PGMK501 The Theory of Experiential Reflective Learning

Faculty of Arts
Autumn 2024

The course is not taught in Autumn 2024

Extent and Intensity
18/0/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. Mgr. Petr Novotný, Ph.D. (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (lecturer)
Mgr. Karla Brücknerová, Ph.D. (lecturer)
Mgr. et Mgr. Klára Harvánková, Ph.D. (lecturer)
doc. PhDr. Bohumíra Lazarová, Ph.D. (lecturer)
Guaranteed by
doc. PhDr. Bohumíra Lazarová, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Mgr. Karla Brücknerová, Ph.D.
Supplier department: Department of Educational Sciences – Faculty of Arts
Prerequisites
The course attempts to map through the various experts 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 25 student(s).
Current registration and enrolment status: enrolled: 0/25, only registered: 0/25
fields of study / plans the course is directly associated with
there are 7 fields of study the course is directly associated with, display
Course objectives
At the end of the course is student able to: explain and compare various 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,A. Brockbank, D. Sugerman, J. Moon, D. Schön etc.); use this theoretical framework of experiential reflective learning to reflect on practice.
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. • Humanistic approach and its role in the reflective experiential learning (Rogers; encounter groups; Csikszentmihalyi) • Pragmatic pedagogy and psychology as the basis of the reflective experiential learning (Mead, Dewey) • Constructivism - the principles of thinking, learning and experience • D. Kolb´s Experiential learning and D. Schön´s reflective practice and their importance for the reflective experiential learning • Current sources of the reflective experiential learning (Mezirow, Boud, McGill, Broackbank, Priest, Gass, Nadler, Moon) • K. Lewin and his sense for the reflective experiential learning – action research, group dynamics, T–groups
Literature
    recommended literature
  • DEWEY, John. How we think. Champaign, IL: Book Jungle, 2007, vi, 224. ISBN 1594627541. 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
    not specified
  • 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
  • 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
  • DEWEY, John. Rekonstrukce ve filosofii. Translated by Josef Schützner. Praha: Sfinx, 1929, 211 s. URL info
Teaching methods
Lecture, group discussion, individual home work
Assessment methods
Active participation is required, as well written examination.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
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