior groups, minorities, migrants). Social pedagogy as an education of social relations:  The processes of social inclusion, exclusion and cohesion, the theory of social reproduction and equality of educational opportunities, the problem of educational mobility (reflection in research, see Katrňák, T. Odsouzeni k manuální práci/ Sentenced for manual labor), Basil Bernstein theory - linguistic and social conditionality of intelligence, theory P Bourdie and P. Willis.  Education for critical thinking: basic methods of active learning (three-phase model of E-U-R learning, learning by experience, etc.). Critical reflection of media messages: mass media and their impact on contemporary society, especially the individuality of children and youth. Manipulative effects of media. Media literacy and media education in the work of a social pedagogue, the importance of the school in the understanding of media. Organization of seminars: All prescribed seminar exercises are obligatory for students. The absence of a student at a seminar must be reported to the Study Department in accordance with the rules set out in the Study and Examination Regulations. Eventual absence at seminar lessons should be reported by the student to the teacher in advance (ie before the seminar starts), in person or by mail. The student apologizes only in serious cases (illness, etc.). Collisions with other study duties, work, etc. are not the cause of an excuse for absence however they are possible. Attendance at the seminar can be compensated by fulfilling an extra task. In such case it should bet he student who actively asks for it the teacher. Processing of such a task is usually more time consuming than attending a seminar. Participation in the seminar is active, ie students are prepared for each meeting according to a predefined schedule or instruction of the teacher and the timetable. The student who has had a scheduled presentation (presentation, discussion, etc.) and can not participate for the serious health reasons, is obliged to ensure adequate compensation, eg addressing his / her colleague to deputise him/her in the presentation. If the student is not adequately prepared for his / her presentation in seminar, it is considered as an absence and such a student should ask the teacher for an extra task. A seminar exercise which has a textual form (or a form of presentation etc.) should be submitted by the student according to the timetable and according to the instructions of the tutor, eg printed or into an electronic storage (e-learning course, odevzdávárna, etc.).
Literature
  • FREIRE, P. Education for critical conciousness. London: Continuum, 2010
  • KNOTOVÁ, Dana, Bohumíra LAZAROVÁ, Kateřina PEVNÁ and Kateřina LOJDOVÁ. Úvod do sociální pedagogiky (Introduction to Social Pedagogy). 1. vyd. Brno: Masarykova univerzita, 2014, 115 pp. ISBN 978-80-210-7077-6. Digitální knihovna FF MU info
  • KRAUS, Blahoslav. Základy sociální pedagogiky. Vydání 2. Praha: Portál, s.r.o., 2014, 216 pp. ISBN 978-80-262-0643-9. info
  • PRŮCHA, Jan. Moderní pedagogika. 5., aktualiz. a dopl. vyd. Praha: Portál, 2013, 483 s. ISBN 9788026204565. URL info
  • PROCHÁZKA, Miroslav. Sociální pedagogika. Vydání 1. Praha: Grada, 2012, 203 stran. ISBN 9788024734705. URL info
  • BELZ, Horst and Marco SIEGRIST. Klíčové kompetence a jejich rozvíjení : východiska, metody, cvičení a hry. Translated by Dana Lisá. Vyd. 2. Praha: Portál, 2011, 375 s. ISBN 9788073679309. info
  • MOŽNÝ, Ivo. Rodina a společnost. Praha: Sociologické nakladatelství (SLON), 2008. info
  • SZTOMPKA, Piotr. Vizuální sociologie : fotografie jako výzkumná metoda. Translated by Jiří Ogrocký. Vyd. 1. Praha: Sociologické nakladatelství, 2007, 168 s. ISBN 9788086429779. info
  • PŘADKA, Milan, Dana KNOTOVÁ and Jarmila FALTÝSKOVÁ. Kapitoly ze sociální pedagogiky. 2. vyd. Brno: Masarykova univerzita v Brně, 2004, 45 s. ISBN 8021034696. info
  • KATRŇÁK, Tomáš. Odsouzeni k manuální práci : vzdělanostní reprodukce v dělnické rodině. Vyd. 1. Praha: Sociologické nakladatelství, 2004, 190 s. ISBN 8086429296. info
  • LAKOFF, George. Metafory, kterými žijeme. Edited by Mark Johnson. Vyd. 1. Brno: Host, 2002, 282 s. ISBN 8072940716. info
  • HOPF, Arnulf. Sociální pedagogika pro učitele : pomoc pro každý všední den ve škole. Translated by Bohumila Vokáčová-Svatošová - Michael Pípal. Praha: Univerzita Karlova v Praze - Pedagogická fakulta, 2001, 181 s. ISBN 8072900536. info
  • DOROTÍKOVÁ, Soňa. Filosofie hodnot : problémy lidské existence, poznání a hodnocení. Praha: Univerzita Karlova, 1998, 162 s. ISBN 80-86039-79-X. info
Teaching methods
Work in groups, individual work, discussion, home preparation
Assessment methods
Completing written assignments and active participation
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
The course is taught: every week.
Teacher's information
http://moodlinka.ics.muni.cz/course/view.php?id=2039
The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, autumn 2020.
  • Enrolment Statistics (recent)
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