MA degree studies - Wydział Pedagogiki, Psychologii i Socjologii

Transkrypt

University of Zielona Góra
Faculty of Education, Sociology and Health Sciences
INFORMATION PACK
PEDAGOGY
MA DEGREE STUDIES
Academic year 2010/2011
European Credit Transfer System (ECTS)
PART II.A
COURSE INFORMATION
II.A.1
MA degree studies
The Faculty of Education, Sociology and Health Sciences runs two-level courses. The MA
degree studies in pedagogy are two-year (4-term) courses. The courses follow the
standards of the Ministry of Science and Higher Education (the directive of July 12, 2007,
annex no 78). The minimum number of teaching hours for full-time studies is 800, and for
part-time studies it is 60% of 800. The student is obliged to obtain at least 60 ECTS points
for each academic year, and 27-33 points for each term.
The graduates are awarded an MA degree under the following conditions :
they have completed all the scheduled courses and have collected minimum 120 ETCS
points,
they have submitted their MA thesis,
they have passed their MA examination.
II.A.2
Admission requirements
The Faculty offers a wide range of MA pedagogy courses. Candidates for MA degree
courses at The Faculty of Education, Sociology and Health Sciences must have a BA
degree. For more details see http://www.uz.zgora.pl/pl/studia/rekrutacja.html or contact
the recruitment division of the University of Zielona Góra
UNIWERSYTET ZIELONOGÓRSKI
SEKCJA REKRUTACJI
65-762 Zielona Góra al. Wojska Polskiego 69, room101R, I floor
Monday - Friday 8:00-14:00
telephone: (068) 328 32 70 , 328 29 36, 328 29 37
[email protected], [email protected]
II.A.3
Key learning outcomes
Graduates:
 have systematised general knowledge in philosophy, psychology, sociology and
pedagogy and know extended terminology of these sciences;
 have detailed knowledge of the studied specialisation and methodology of pedagogy
which can be developed and applied in professional activities;
 have detailed knowledge of contemporary achievements, research centres and
schools in relation to selected areas of pedagogy;
 know concepts related to knowledge of culture;
 are familiar with concepts and oppositions related to ethical reflection;
 understand the basic paradigms of scientific knowledge and the specific character of
quantitative and qualitative research;
 understand and apply different types of knowledge in research processes as a
description of social reality, they know the functions and tasks of basic institutions of
public life, and types of social order, they understand the problems of their
generation;
 recognize different psychological models of development and awareness
determinants;
 have knowledge of the development of pedagogy and educational practice and the
variability and complexity of relations between educational theory and practice;
 understand relations between the society and education;
 understand the differences between the genesis, content and effects of various
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conceptions of teacher education, they understand diverse socio-cultural contexts
and sources of normative overload of the teacher role, they can look critically at
contemporary possibilities and limitations of the teacher's role in a critical way;
 can independently acquire knowledge and broaden their research skills, analyse
cultural texts;
 provide tools and methods of analysis of the present day in terms of anthropology;
 can use basic logic concepts, particularly those used in the pedagogical literature;
they are able to critically evaluate arguments and theoretical positions, they use
basic formal tools to assess the correctness of the definitions, classifications and
reasoning;
 are able to analyse contemporary ethical dilemmas;
 correctly use the conceptual categories of contemporary pedagogy, build a
conceptual map for the selected orientation of teaching and pedagogy, properly
formulate practical and research problems embedded in philosophical, theoretical
and historical context;
 are able to analyse the works of other authors, synthesize ideas and views, select
methods and construct research tools, prepare and present results to try to solve
non-standard problems and tasks of pedagogy; they are able to apply selected
research orientations in their own research, they have their own critical attitude
towards selected research tools;
 are able to analyse the processes of mental development and subsequent
developmental periods, they can use their knowledge in educational interactions;
 assess the level of development and recognize developmental changes in all
spheres, they support the development of other individuals;
 using communication channels and techniques they can communicate with experts
of pedagogy both in Polish and in a foreign language; they can popularize the
knowledge about education and cultural products, use IT in research and
popularization of the knowledge;
 take up the role of the animator in the public sphere;
 know how to recognize risk and marginalized groups in order to work for their
emancipation;
 know how to recognize and diagnose the learning needs of people of different social
backgrounds (local and professional) and different ages (young people, adults and
seniors);
 can develop an adult education programme for these environments and ages,
organize the educational process and education in adult learning institutions
(different strategies, different methods, different organization);
 know how measure the effects of education and describe scientifically the
educational level of adults;
 can create make practical teaching projects;
 are able to analyse practical solutions applied in various educational systems;
 have the ability to work in a team and manage the team work;
 know how to formulate and express their own views and ideas on important social
and ideological issues demonstrating the independence of thought; they are able to
formulate critical opinions about culture products on the basis of scientific
knowledge and experience;
- are able to use their own views and other authors' opinion to give arguments, draw
conclusions and summarise;
- are aware of their knowledge and skills, understand the need for constant education and
personal development; they have the real need for professional self-development;
- are active in taking independent professional activities;
- are aware of cultural relativism in the perspective of globalization and the loss of
communication barriers;
- regularly participate in cultural life; they are interested in events, news in art; they develop
and cultivate their own cultural preferences;
recognize the importance of humanities for the preservation and development of social ties
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at various levels.
