SC4BK_HiSP History of Social Education

Faculty of Education
Spring 2012
Extent and Intensity
0/0/1.2. 5 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. Mgr. Dušan Klapko, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Kateřina Štěpařová
Supplier department: Department of Social Education – Faculty of Education
Timetable
Sat 18. 2. 13:00–15:50 učebna 35, Sat 14. 4. 16:40–19:40 učebna 35, Fri 11. 5. 14:30–19:40 učebna 35
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
At the end of the course students should be able to: Sort and interpret, in the time sequence, the views on solving problems in the education of socially vulnerable groups in the historical context To evaluate the importance of contributions of the authors discussed in relation to the social context of the time and place Identify the current problems of social education and outline possible ways of addressing them, based on the findings resulting from readings of the history of social pedagogy Take attitudes and suggest solutions to difficult social issues
Syllabus
  • 1 The social aspects of ancient education (views on society, youth education, ethics, work). The role and status of men, women and children in ancient society. 2 Medieval man and his world: social stratification, addressing poverty, the effects of religious orders in the field of educational and social care (Franciscans, Dominicans), the influence of religious leaders on addressing social problems (Megas Basileus, Peter Abelard). The role and status of men, women and children in the medieval society. 3 Free time in the Middle Ages. Holidays, delights of the body, plays, theatre, hunting, delights of the spirit. Folk culture and humour. 4 Renaissance man and his world: social stratification, people on the margins of society, the role and status of men, women and children in the modern society, folk culture, humour, leisure time. Renaissance thinkers on education (Vittorini da Feltre, Thomas More), social and cultural changes of the early modern period. 5 Philosophical and social-pedagogy ideas and pansophic efforts of Jan Amos Comenius. 6 Characteristics of social change in the Enlightenment, a new paradigm of education. Teaching ideas and activities of philanthropists (Johann Bernhard Basedow, Christian Gotthilf Salzmann). 7 Effect of civilization’s progress on social conditions in society and on education in the 19th century. Poverty and socially disadvantaged groups. Teaching ideas and activities of the Utopian socialists (Robert Owen, C. Fourier, Saint - Simon). The Czech history of everyday life in the 19th century (education, leisure, holidays and festivals, social life). 8 Opinions and practices of the Czech social educators: Karel Slavoj Amerling, Gustav Adolf Lindner, František Bakule, Inocenc Arnošt Bláha, Stanislav Velinský, Přemysl Pitter. 9 Opinions and practices of the world's social pedagogy teachers: Johann Heinrich Pestalozzi, Don Bosco, Herman Lietz, Anton Semyonovich Makarenko, Janusz Korczak. 10 Representatives of post-modern conceptions of teaching: Paulo Freire, Ivan Illich, Heinrich Kupffer.
Literature
    recommended literature
  • BURKE, Peter. Lidová kultura v raně novověké Evropě. Translated by Markéta Křížová. Vyd. 1. Praha: Argo, 2005, 374 s. ISBN 8072036386. info
  • CIPRO, Miroslav. Prameny výchovy : encyklopedický soubor statí o předních pedagogických myslitelích a reformátorech. Praha: Miroslav Cipro, vlastním nákladem, 1991, 568 s. info
  • CIPRO, Miroslav. Prameny výchovy. 1. vyd. Praha: Miroslav Cipro, vlastním nákladem, 1991, 598 s. info
  • CIPRO, Miroslav. Prameny výchovy : encyklopedický soubor statí o předních pedagogických myslitelích a reformátorech. 1. vyd. Praha: Miroslav Cipro, vlastním nákladem, 1993, 600 s. info
  • DÜLMEN, Richard van. Bezectní lidé : o katech, děvkách a mlynářích : nepočestnost a sociální izolace v raném novověku. Translated by Josef Boček. 1. vyd. v českém jazyce. Praha: Dokořán, 2003, 107 s. ISBN 8086569438. info
  • DÜLMEN, Richard van. Kultura a každodenní život v raném novověku : (16.-18. století). Translated by Martina Nováková. Vyd. 1. Praha: Argo, 2006, 358 s. ISBN 8072038125. info
  • DÜLMEN, Richard van. Historická antropologie : vývoj, problémy, úkoly. Translated by Josef Boček. 1. vyd. v čes. jaz. Praha: Dokořán, 2002, 116 s. ISBN 8086569152. info
  • GEREMEK, Bronisław. Slitování a šibenice : dějiny chudoby a milosrdenství. Vyd. 1. Praha: Argo, 1999, 262 s. ISBN 8072032283. info
  • NEILL, Alexander Sutherland. Summerhill School : a new view of childhood. Edited by Albert Lamb. New York: St. Martin's Griffin, 1992, xxvii, 269. ISBN 0312141378. info
  • PECHA, Libor. Krutá poema : Makarenko jak ho neznáme. 1. vyd. Brno: Doplněk, 1999, 250 s. ISBN 8072390279. info
  • RHEINHEIMER, Martin. Chudáci, žebráci a vaganti : lidé na okraji společnosti, 1450-1850. Translated by Vladimír Marek. Vyd. 1. Praha: Vyšehrad, 2003, 187 s. ISBN 8070215798. info
  • ŠTRYNCLOVÁ, Gabriela. Summerhill : model antiautoritativní výchovy. Vyd. 1. Pardubice: Univerzita Pardubice, 2003, 80 s. ISBN 8071945412. info
  • VERDON, Jean. Volný čas ve středověku. Translated by Jiří Žák - Gustav Francl. Vyd. 1. V Praze: Vyšehrad, 2003, 261 s. ISBN 8070215437. info
Teaching methods
lectures, class discussion, e-learning discussion
Assessment methods
written tests, paper
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
Information on the extent and intensity of the course: 14 hodin.
The course is also listed under the following terms Spring 2011, Spring 2013, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020.
  • Enrolment Statistics (Spring 2012, recent)
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