PBM122 Reflective Learning

Faculty of Arts
Autumn 2019
Extent and Intensity
10/14/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Karla Brücknerová, Ph.D. (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (lecturer)
Mgr. et Mgr. Klára Harvánková, Ph.D. (lecturer)
doc. Mgr. Petr Novotný, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Mgr. et Mgr. Klára Harvánková, Ph.D.
Supplier department: Department of Educational Sciences – Faculty of Arts
Timetable
Fri 11. 10. 13:00–14:40 C41, Fri 8. 11. 10:00–11:40 C41, Fri 6. 12. 8:00–9:40 C41
Prerequisites
! PG_ZKUPP2 Theory ZRU && ! PG_ZRU2 Theory ZRU
The course attempts to map through the various experts from the Czech Republic theoretical mycelium experiential reflective learning as one of the many components of personality and social development approaches to bring together into a meaningful whole. The essential idea of course is that it is only based on good theory can build good practice and that the application is a prerequisite for understanding.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 10 student(s).
Current registration and enrolment status: enrolled: 0/10, only registered: 0/10
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to acquaint students with basic theoretical framework of experiential reflective learning which is necessary for subsequent use in practice. The course will be partially in contact form and some parts in distance way too. Students will be gradually introduced to various personalities and theories in the field of pedagogy, psychology, sociology and philosophy, who have significantly contributed to shaping the concept of experiential reflective learning (J. Dewey, K. Lewin, D. Kolb) and their subsequent applications (A. Brockbank, D. Sugerman, J. Moon, D. Schön etc.).
Learning outcomes
Upon completion of the course, the student will be able to: • orient oneself in a range of basic theories relating to experiential reflective learning • describe the differences between individual approaches to experiential reflective learning • apply basic principles of experiential reflective learning to a practical problem • describe individual approaches to experiential reflective learning
Syllabus
  • • Experience + Reflection = Social personality development? The truth and the myths in the reflective experiential learning. (lector: Jan Kolář/Jan Nehyba) • Humanistic approach and its role in the reflective experiential learning (Rogers; encounter groups; Csikszentmihalyi) (lector: O. Tegze) • Pragmatic pedagogy and psychology as the basis of the reflective experiential learning (Mead, Dewey) (lector: R. Šíp) • Constructivism - the principles of thinking, learning and experience (lector: Z. Macek) • D. Kolb´s Experiential learning and D. Schön´s reflective practice and their importance for the reflective experiential learning (lector: J. Kolář) • Current sources of the reflective experiential learning (Mezirow, Boud, McGill, Broackbank, Priest, Gass, Nadler, Moon) (lector: J. Nehyba) • K. Lewin and his sense for the reflective experiential learning – action research, group dynamics, T–groups (lector: V. Bareš)
Literature
  • HROCH, Jaroslav, Radim ŠÍP, Roman MADZIA and Ondřej FUNDA. Pragmatismus a dekonstrukce v anglo-americké filozofii (Pragmatism and Deconstruction in the Anglo-American Philosophy). 1st ed. Brno: Paido, 2010, 328 pp. sv. 315. ISBN 978-80-7315-205-5. info
  • DEWEY, John. How we think. Champaign, IL: Book Jungle, 2007, vi, 224. ISBN 1594627541. info
  • Adult education and lifelong learning : theory and practice. Edited by Peter Jarvis. 3rd ed. London: RoutledgeFalmer, 2004, xvii, 382. ISBN 9780415314930. info
  • ARGYRIS, Chris and Donald A. SCHÖN. Organizational learning. Reading, Mass.: Addison-Wesley Pub. Co., 1996, xxix, 305. ISBN 0201629836. info
  • SCHÖN, Donald A. Educating the reflective practitioner. San Francisco: Jossey-Bass, 1987, xvii, 355. ISBN 1555422209. info
  • KOLB, David A. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall, 1984. info
  • DEWEY, John. Demokracie a výchova. Translated by Josef Hrůša. V Praze: Jan Laichter, 1932, 503 s. URL info
  • DEWEY, John. Rekonstrukce ve filosofii. Translated by Josef Schützner. Praha: Sfinx, 1929, 211 s. URL info
Teaching methods
Lecture, group discussion, individual consultations, individual home work
Assessment methods
Active participation is required, as well oral examination.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
  • Enrolment Statistics (recent)
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