Depending on their specialisation, the graduates have a thorough knowledge and practical
skills in the fields of culture animation, media education, pre-school and early education,
care and prevention in social maladjustment, social care and resocialisation.
II.A.4
Graduate profile
“The graduates of MA courses have an interdisciplinary theoretical knowledge of pedagogy
oriented to the specialisation they have studied. They are able to conduct research, identify
and solve theoretical and practical problems connected with their specialisation. They are
prepared to do Ph.D. courses. They are ready to work in various areas of educational
activities. Those who have studied teachers' specialisations can work as fully qualified
teachers (pursuant to educational standards for teachers) at school or they can work in
educational institutions, culture centres, kindergartens, counselling centres, government
agencies, social prevention institutions or correction centres. The graduates are able to
plan individual teaching system and manage educational institutions”. (Annex no 78 to
Ministry of Higher Education Directive of 12 July 2007 on educational standards).
The students can choose one of the following specialisations in order to improve their
professional competences1:

Culture animation
The graduates are equipped with the skills and knowledge on the theory and practical
application of culture and animation, pedagogy of leisure, film, theatre, dance, and media
culture. They are able to organise events, run classes for amateur art groups, encourage
individuals to develop, and activate local communities so that they change into creative
communities. They can plan animation activities for cultural institutions. The graduates are
able to prepare concepts of animation projects and realise animation projects.
The graduates can be employed in cultural institutions local governments and state
administration, local media (press, radio, television), educational institutions, service
(photographic, film, concert) agencies, advertising agencies, private art schools and other
institutions of art education, as well as in the marketing departments of private and public
companies. The graduates of culture animation can also work as independent artists.

Media and IT education
The graduates can solve theoretical problems independently and are able to conduct
research into media and information technology, and designing multimedia educational
packs. They are able to interpret multimedia as well as to understand and create a
coherent image of media as a source of information. They use their IT knowledge as a tool
for intellectual work. They can also design, implement and critically evaluate multimedia.
The graduates of teacher courses are fully qualified ICT teachers. They can also be
employed in cultural and educational institutions, local government organizations, mass
media, publishing companies, etc.

Pre-school and early school education
The graduates of pre-school and early school education acquire teachers' competences in
the following ranges:
A. Thorough understanding of human, the role of education in human development and a
thorough understanding of the child and the child's activity.
B. Knowledge of the analysis (its methodological aspect) of reality in which pupils function ;
its application in researching and selecting methods in order to explore specific situations of
1
The descriptions of graduate profiles for individual specialisations are not equal to qualifications to do jobs defined by specific
acts
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the child and factors of the child's educational achievements.
C. Learning strategies of pedagogical activity, which are essential for contemporary
education, and learning how to apply them in practice. It is connected with a thorough
understanding of integration as the main idea of the education of young children analysed in
the wider context and in the light of world tendencies.

Care and prevention of social maladjustment
The graduates of this specialization are equipped with the skills and knowledge required to
work in a widely understood social environment. The graduates are prepared to work with
children, youth, and the elderly; to co-operate and provide pedagogical support for parents
(foster parents); to co-operate with services supporting children and families, and local
educational institutions; to work with individuals at risk from social maladjustment and their
families (foster-families); to plan and perform preventive work at schools and in social
environment. Psychological and pedagogical knowledge, practical activities and therapeutic
workshops give the graduates practical skills to work with children at risk from social
maladjustment. The graduates are prepared to provide basic diagnosis of disorders to
undertake therapeutic activities. They are individuals of high social sensitivity, empathy and
tolerance.
 Social care and sociotherapy
The graduates are prepared to diagnose and solve theoretical and practical problems of
social care. They acquire basic competences to lead socio-therapeutic and educational
groups. The graduates are trained to work in various institutions of social care and
education, in prevention agencies and counselling services.
 Resocialisation and specialist counselling
Apart from thorough pedagogical knowledge the graduates learn to plan local and school
preventive strategies and acquire skills to implement them. They are prepared to conduct
pedagogical research and do post-graduate or Ph.D. courses
The graduates are qualified to do resocialisation work in every environment and all types of
institutions, e.g.: courts (custody officers), youth centres, resocialisation centres, addiction
centres, sociotherapy centres, detention centres, or prisons.
The course is started if at least 15 candidates have been accepted.
II.A.5
Admission requirements for other studies
MA graduates can expand their knowledge by doing post-graduate or Ph.D. studies. For
more details on post-graduate and Ph.D. courses see:
http://www.dk.uz.zgora.pl/studia_dok.php
II.A.6
Course structure and ECTS points
MA degree studies cover subjects shared by all the specialisations, pursuant to the
standards of education designed for pedagogy courses, and the subjects related to the
specialisation chosen by the student.
