Objectives and competences
The course contributes to the formation of that fundamental pedagogic categorical apparatus which relates to the tradition of pedagogics and is the basis for a scientific as well as critical and constructive theoretic work in various pedagogical areas. Thus it contributes an important part to the formation of a professional identity of a pedagogue.
Content (Syllabus outline)
The content is divided into time spheres which can be interpreted as relative pedagogical unities and that follow one another in a chronologic sequence:
Ancient Times (education in Old Greece and Rome);
Middle Ages (early Middle Ages, Humanism, Renaissance);
Reformation and Anti-Reformation;
17th and beginning of 18th century;
18th century as "the pedagogical century" and the Age of Enlightment;
the 19th century (formation of urban society)
the20th century (transition from the modern into the postmodern era).
Within the frame of an individual era the following content areas are focused on:
the understanding of education and educational objectives in relation to political, social, economic and cultural tendencies as well as philosophical backgrounds;
the constitution of the school system with emphasis on the description of school reforms, the contents of courses as well as regulations;
the ideas of the most established pedagogical classics;
the development of the pedagogical ideas and schooling in our parts.
Learning and teaching methods
• Lectures
• Seminar
• Excursion
Intended learning outcomes - knowledge and understanding
The students:
get acquainted with the prevailing pedagogical tendencies in the individual historical time fragments;
understand the interrelation and the dependency of pedagogical ideas and school solutions on the cultural, economic and scientific tendencies of a particular era;
learn to interpret educational ideas and forms from the perspective of social consequences and interests which they decline;
understand the developmental logics of fundamental pedagogical questions and know how to place them into an interpretation of current pedagogical problems;
they understand the developmental logics of constituing the educational system, on the basis of which they can interpret current educational solutions;
know the specifics and regulations of the educational and pedagogical development in our parts, they know how to compare it with the international development.
Intended learning outcomes - transferable/key skills and other attributes
the competence of systematic analysis of pedagogical concepts, theories and forms;
the comptence of recognition of relationships and transitions from theory to practice;
the competence of reflexion of one's own system of values;
the competence of critical-constructive discussion of pedagogical and broader social questions.
Readings
Schmidt, V. 1988: Zgodovina pedagogike in šolstva na Slovenskem. 1., 2. in 3. del. Ljubljana: Delavska enotnost.
Protner, E. 2000: Pedagogika in izobraževanje učiteljev (1919 - 1941). Nova Gorica: Educa.
Tenorth H.E.(Hrsg.) 2003: Klasiker der Pädagogik. 1. in 2. del. München: Beck.
Blankertz; H. 1982: Die Geschichte der Pädagogik: Von der Aufklärung bis zur Gegenwart. Wetzlar: Büchse der Pandora.
Autor, O: 2003: Paideia: humanistično pedagoško bistvo paideia in njegovo uresničevanje v vzgojnoizobraževalni praksi antičnih Grkov. Maribor: Slavistično društvo.
Prerequisits
A seminar paper is required to take the exam.
Additional information on implementation and assessment Preliminary exam 1 (30%) and preliminary exam 2 (30%) and written exam (40%) or written exam (100%)
The final mark consists of the:
• written exam
• and the seminar paper
