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MTP - Module - Pedagogical theories

General data

Course ID: 2300-MTP
Erasmus code / ISCED: 05.0 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (unknown)
Course title: MTP - Module - Pedagogical theories
Name in Polish: MTP - MODUŁ TEORII PEDAGOGICZNYCH
Organizational unit: Faculty of Education
Course groups:
ECTS credit allocation (and other scores): 15.00 Basic information on ECTS credits allocation principles:
  • the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS;
  • the student’s weekly hourly workload is 45 h;
  • 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes;
  • weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS;
  • work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language: Polish
Type of course:

obligatory courses

Prerequisites (description):

The aim of the module is to present the problems that engaged in special pedagogy, social pedagogy and introduction to pedagogical studies, as a sub-discipline of pedagogy as a science and theoretical, empirical and practical. Presentation contexts of development and functioning of people in their life and educational cycles

Short description:

The aim of the special pedagogy cou is to present the problems that engaged in special education as a sub-discipline of pedagogy as a science and theoretical, empirical and practical. Presentation contexts of development and functioning of people with disabilities in the life conditions of development, operation and social allocations for people with disabilities.

Social pedagogy, dealing with the relationship man - environment -wychowanie is aimed at both the diagnosis of the environmental conditions of the processes of education and development, raising the level of educational intentions in the living environment, as well as organizing institution / community education of prevention and compensation.

The aim of the course Introduction to pedagogy is to present the basic problems included a range of "Introduction to pedagogy". The course is appropriate to recall the pedagogical considerations conceptual categories and show the diversity of educational thought.

Full description:

Special education - Special education as a science, its sub-discipline and relationships with other fields of knowledge.

- The extent of the phenomenon of disability and models of disability

-rehabilitacja system of care and support of people with disabilities

- Adaptation to the disability of a family member as a process

- Adaptation to their disability - disability oppression, emancipation

- Principles, methods of working with people with disabilities in the process of diagnosis, in education, in the family, in employment, in their spare time. -Koncepcje Normalization and social integration, educational integration.

- Psychosocial problems of people with disabilities and ways of solving them in Poland and in the world.

The subject matter of social pedagogy includes: selected issues from the history of social pedagogy (the origin, formation and development of this discipline, authors and representatives of social pedagogy); the main concepts (educational environment, prevention, compensation, social support); working methods of socio-educational; Main educational environments: family, school, peers, local environment (structure, functions, conversion); selected problems of contemporary socio-educational day (eg. the potential educational and cultural environment; environmental "risk" ratio democracy - education, mobilization of local communities, social and educational function of non-governmental organizations, intercultural education.

Introduction to pedagogy is designed to:

- Show a systematic knowledge necessary to complete the course;

- Enter the world of basic concepts of teaching;

- Show what is meant by the term "education" and selected conceptual categories functioning in educational discourses;

- Familiar with the problems of interdisciplinary pedagogy;

- Show the diversity of educational thought and its relation to different types of knowledge;

- Show the cultural and social contexts / conditions of education;

Bibliography:

D. Smith(2010):Pedagogika specjalna

W.Dykcik (red.) (1998): Pedagogika specjalna

O.Speck (2005): Niepełnosprawni w społeczeństwie. Podstawy ortopedagogiki

S. Kawula (red.), Pedagogika społeczna. Dokonania-aktualność-perspektywy, Toruń 2003.

A. Radziewicz-Winnicki, Pedagogika społeczna, Warszawa 2008.

M. Cichosz, Polska pedagogika społeczna w latach 1945 – 2003, T. 1-2; Toruń 2004.

J. Piekarski, Pilch T. i in., Edukacja społeczna wobec problemów współczesnego człowieka i społeczeństwa, Łódź 2010.

H. Radlińska, Pedagogika społeczna, Warszawa 1961.

A. Kamiński, Studia i szkice pedagogiczne, Warszawa 1978.

Encyklopedia pedagogiczna XXI w. pod red. T. Pilcha, Warszawa 2009.

E. Wysocka, Człowiek i środowisko życia. Podstawy teoretyczno-metodologiczne diagnozy, Warszawa 2007.

B. Smolińska-Theiss, Od opieki do prewencji. „Problemy Opiekuńczo-Wychowawcze” 1997, nr 10.

W. Theiss, Mała ojczyzna. Kultura, edukacja, rozwój lokalny, Warszawa 2001.

W. Theiss, M. Winiarski (red.), Pedagogika społeczna. Tradycja i współczesne konteksty (specjalny numer „Pedagogiki Społecznej”), Warszawa 2007.

Pedagogika społeczna – przestrzenie życia i edukacji, Warszawa 2010.