Subjects studied by all the specialisations:
No of
hours
Basic subjects
Logic
Methodology of social research
Contemporary problems of psychology
Contemporary issues of sociology
6
30
30
30
30
ECTS
points
4
4
4
4
Contemporary concepts of philosophy
and ethics
Cultural anthropology
Specialised subjects
Adult education research
Statistical methods in pedagogy
Pedagogy
Teacher development - Pedeutology
Comparative pedagogy
Other subjects
Health education and health promotion
30
4
30
180
4
24
30
30
30
30
30
150
4
4
4
4
4
20
30
4
The detailed schedule of courses for each term of full-time and part-time courses can be
found in the tables.
Faculty detailed ECTS regulations
1) 1 point is awarded for a course which requires from average students approx 30 hours of
work to achieve educational outcomes
2) additional 1-3 points are awarded for a course which requires from students extra 25 –
75 hours of work and students take an examination at the end of the course
3) additional 1-3 points are awarded for a course which requires from average students
between 25-75 hours of work to achieve educational outcomes
4) 0-2 points are awarded for each week of student training depending on their type.
II.A.7
Grading and examination regulations
At the end of each course students get final course grades. In some cases, for example
courses run as monographic lectures, students complete the course without being given the
final grade. The courses in which students are obliged to get the final course grade or take
the final examination are listed in the tables. Examinations can be written or oral.
The principles and methods of course completion are specified in the University Regulation
(see: http://www.uz.zgora.pl/pl/studia/regulamin-studiowUZ-2010.pdf .)
II.A.8
Final examination
The graduates of MA courses are awarded a master's degree.
Before taking their MA examination students are obliged to complete all the scheduled
courses and submit their master's thesis.
MA examinations are oral.
During the examination students have to prove their knowledge of the theoretical issues of
pedagogy as well as the knowledge of the content of their MA thesis, which should be a
research thesis. Students ought to be able to analyse and synthesize the phenomena they
have studied for their MA thesis, as well as generalize and conclude. The final grade
consists of three components: the master's examination grade, master's thesis grade and
average grade for all the courses students have taken. (University Regulation, §68)
II.A.8
Faculty ECTS coordinator
dr Elżbieta Kołodziejska
al. Wojska Polskiego 69, room no 127,
65-001 Zielona Góra
tel.: +48 (68) 328 4745
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PART II.B
CATALOG OF SUBJECTS ECTS
FOR PEDAGOGY
MA DEGREE STUDIES
Wydział Pedagogiki, Socjologii i Nauk o Zdrowiu
Kierunek: pedagogika
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SPIS TREŚCI
BASIC SUBJECTS ................................................................................................................ 10
Logic .................................................................................................................................................. 11
Methodology of Social Research....................................................................................................... 12
Contemporary Problems in Psychology ............................................................................................ 13
Adult education research ................................................................................................................... 15
Pedagogy........................................................................................................................................... 17
Comparative Pedagogy ..................................................................................................................... 19
Teacher development -pedeutology .................................................................................................. 21
SPECJALIZATION SUBJECTS............................................................................................. 23
Art and pedagogical workshop .......................................................................................................... 24
Organisation and direction of mass events ....................................................................................... 28
Electronic forms of diagnosis and evaluation .................................................................................... 29
IT in Distance Learning I i II Technologie ....................................................................................... 30
Multi-media communication ............................................................................................................... 31
Methodology of creating educational computer programs ............................................................... 33
Personal Data and Copyright Protection ........................................................................................... 34
Techniques of computer animation ................................................................................................... 36
Programming Languages .................................................................................................................. 38
Project-methodology I i II ................................................................................................................... 39
Social and cultural contexts of the Digital revolution ......................................................................... 40
Formulating Integrated Programmes................................................................................................. 44
Education and educational policy ...................................................................................................... 46
Special Needs Education................................................................................................................... 48
Theoretical Aspects of integration in Teaching.................................................................................. 50
Human resources management ........................................................................................................ 55
counselling and Helping Faculty........................................................................................................ 56
Criminology and the elements of criminalistics.................................................................................. 57
Legal aspects of post-penitentiary assistance................................................................................... 58
Legislative basis of resocialization .................................................................................................... 59
Post-penitentiary assistance.............................................................................................................. 60
Prevention in social maladjustment ................................................................................................... 61
Resocialization and therapy of addicts .............................................................................................. 63
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BASIC SUBJECTS
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LLO
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C
Co urse c ode : 08.1-WP-PED-LOG
T y pe o f c ou r s e : compulsory
En tr y r eq uir eme n ts : Basic skills of ordered thinking
L ang uag e o f ins tr uc tio n : Polish
D irec tor o f s tu di es : mgr Dariusz Sagan
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f l ec tur er : mgr Dariusz Sagan
Form of receiving a credit
for a course
Number
of ECTS
credits
allocated
Full-time studies
Class
30
1
Credits with appraisal
Part-time studies
Class
30
1
4
COURSE CONTENTS:
1) The branches of semantics; 2) Names; 3) Relation of names extentions 4) Definitions; 5) Logical divition; 6)
Logical statements; 7) Symbols of logic of statements; 8) Deductive incference; 9) Syllogistic logic;10) Causes of
misunderstandings; 11) How to convince; 12) Nondeductive inferences
LEARNING OUTCOMES:
Competence in elementrary issues of logic; strict and efficient thinking
ASSESSMENT CRITERIA:
test
RECOMMENDED READING:
Ajdukiewicz K., Język i poznanie, t. II, Warszawa 1985.
