Content (Syllabus outline)

The subject is divided into two thematic areas: pedagogy and andragogy. Students take two separate examinations, one in pedagogy and one in andragogy, and the joint grade from these two exams constitutes the final grade for the subject Pedagogy with Andragogy. 

 

 

Pedagogy

  • The definition of andragogy as an academic field and its basic concepts. Social nature of education (school as a social institution, school as an ideological apparatus of the society…).
  • Education as an intentional factor of the development of individual, culture and society. Legitimacy of education and it’s connection with socialization. Types of socialization and models of school socialization.
  • Pedagogical process in a school. The relation between instruction and moral education. Types of education (intentional, functional education). Educational styles (repressive,…) and concepts (herbartianism, pedocentrism,…)
  • Subject and object of education. Goals and aims of education. Factors of educational impact (a teacher, subjects of instruction, discipline, cultural and organisational climate of school).
  • Contemporary principles of the development of a school community (concept of inclusive school, based on the principles of justice, equal opportunities, solidarity, integration, pluralism and interculturality). Consideration of human’s rights in the contemporary school. Ethical and legal principles.
  • Teacher in the contemporary school as an expert for new approaches in the classroom (concerning social, ethnical, linguistic etc. differences of pupils); as an expert for research and instruction. Personality of the teacher (authority, value orientation, basic principles of moral reasoning).

 

Andragogy:

  • The definition of andragogy as an academic field and its basic concepts. The concept of adulthood and life stages. Adult learning/education and the differences in relation to learning/education for children and young adults. Types of adult education (formal, etc.). Obstacles, motives and motivation for adult education. Re-education of adults. Socialisation of adults. The theory of permanent education and lifelong learning and education of adults.
  • Adult education as an individual, social and institutional need (schools, other institutions). Tough (learning projects, independent education of adults), Titmus (the importance of communication), Kidd (knowledge for survival), etc.
  • An operative syllabus for working with and educating adults. Ascertaining the needs for adult learning and the methods of creating educational programmes for adults. The programming of adult education.
  • The planning of adult education. The selection of the sources of knowledge. Methods of adult education (lectures, discussion, role play, supervision, etc.). The forms of adult education (organisation and implementation of seminars, courses, mentorship, study circles, etc.). The conditions and implementation of adult education and the consideration of andragogical principles (voluntary nature, etc.).
  • The professional development of teachers and other adults. The formulation of lifelong personal education and the method of a learning biography. The importance of experiential learning by teachers and other adults.
  • The encouragement of lifelong education and adult learning in school and other educational institutions and effective communication (verbal, non-verbal) between staff, parents and other adults and institutions.

Prerequisites

Conditions for inclusion: enrolment in the relevant year of
the study programme