T. Pilch, I. Lepalczyk (red.), Pedagogika społeczna. Człowiek w zmieniającym się świecie, Warszawa 1995.

T. Szlendak, Socjologia rodziny, Warszawa 2010.

W. Theiss, B. Skrzypczak [red.], Edukacja i animacja społeczna w środowisku lokalnym, Warszawa 2006.

B. Kromolicka (red.), Praca socjalna w organizacjach pozarządowych. Z problemów działania i kształcenia, Toruń 2005.

J. Czapiński, T. Panek (red.), Diagnoza społeczna. Warunki i jakość życia Polaków, http: www.diagnoza.com.

B. Szatur-Jaworska, Ludzie starzy i starość w polityce społecznej, Warszawa 2000.

K. Białobrzeska, S. Kawula (red.), Człowiek w obliczu wykluczenia i marginalizacji społecznej, Toruń 2006.

E. Jarosz, Ochrona dzieci przed krzywdzeniem. Perspektywa globalna i lokalna, Katowice 2008.

B. Barber, Skonsumowani, W-wa 2008, rozdz. 1. i 8.

G. Ritzer, Makdonaldyzacja społeczeństwa, Warszawa 2003.

W. Wosińska, Oblicza globalizacji, Sopot 2008.

T. Sosnowski, T. Pilch (red.), Zagrożenia człowieka i idei sprawiedliwości społecznej, Warszawa 2013. Literatura rozszerzająca i pogłębiająca treści przekazywane podczas wykładów:

S. Kawula (red.), Pedagogika społeczna. Dokonania-aktualność-perspektywy, Toruń 2003.

A. Radziewicz-Winnicki, Pedagogika społeczna, Warszawa 2008.

M. Cichosz, Polska pedagogika społeczna w latach 1945 – 2003, T. 1-2; Toruń 2004.

J. Piekarski, Pilch T. i in., Edukacja społeczna wobec problemów współczesnego człowieka i społeczeństwa, Łódź 2010.1. S. Amsterdamski: Kryzys scjentyzmu, (w): S. Nowak (red.):Wizje człowieka i społeczeństwa w teoriach i badaniach naukowych, Warszawa 1984, s. 306 – 327;

T. Hejnicka- Bezwińska : Pedagogika ogólna, Warszawa 2008, s. 220 -255;

S. Kunowski: Podstawy pedagogiki współczesnej, Warszawa 1997, część I , rozdziały II, III ,V;

Learning outcomes:

Criteria to be met throughout the entire module: knowledge, skills and attituudes obtained during lectures, seminars and readings

KNOWLEDGE

1.Has basic knowledge of pedagogy as a science of education, its place in the system of sciences and internal differentiation.

2.Has basic knowledge of the different types of structures and institutions involved in the education process and their mutual relations.

3.Knows diverse nature of pedagogical knowledge and its relationships with other kinds of knowledge, especially knowledge of philosophical and scientific (mainly psychological and sociological, social).

4.Has basic knowledge of human subjectivity in the context of education.

5.Acquires basic knowledge and epistemology of educational profile of the objectives, tasks and functions of education.

6.Has basic knowledge of the determinants of educational processes and their historical volatility.

SKILLS

1. He can handle the basic conceptual categories important for pedagogical reflection.

2.Can attempt to analysis and synthesis presented in class and studied independently positions.

3.Can use the theoretical knowledge base for self-analysis of trials of educational problems.

4.Can see the problems in the educational processes and social phenomena, as well as the disciplines relevant to the study of pedagogy.

5.Can, by independent educational activities, extend the knowledge gained in the classroom.

6. Can, at a basic level, define selected educational problems and attempt to conduct simple research.

Assessment methods and assessment criteria:

Completion of all classes required to take the module examination: lectures, seminars and lectures on special education, social pedagogy and introduction to pedagogy ZAL * 6 according to the subject criteria.

Written module exam: student writes on 1 chosen topic containing knowledge of 3 subjects constituting the module [special pedagogy, social pedagogy, introduction to pedagogy - lectures, classes and lectures], The exam is required to read the basic literature presented in the description of the cycle classes of a given year.

Criteria taken into account for the exam grade:

Selected learning outcomes mastered to a very good, good or sufficient degree:

1. Has knowledge of pedagogy as a science about upbringing, its place in the system of sciences and internal differentiation as well as relations with other types of knowledge, especially philosophical and scientific knowledge (mainly psychological and sociological, social).

2. Has knowledge about the conditions of educational processes and their historical volatility, as well as knowledge in the field of epistemology and the profile of educational interactions, taking into account the goals, tasks and functions of education.

3. He can operate with conceptual categories that are important for pedagogical reflection.

4. Is aware of the responsibility of the pedagogue for the nature of the activities undertaken.

Evaluation criteria:

mark 5 - the student showed very good knowledge and skills included in the above 4 learning outcomes

grade 4 - the student showed good knowledge and skills included in the above-mentioned 4 learning outcomes

grade 3 - the student showed sufficient knowledge and knowledge contained in the above-mentioned 4 learning outcomes

Classes in period "Summer semester 2023/24" (in progress)

Time span: 2024-02-19 - 2024-06-16
Selected timetable range:
Navigate to timetable
Type of class:
Examination more information
Coordinators: Magdalena Kuleta-Hulboj
Group instructors: Magdalena Kuleta-Hulboj
Students list: (inaccessible to you)
Examination: Examination
Course descriptions are protected by copyright.
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