Borkowski L., Elementy logiki formalnej, PWN, Warszawa 1972.
Malewski A., ABC porządnego myślenia, Warszawa 1957.
Marciszewski W. (red.), Logika formalna. Zarys encyklopedyczny z zastosowaniem do informatyki i lingwistyki,
Warszawa 1987.
Marciszewski W. Mała encyklopedia logiki, Wrocław – Warszawa – Kraków 1988.
Pawłowski T., Tworzenie pojęć i definiowanie w naukach humanistycznych, Warszawa 1978.
Schopenhauer A., Erystyka czyli sztuka prowadzenia sporów, Almapress, Warszawa 2000.
Stanosz B., Wprowadzenie do logiki formalnej, PWN, Warszawa 1998.
Widła T., Zienkiewicz D, Logika, C.H. Beck, Warszawa 2006.
Ziembiński Z., Logika praktyczna, PWN, Warszawa 1994.
OPTIONAL READING:
REMARKS:
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MEETTH
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OFF SSO
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ALL R
REESSEEA
AR
RC
CH
H
Co urse c ode : 14.0-WP-PED-MBS
Student should complet the course of
E n tr y r eq uir eme n ts : methodology of pedagogic or methods and
techniques of social research;
D irec tor o f s tu di es : Dr hab. Ewa Narkiewicz-Niedbalec;
Dr hab. Ewa Narkiewicz-Niedbalec; Class: mgr Artur
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Kinal
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
Class
15
1
Passing the exam
Part-time studies
Lecture
15
Class
15
1
4
Passing the exam
COURSE CONTENTS:
Methodological assumptions of two orientation of social research: positivist and humanistic;
Contemporary classification of knowledge and how it was shaped;
Substantiation of empiricism and rationalism as two ways to contemporary constructivism;
Substantiation of cumulative and revolutionary conception of development of the knowledge;
Substantiation of the paradigms: positivistic, humanistic and postmodernistic;
Procedure of explanation: explanation and “interpretative approach” (understanding);
Scientific theory and their functions (structural and functional perspective);
Types of propositions – (hypothesis, historical generalizations and laws of science);
LEARNING OUTCOMES:
Students should know a basic notions of methodology of social research; They should be able choose and justify
the method and tools in their own research project;;
Passing the exam (50 % + 1 point);
Amsterdamski Stefan (1983), Między historią a metodą. Spory o racjonalność nauki, PIW, Warszawa.
Chalmers Alan, (1997), Czym jest to, co zwiemy nauką? Rozważania o naturze, statusie i metodach nauki.
Wprowadzenie do współczesnej filozofii nauki, (tłum.)
Grobler Adam, (2006), Metodologia nauk, Wydawnictwo Aureus, Wydawnictwo Znak, Kraków.
Kuhn Thomas S., (1968), Struktura rewolucji naukowych, tłum. H. Ostromęcka, PWN, Warszawa.
Nowak Stefan, (1985), Metodologia badań społecznych, PWN, Warszawa.
Sady Wojciech, (2000), Spór o racjonalność naukową. Od Poincarcarégo do Laudana, Wydawnictwo Funna,
Wrocław.
Sztompka Piotr (1973), Teoria i wyjaśnianie. Z metodologicznych problemów socjologii, PWN, Warszawa.
Wójcicki Ryszard, (1991), Teorie w nauce, cz. 1, IFiS PAN, Warszawa.
12
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MPPO
OR
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OB
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MSS IIN
N PPSSYYC
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HO
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GYY
Co urse c ode : 14.4-WP-PED-WPP
En tr y r eq uir eme n ts : ------------L ang uag e o f ins tr uc tio n : Polish
D irec tor o f s tu di es : Dr Jerzy Herberger
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Jerzy Herberger
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
Class
15
2
Passing the exam
Part-time studies
Lecture
15
Class
15
2
Passing the exam
COURSE CONTENTS:
Neopsychoanalytical theories of development and mother-infant relationship.
Agression and Violence. Their derivatives in practice: lobbing, stalking
Disadaptation in the contemporary approach. PTSD, burn-out syndrome.
Mental disorders in contemporary approach – modification of disorder clasification, change in understanding
psychoses and neuroses.
Contemporary personality disorders understanding.
Disfunctional family in system approach.
Modern Communications theories: transactional analysis and NLP.
Psychotherapy – contemporary approach.
Human resources and social capital theory.
