MNP-Adult Education 2300-MNP-A
The objective of the subject is to equip students with basic knowledge, abilities and social competencies necessary in the work of an andragogue, which also form a basis for further study of the selected specialization. Students will acquire basic and most up to date andragogical knowledge, which will allow them to understand the contemporary issues of adult education in broad contexts, as well as evaluate applied practical solutions to those issues. Students will gain knowledge on the current concepts of lifelong learning and the practical application of these concepts. In addition, students will be equipped with skills needed to plan their own cognitive development in the course of their university education, as well as helping them to independently acquire knowledge.
Theme:
1. Andragogy in the system of education sciences. Basic concepts, subject of analysis, research area, relations with other sciences. Main themes of theoretical reflection.
2. Theory and practice of adult education - genesis, precursors and representatives.
3. Traditional aims and functions (personal and social) of adult education.
4. Adult education/learning in a post-modern, neoliberal world. Educational goals of Sustainable Development 2030, the problem of literacy, emancipation, inclusion, equality.
5. Social functions of lifelong adult learning.
6. Indicators characterising educational activity of adult Poles.
7. Adulthood as an andragogic category. Stages of development of an adult. Developmental tasks, social roles.
8. Learning adult. Needs, motivations, educational barriers, attitudes.
9. Continuing education, adult education, permanent education, lifelong learning - changing the andragogic paradigm
10. Tradition and modernity in adult education. Main models (technological, critical, humanistic) of adult education.
11. Currents and leading organizational forms of adult education - characteristics.
12. Diversity of informal education, adult learning spaces
13. Andragog - adult teacher. Conditions for effective action
14. Adult education as an opportunity and tool to strengthen the intellectual capital (social and human) of individuals, groups and local communities, case study.
15. Geragogika - pedagogy of old age.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
Knowledge: Student
1. Is well acquainted with the basic concepts of andragogy and understands the patterns governing the origin of their constitutive features and the semantic ranges.
2. 2. Is well acquainted with the human development patterns in the period of early, middle and late adulthood, the consequences of the developmental changes for the learning process and the opportunities in which education can support the development in adults
3. Knows the basic concepts of adult development, understands their nature, potential and limitations.
4. Knows the basic models of educational work with adults, understands the differences between them and their learning potential
Abilities: student
1. Is able to identify the adult stages of development, including the specific development tasks
2. Is able to apply the acquired knowledge for self reflection on changes occurring in specific phases and areas of adult’s life
3. Is able to select and apply various strategies to improve own learning process and support the process in other adults
Social competencies: student
1. Carries out own educational process in a responsible and conscientious manner.
2. Has a critical approach to the issues analyzed during the course.
Assessment criteria
Written test (quiz) identifies the scope of the orientation of students in the discussed issues during lectures
The test is considered completed after getting 60 percent of positive responses
Bibliography
Aleksander T. (2013): Andragogika. Podręcznik akademicki. Radom.
2. Brzezińska A. (2002), Dorosłość – szanse i zagrożenia dla rozwoju, [w:] A. Brzezińska, K. Appelt, J. Wojciechowska (red.), Szanse i zagrożenia rozwoju w okresie dorosłości, Poznań, s. 11–22.
3. Demetrio D. (2006), Edukacja dorosłych, [w:] B. Śliwerski (red.), Pedagogika, tom III: Subdyscypliny wiedzy pedagogicznej, Gdańsk, s. 113–236.
4. Illeris K. (2006). Trzy wymiary uczenia się. Wrocław.
5. Jarvis P. (2004). Adult Education and Lifelong Learning. Theory and Practice (3 ed.) London-New York..
6. Kargul J. (2005): Obszary pozaformalnej i nieformalnej edukacji dorosłych. Przesłanki do budowy teorii edukacji całożyciowej. Wrocław
7. Knowles M. S., Holton III E. F., Swanson R .A. (2009).
Edukacja dorosłych. Podręcznik akademicki. Warszawa.
8. Malewski M. (2019). Andragogika. W: Pedagogika. Podręcznik akademicki. Z. Kwieciński, B. Śliwerski (red.). Warszawa, s. 391-404.
9. M. Malewski : Od nauczania do uczenia się. O paradygmatycznej zmianie w andragogice
10. Matlakiewicz A., Solarczyk-Szwec H. (2009). Dorośli uczą się inaczej. Toruń.
11. Oleś P. (2012), Psychologia człowieka dorosłego Ciągłość – zmiana - integracja, Warszawa.
12. Rubenson K. (2010). Barriers to participation in adult education. International Encyclopedia of Education. DOI: 10.1016/B978-0-08-044894-7.00036-1
13. Szarota Z. (2017). Andragogika. W: Encyklopedia starości, starzenia się i niepełnosprawności, A. A. Zych (red.). Katowice, s. 88-91
Notes
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Term 2024Z:
None |
Term 2025Z:
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Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: