MTP-Module of Pedagogical Theories

obligatory courses

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

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.

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;

- Demonstrate the openness of education on contemporary problems.

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 2003.

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.

J. Wasilewski (red.), Współczesne społeczeństwo polskie – dynamika zmian, Warszawa 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.

W. Danilewicz, Oblicza współczesności w perspektywie pedagogiki społecznej, Warszawa 2009 (wybrane teksty)

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.

H. Radlińska, Pedagogika społeczna, Warszawa 1961.

1. S. Amsterdamski: Kryzys scjentyzmu, (w): S. Nowak (red.):Wizje człowieka i społeczeństwa w teoriach i badaniach naukowych, Warszawa 1984, s. 306 – 327;

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

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

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.

7.Can attempt ways to solve perceived problems.

SOCIAL COMPETENCE

1.Has teacher awareness of the responsibility for the nature of the action taken.

2. Is aware of the ethical dimensions of educational situations.Second Reflexively refers to the role of education in shaping the creation of man and the wider social reality.

3.Respects different opinions and attitudes of others, including the co-educational.

4. Is aware of the processual approach to their own knowledge and skills, and permanence of professional and personal development.

5. Recognizes the value of collaboration with others in the classroom and during preparation for classes (search, getting to the sources, their analysis).

6. Recognizes the importance of self-study texts, questions for self-development.

attendance, module exam