LEARNING OUTCOMES:
Contempotrary knowledge of theoretical problems import ant within import ant psychology branches – clinical,
developmental, general u
grade
R. Carson, Psychologia zaburzeń, Gdańsk 2002.
J. Strelau, Psychologia, Gdańsk 200-2003 (tomy I-III).
B. Wojciszke, Człowiek wśród ludzi, Warszawa 2003.
OPTIONAL READING:
REMARKS:
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DU
ULLTT EED
DU
UC
CA
ATTIIO
ON
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AR
RC
CH
H
Co urse c ode : 05.5-WP-PED-AD
T y pe o f c ou r s e : Stały-compulsory
E n tr y r eq uir eme n ts :
Social pedagogy, social psychology,
developmental psychology, general sociology.
D irec tor o f s tu di es : dr Małgorzata Olejarz
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Małgorzata Olejarz
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
Class
15
3
Passing the exam
Part-time studies
Lecture
15
Class
15
3
4
Passing the exam
COURSE CONTENTS:
Adult education research as a discipline of studies on education. Adulthood – basic notional category of adult
education research. Conditionings of adults’ educational activeness in the light of adult education research
theories. Models of educational work with adults. Notions of professional development of adults. Lifelong
education and its areas. Biographical perspective in adult education research theory and practice. Selected
institutions of adult education. Modern contexts and challenges of adult education.
LEARNING OUTCOMES:
Knowledge of issues concerning lifelong education of adults. Knowledge of processes of adult learning from the
perspective of selected adult education research theories. Knowledge of rules and models governing work with
adults; competence in critical and creative thinking about education of adults;
Lecture – passing grade in the exam, classes – passing grade in the test/group presentations of selected adult
education research issues
Wprowadzenie do andragogiki, T. Wujek (red.), Warszawa 1996
Solarczyk – Ambrozik E., Kształcenie ustawiczne w perspektywie globalnej i lokalnej, Poznań 2004.
Czerniawska O., Szkice z andragogiki i gerontologii, Łódź 2007.
Illeris K., Trzy wymiary uczenia się. Poznawcze, emocjonalne i społeczne ramy współczesnej teorii uczenia się,
Wrocław2006.
Kargul J. Obszary pozaformalnej i nieformalnej edukacji dorosłych. Przesłanki do budowy teorii edukacji
całożyciowej, Wrocław 2005.
Malewski M., Andragogika w perspektywie metodologicznej, Wrocław 1990.
Malewski M., Edukacja dorosłych w pojęciowym zgiełku. w: Pedagogika i edukacja wobec nowych wspólnot i
różnic w jednoczącej się Europie, E. Malewska, B. Śliwerski (red.), Kraków 2002.
Malewski M., Modele pracy edukacyjnej z dorosłymi, w: Andragogiczne wątki, poszukiwania i fascynacje, E.
Przybylska (red.), Toruń 2001.
Malewski M., Teorie andragogiczne, Metodologia teoretyczności dyscypliny naukowej, Wrocław 1998.
15
[10] Dyskursy Młodych Andragogów, 2-9, red. J. Kargul, M. Olejarz, Zielona Góra.
OPTIONAL READING:
REMARKS:
-
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PPEED
DA
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Co urse c ode : 05.0-WP-PED-PedO
Basic knowledge of the scope of the admission
to pedagogy
D irec tor o f s tu di es : Dr hab. Mirosław Kowalski;
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er :
Dr hab. Mirosław Kowalski; Dr Anita Famuła –
Jurczak; Dr Robert Fudali
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
Class
15
1
Passing the exam
Part-time studies
Lecture
15
Class
15
1
4
Passing the exam
COURSE CONTENTS:
general pedagogy and remaining subdyscypliny pedagogic (borderlands of scientific disciplines); pedagogy as
the anthropological and humanistic research;
scientific status of general pedagogy; general pedagogy but of civilization transformations;
multitude contemporary pedagogii and of diversifying their reception;
general pedagogy but the educational practice;
the uprising and the evolution of the identity of pedagogy; multifaceted-ness of basic pedagogic notions: study of
language of pedagogy
scientific and methodological contemporary thinking taking the premise away about general pedagogy..
LEARNING OUTCOMES:
acquainting students with the development of pedagogy and the educational practice (in it also educational) and
changeabilities and complexities of the relation between the theory and the educational practice;
getting tied abilities around: with correct being a servant oneself with notional categories of contemporary
pedagogy; building the notional map for beloveds of pedagogic orientations and pedagogii; correct with
formulating practical problems; creating directives and plans of the practical educational operation; formulating
research problems settled in the philosophical, theoretical and historical context.
Active participation in classes, positive ranking the test
Lectures examination
Adamski F. (red.),Człowiek – wychowanie - kultura, Kraków 1993.
Arends I.R., Uczymy się nauczać, Warszawa 1998.
Denek K., Aksjologiczne aspekty edukacji szkolnej, Toruń 1999.
Gnitecki J., Zarys pedagogiki ogólnej, Poznań 1999.
Gnitecki J., Wprowadzenie do pedagogiki ogólnej, Poznań 2007.
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Gnitecki J. (red.), Pedagogika jako formacja intelektualna refleksji we współczesnym dyskursie humanistycznym,
Poznań 2005.
Hejnicka – Bezwińska T., Pedagogika ogólna, Warszawa 2008.
Kunowski S., Podstawy współczesnej pedagogiki, Warszawa 1993.
