MTP - Module - Pedagogical theories 2300-MTP

The module covers content from three sub-disciplines of pedagogy (general pedagogy, social pedagogy, and special pedagogy) in order to highlight the distinctive features of pedagogy as an interdisciplinary and applied science, closely connected to other human and social sciences. During lectures, seminars, and reading classes, the following issues are addressed:
- The origins and development of pedagogical sciences, with particular emphasis on the contribution of general pedagogy, special pedagogy, and social pedagogy.
- Selected pedagogical theories that illustrate various understandings of the role of education and the educator (including theories of human development and the relationships between the individual, educational institutions, and the socio-cultural environment), as well as key definitions and concepts of education and upbringing.
- Biological, social, and cultural determinants and regularities that influence diverse situations and individual needs, as well as educational processes.
- The structures, functions, scope, and principles of selected educational and caregiving institutions that support individual development and social functioning.
- Socio-cultural transformations and civilizational challenges that shape the contemporary conditions of education.

The module consists of the following subjects:
- Introduction to pedagogy (lecture, 30 hrs);
- Social pedagogy (lecture, 30 hrs);
- Special pedagogy (lecture, 30 hrs);
- elective module seminar (30 hrs);
- elective module reading class (30 hrs).

The module finishes with a final module exam.

Mode

Classroom

Course coordinators

Magdalena Kuleta-Hulboj

Type of course

obligatory courses

Learning outcomes

Module's learning ouctomes: K_W01, K_W02, K_W04, K_W05, K_W06, K_W07, K_U01, K_U02, K_U03, K_U06, K_K01, K_K06

Detailed learning outcomes obtained within the module:

a) KNOWLEDGE - student knows and understand
1. the history of pedagogy, including the origins and major development stages of social and special pedagogy (K_W01);
2. fundamental pedagogical concepts, key theories of education and their respective aims and tasks, as well as key figures in pedagogical thought (K_W01);;
3. the subject matter and distinctive character of pedagogy as an interdisciplinary science, including the roles and functions of its sub-disciplines—social pedagogy and special pedagogy (K_W02);
4. the interrelationships between pedagogy and other human sciences—especially psychology, sociology, philosophy, and medicine—and the significance of these connections for designing and evaluating educational and upbringing interventions (K_W02);
5. environmental determinants of human development and, on that basis, methods for supporting it, as well as the diverse developmental, educational, and social needs of children and youth with disabilities and their families (K_W04);
6. various forms and methods of socio-pedagogical support, including preventive, interventional, and supportive activities, and the concepts of human agency, subjectivity, and subsidiarity—with emphasis on how these ideas foster individual autonomy and efficacy in education and upbringing (K_W05);
7. historical and contemporary factors shaping the operation of selected educational institutions and proposals for their reform (K_W06);
8. the most significant socio-cultural and environmental transformations (e.g. globalization, social mobility, cultural diversity, climate change) and their impact on educational processes, family functioning, and schooling (K_W07);

b) SKILLS - student is able to
1. explain and interpret key concepts from general, social, and special pedagogy in light of chosen paradigms and theories (K_U01);
2. analyse the complexity of contemporary pedagogical issues—identifying their causes and manifestations across various groups (including persons with disabilities) and placing them in an appropriate theoretical context (K_U01);
3. recognise the individual and social factors (biological, psychological, cultural, environmental) underpinning developmental and educational challenges and explain their consequences for individuals and families (K_U01);
4. critically utilise a variety of pedagogical sources, present differing viewpoints, and compare them analytically (K_U02);
5. identify not only gaps and outdated elements in the studied materials but also existing solutions that may serve as inspiration—and, on that basis, propose improvements for current care, education, and training institutions (K_U03);
6. plan their own learning and professional development by consulting interdisciplinary sources to deepen their knowledge and skills (K_U06);

c) ATTITUDES (SOCIAL COMPETENCIES) - student is ready to
1. critically evaluate their own knowledge and received content, and to deepen and update their understanding of pedagogy and related sub-disciplines (K_K01);
2. preserve and honour the achievements and traditions of the teaching profession (K_K06).

Assessment criteria

The module concludes with a written module exam, which students may take after successfully completing all course components that make up the module (3 lectures, one selected seminar and one selected reading class). The criteria and requirements for passing each component are specified in the respective course syllabi.

Module exam: During the written exam, students are required to write an essay on a given topic. The essay should demonstrate integrated knowledge from the three core subjects included in the module—special pedagogy, social pedagogy, and introduction to pedagogy (lectures, seminars, and reading classes)—as well as familiarity with six additional readings listed in the USOS system under “literature for the exam.”

Bibliography

- 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.
- S. Kawula (red.), Pedagogika społeczna. Dokonania-aktualność-perspektywy, Toruń 2003.
- M. Cichosz, Polska pedagogika społeczna w latach 1945–2003, T. 1-2; Toruń 2004.
- T. Pilch, I. Lepalczyk (red.), Pedagogika społeczna. Człowiek w zmieniającym się świecie, Warszawa 1995.

Term 2025:

Exam literature:
1. Matyjas, B. (2017). Rodzina – szkoła – środowisko lokalne jako synergiczna przestrzeń socjalizacji. "Horyzonty Wychowania", 16(38), ss. 41-54. (dostępne tutaj: https://horyzontywychowania.ignatianum.edu.pl/HW/article/view/987)
2. Cichosz M., Pedagogika społeczna w toku przemian - wypracowane koncepcje, obszary badań - ciągłość i zmiana , w: Oblicza współczesności w perspektywie pedagogiki społecznej, red. W. Danilewicz, W-wa 2009, s. 25-38 (dostępne tutaj: https://repozytorium.ukw.edu.pl/bitstream/handle/item/6281/Pedagogika%20spo%C5%82eczna%20w%20toku%20przemian%20-%20wypracowane%20koncepcje,%20obszary%20bada%C5%84%20-%20ci%C4%85g%C5%82o%C5%9B%C4%87%20i%20zmiana.pdf?sequence=1&isAllowed=y)
3. W. Welsch "Stając się sobą”
4. F. Nietzsche "Tako rzecze Zaratustra", rozdz. O cnocie darzącej
5. Dykcik W.: Problemy autonomii i integracji społecznej osób niepełnosprawnych w środowisku życia. [w:] Pedagogika specjalna (red. W. Dykcik), Poznań 1997, część 4, Wspólne problemy specjalnej opieki, edukacji i społecznego wsparcia, ss. 315 -337.
6. Chrzanowska I.: Pedagogika specjalna a socjologia – wybrane problemy (podrozdz. 1.4 ), [w:] Pedagogika specjalna. Od tradycji do współczesności , Kraków 2015, ss. 89 -147.

Additional information

Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:

Education

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2300-MTP in USOSweb