SPC011 Leisure Education

Faculty of Education
Spring 2023
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: Dana Jakubjanská, DiS.
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 research 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
The 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 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 to Social Education (especially J. Klika, E. Makovicka, Drtina, Cerny, etc.). Kadner´s opinions about 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 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 means of understanding system relations in 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
    required literature
  • 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. info
  • Zahrady pozemských radostí : pohled z dějin výchovy v přírodě. Edited by Allan Gintel. Vydání první. Praha: Gasset, 2019, 378 stran. ISBN 9788087079553. info
  • JIRÁSEK, Ivo. Zážitková pedagogika : teorie holistické výchovy (v přírodě a volném čase). Vydání první. Praha: Portál, 2019, 265 stran. ISBN 9788026214854. info
  • KAPLÁNEK, Michal. Volný čas a jeho význam ve výchově. Vydání první. Praha: Portál, 2017, 207 stran. ISBN 9788026212508. info
  • 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
    recommended literature
  • Christine Woyshner. (2014). Leaders in Social Education : Intellectual Self-Portraits. Brill | Sense.
  • 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.
  • 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.
  • HOFBAUER, B. Kapitoly z pedagogiky volného času. Soubor pojednání o volném čase a jeho výchovném zhodnocování. České Budějovice : JČU, 2010, 168 s. ISBN 978-80-7394-240-3.
  • HÁJEK, B.; HOFBAUER, J.; PÁVKOVÁ, J. Pedagogické ovlivňování volného času. Současné trendy. Praha : Portál, 2008, 240 s. 978-80-7367-473-1.
  • LORENZOVÁ, Jitka. Kontexty vzdělávání v postmoderní situaci. Vydání první. Praha: Filozofická fakulta Univerzity Karlovy, 2016, 335 stran. ISBN 9788073086503. info
  • Participace a zájmové organizace v České republice. Edited by Zdenka Mansfeldová - Aleš Kroupa. Vyd. 1. Praha: Sociologické nakladatelství (SLON), 2005, 244 s. ISBN 8086429539. info
  • NĚMEC, Jiří. S hrou na cestě za tvořivostí : poznámky k rozvoji tvořivosti žáků. Brno: Paido, 2004, 135 stran. ISBN 807315014X. info
  • NĚMEC, Jiří. Kapitoly ze sociální pedagogiky a pedagogiky volného času. 1. vyd. Brno: Paido, 2003, 119 pp. ISBN 80-7315-012-3. info
  • NĚMEC, Jiří. Od prožívání k požitkářství : výchovné funkce hry a její proměny v historických koncepcích pedagogiky. Brno: Paido, 2002, 111 stran. ISBN 8073150069. info
Teaching methods
Designing, planning, discussions, consultations.
Assessment methods
colloquium: written implementation of the final report from the leisure education programme and discussion
Language of instruction
Czech
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.
  • Enrolment Statistics (recent)
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