Kwieciński Z., Śliwerski B., Pedagogika, T. 1, T. 2, Warszawa 2003.
Kwieciński Z., Między patosem a dekadencją, Wrocław 2007.
Okoń W., Nowy słownik pedagogiczny, Warszawa 1997.
Śliwerski B., Współczesne teorie i nurty wychowania, Kraków 2001.
Śliwerski B., Pedagogika. Podstawy nauk o wychowaniu, Gdańsk 2006.
Schulz R., Lecture y z pedagogiki ogólnej, T.1, Toruń 2003.
OPTIONAL READING:
REMARKS:
18
C
CO
OM
MPPA
AR
RA
ATTIIVVEE PPEED
DA
AG
GO
OG
GYY
Co urse c ode : 05.7-WP-PED-PedP
The basic notions and knowledge concerning the
E n tr y r eq uir eme n ts : comparative pedagogy in the system of the
humanities (the comparative aspect).
D irec tor o f s tu di es : Dr Ryszard Małachowski
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Ryszard Małachowski , Dr Inetta Nowosad
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
Class
15
4
Passing the exam
Part-time studies
Lecture
15
Class
15
4
4
Passing the exam
COURSE CONTENTS:
Cultural, philosophical, terminological and empirical rudiments of chosen sciences and modern pedagogics in
Greek antiquity.
The place of comparative pedagogy in social science: the object and the field of scientific exploration.
The principles and directions of the comparative research: the theoretical self-consciousness of comparative
pedagogy - general rules and principles. Approximate comparative researches in school system: the subject
matter and the directions of research, applying of them.
The institutionalization and globalizing of pedagogical comparative researches: the analytic institutions, statistics,
documentation and sources of information.
The evaluation of school achievements in international context ( the IEA: conditions as well as implications of
education of pupils and teachers in Europe).
Comparative pedagogy and methodological problems: development of sciences and epistemological problems of
pedagogical researches (implications of changeability and development). Requirements of formal and
methodological correctness of comparative researches. Research institutions as well as associations of
comparative pedagogy.
The comparative analysis of school systems in Europe: pre-school, primary school, secondary school and college
th
(university) scholarization (German system - after unification, Austrian, Belgian, French – the 5 Republic,
Belgian and British educational system: England and Wales, Scotland, Northern Ireland, Spanish school system,
Polish (after 1989 year), Norwegian, Swedish, Danish, Dutch, Greek, Italian, American, Canadian and Japanese
educational systems
The perspectives of European education in 21st century in comparative context: the egalitarianism and the
exclusivity of scholarization, unemployment and the labour market, failures of education in global dimension.
LEARNING OUTCOMES:
Competences and knowledge in the field of understanding of origin, development and the bases of comparative
pedagogy; of the object of empirical recognition, the theoretical and methodological self-consciousness, of
applying of general patterns, principles and methods of researches and the place in the social science, the
practical affiliation of achievements. Research institutions: obtaining of the knowledge concerning the institutions
that carry out the multiphase comparative and statistical researches as well as understanding of the principles of
using their experience of pedagogical work.
19
Conditions of credit: the presence in classes and obtainment of positive grades in evaluation of written
work, oral answers, active participation in didactic process, practical affiliation of theoretical knowledge
Adamczyk M. J., Ładyżyński A., Edukacja w krajach rozwiniętych, Stalowa Wola 1999.
Dziewulak D., Systemy szkolne Unii Europejskiej, Warszawa 1997.
Pachociński R., Pedagogika porównawcza (Podręcznik dla studentów pedagogiki), Białystok 1995.
Prucha J., Pedagogika porównawcza, Podręcznik akademicki, Warszawa 2004.
OPTIONAL READING:
Małachowski R., Pedagogika w Europie i na świecie, Bibliografia pedagogiczna 1989 – 1998, Warszawa –
Zielona Góra 2004.
Małachowski R., Pedagogika religijna i jej konteksty, Bibliografia (lata 2989 – 2004), Warszawa – Zielona Góra
2006.
Tatarkiewicz W., Historia filozofii, Filozofia starożytn i średniowieczna, vol. 1, Warszawa 1981 (chosen
fragments1)
REMARKS:
1
Similarly in other cases, when there are no chapters or the pages of publication given.
20
TTEEA
AC
CH
HEER
R D
DEEVVEELLO
OPPM
MEEN
NTT --PPEED
DEEU
UTTO
OLLO
OG
GYY
Co urse c ode : 05.1-WP-PED-Pd
En tr y r eq uir eme n ts : History of education, general pedagogy.
D irec tor o f s tu di es : Dr Ewa Pasterniak-Kobyłecka,
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Dr Ewa Pasterniak-Kobyłecka, Dr Marzenna
Magda-Adamowicz, Dr Iwona Rudek
for a course
Number
of ECTS
credits
allocated
Full-time studies
Class
30
1
Part-time studies
Class
30
1
4
COURSE CONTENTS:
A teacher – profession or mission; Teachers as researchers; The process of communication between a teacher
and a student; A teacher seen through the language which he/she uses in a classroom; The ambivalence of the
teacher’s role; The teacher’s self – knowledge and its educational functions, academic knowledge and teacher’s
individual knowledge; The authority – its variability and constancy; Teachers’ professional burning out
LEARNING OUTCOMES:
Student understanding differences between the genesis, content and effects of different educational concepts of
teachers education; introducing independent development of prosocial behaviour, reflection over teaching
pedagogic practice; understanding of various, social-cult contexts of vocational role; critical assessment of
current possibilities and limiting of teachers role; understanding of sources of normative understanding of role.
The main condition to get a pass are sufficient marks in written or oral tests conducted, doing exercises.
Day Ch., Rozwój zawodowy nauczycieli. Uczenie się przez całe życie, GWP, Gdańsk 2004.
Kobyłecka E., Nauczyciel wobec współczesnych zadań edukacyjnych, “Impuls”, Kraków 2005.
Kwiatkowska H., Pedeutologia, Wydawnictw Akademickie i Profesjonalne, Warszawa 2008.
Nauczyciel –Tożsamość – Rozwój, red. M. Szymański, Wydawnictwo AP, Kraków 2007.
Speck O., Być nauczycielem, GWP, Gdańsk 2005.
Współczesność a kształcenie nauczycieli, red. H. Kwiatkowska, T. Lewowicki, S. Dylak, WSP ZNP, Warszawa
2000.
OPTIONAL READING:
Czerepaniak-Walczak M., Aspekty i źródła profesjonalnej refleksji nauczyciela, Edytor, Toruń 1997.
Kuźma J., Nauczyciele przyszłej szkoły, Waydawnictwo AP, Kraków 2001.
Kwiatkowska H., Tożsamość nauczycieli. Między anomią a autonomią, GWP, Gdańsk 2005.
Lewowicki T., Problemy kształcenia i pracy nauczycieli, Wydawnictwo ITE, Warszawa – Radom 2007.
O humanizacji pracy zawodowej nauczyciela, red. E. Kobyłecka, Wydawnictwo Naukowe PTP Oddziałw
Poznaniu.
21
Współczesność a kształcenie nauczycieli, red. H. Kwiatkowska, T. Lewowicki, S. Dylak, WSP ZNP, Warszawa
2000.
REMARKS:
22
SPECJALIZATION SUBJECTS
23
A
AR
RTT A
AN
ND
D PPEED
DA
AG
GO
OG
GIIC
CA
ALL W
WO
OR
RK
KSSH
HO
OPP
Co urse c ode : 05.9-WP-PED-WPA
E n tr y r eq uir eme n ts : L ang uag e o f ins tr uc tio n : Polish
D irec tor o f s tu di es : Jarosław Dulęba
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Jarosław Dulęba
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
K o n we r s a t o r i u m
45
2
Studia niestacjonarne
16
2
6
COURSE CONTENTS:
The workshops aim at practical applications of artistic activity within multimedia art. The aforementioned artistic
activity encompasses a variety of art forms (visual theatre, elements of traditional theatre, dance, performance,
and visual arts).
LEARNING OUTCOMES:
The ability to practically apply the artistic and workshop techniques, as well as the ability to work as part of a
team and with a team. The ability to create a relationship conducive to teamwork while, at the same time,
promoting individual creativity.
The presentation of artistic activity
Zeidler – Janiszewska A. ( red. ) ( 1992 ) „ Oblicza postmodernyerny . Teoria i praktyka uczestnictwa w kulturze
współczesnej” . Warszawa : Wydawnictwo UW
Zieliński K. ( 1981 ) „Osobowość a twórczość”. W Dąbrowski K. „Zdrowie psychiczne” . Warszawa : PWN
OPTIONAL READING:
A. Jawłowska (1988) WIĘCEJ NIŻ TEATR Warszawa PIW
REMARKS:
24
O
OR
RG
GA
AN
NIIZZA
ATTIIO
ON
N A
AN
ND
D D
DIIR
REEC
CTTIIO
ON
N O
OFF M
MA
ASSSS PPEER
RFFO
OR
RM
MA
AN
NC
CEE
Ko d prze dm i o tu : 16.2-WP-PED-OrgI
T yp prz edmio tu : compulsory
- knowledge of organization/direction of
cultural performance and sports
and entertainment performance,
W ym ag an ia w s tępn e :
- knowledge of basic legal acts regarding
organization of performance ,
- ability to plan and task effectively .
Jęz yk naucza nia : Polish
O dpow ie dzia ln y za prze dmio t: Jan Fręś Ph.D.
Semestr
Liczba godzin
w tygodniu
Forma
zajęć
Liczba godzin
w semestrze
Prow adz ący: Jan Fręś Ph.D.
Forma
zaliczenia
Punkty
ECTS
Studia stacjonarne
Ć wi c z e n i a
30
3
Zaliczenie z oceną
Ć wi c z e n i a
8
3
6
Zaliczenie z oceną
COURSE CONTENTS:
Creating an offer for a client (for example for local government)
Creating an estimate of costs for a performance
Scenario and programme of a performance
Rules of directing cultural, artistic and recreational performance
Permits for organization of a performance
Rules of safety of mass performance
Marketing and PR of mass performance
Sponsoring of mass performance
- ability to plan and task effectively .
LEARNING OUTCOMES:
Getting to know the tasks of an organizer of mass performance (cultural, sports) according to actual legal state
and rules of directing such performance,
Presentation of student's own project and scenario of mass performance .
B. Jung: Zarządzanie i marketing w kulturze i rekreacji. Wyd. Temper, Warszawa 1995.
Organizacja imprez sportowych. Red. B. Ryba, PMKS, Warszawa 1996.
J. Strugarek: Organizacja i prowadzenie imprez sportowych, rekreacyjnych i turystycznych.
UAM, Poznań 2007.
Ustawa z dn. 20 marca 2009 r. o bezpieczeństwie imprez masowych – „Dziennik Ustaw”
2009, nr 62.
25
OPTIONAL READING:
B. Dobrzańska: Propozycja festynu sportowo-rekreacyjnego. „Lider” 2002, nr 1.
J. B. Bigham, S. Windhaus: Dobra organizacja. Praktyczny poradnik dla tych, którzy nie
lubią tracić czasu. Warszawa 2001.
Teoria i metodyka rekreacji. Zagadnienia podstawowe. Red. I. Kiełbasiewicz-Drozdowska,
W. Siwiński, AWF, Poznań 2001.
26
SSYYM
MB
BO
OLLIIC
C C
CU
ULLTTU
UR
REE IIN
N TTH
HEER
RA
APPYY
Co urse c ode : 14.7-WP-PED-KST
T y pe o f c ou r s e : Compulsory
En tr y r eq uir eme n ts : -----------L ang uag e o f ins tr uc tio n : Polish
D irec tor o f s tu di es : Mgr Tatiana Maciejewska
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Mgr Tatiana Maciejewska
for a course
Number
of ECTS
credits
allocated
Full-time studies
30
1
Part-time studies
8
1
5
COURSE CONTENTS:
Therapeutic art influence ( amateur creativity and psychical health ). Different fields of art in therapy: history of
opinions about medicinal music influence, choreotherapy, educational and sociotechnical function of theatre (
other fields art in art therapy ).
LEARNING OUTCOMES:
Student will know some techniques which used symbolic culture in therapy. He will know different opinions about
therapeutic art influence on human being. He will learn drama techniques and strategies, simple vivid techniques
and also techniques which are used in choreotherapy and relax.
Active participation in classes
Buchalter S., Terapia sztuką, 2004 Poznań,Kmita J., O kulturze symbolicznej, Warszawa, 1982,
Konieczna A., Arteterapia w teorii i praktyce, 2005 Kraków, Kwiatkowska G.E., Arteterapia, 1991,Lublin,
Pawłucki A., Osoba w pedagogice ciała, Olsztyn, 2002, Szulc W., Kulturoterapia, 1993 Warszawa,
Zalewska D., Kulturoterapia jako edukacja aksjologiczna, w: Edukacja aksjologiczna ,t.I, red. Olbrycht K., 1994
Katowice
OPTIONAL READING:
REMARKS:
27
O
OR
RG
GA
AN
NIISSA
ATTIIO
ON
N A
AN
ND
D D
DIIR
REEC
CTTIIO
ON
N O
OFF M
MA
ASSSS EEVVEEN
NTTSS
Co urse c ode : 16.2-WP-PED-OrgI
En tr y r eq uir eme n ts : ---------L ang uag e o f ins tr uc tio n : Polish
D irec tor o f s tu di es : Dr Teresa Samulczyk
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Teresa Samulczyk
for a course
Number
of ECTS
credits
allocated
Full-time studies
Class
30
3
Part-time studies
Class
8
3
6
COURSE CONTENTS:
Planning, stage and sport event organization and direction. Audience animation during garden parties and
occasional events. Selection of technical stagy means used to artistic events’ realization. Culture animator –
scriptwriter - director. Legal obligations of event organizers. Preparing estimates of costs, event sponsoring,
promotion.
LEARNING OUTCOMES:
Skills of events’ planning, diagnosing environment needs in that range, preparing events’ scripts, estimates of
costs, event promotion, organization and direction.
Preparing events’ scripts, realization or helping in event organizationezy
Ogrodowska B., Polishe obrzędy i zwyczaje doroczne, Warszawa 2007
Hubner Z., Sztuka reżyserii, Warszawa 1978
Iłowski S., Widowiska plenerowe, Warszawa 1959
OPTIONAL READING:
REMARKS:
28
EELLEEC
CTTR
RO
ON
NIIC
C FFO
OR
RM
MSS O
OFF D
DIIA
AG
GN
NO
OSSIISS A
AN
ND
D EEVVA
ALLU
UA
ATTIIO
ON
N
Co urse c ode : 05.0-WP-PED-EFDE
Basic knowledge on ICT. Good command of
Microsoft Excel.
D irec tor o f s tu di es : dr Jacek Jędryczkowski
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f l ec tur er : dr Jacek Jędryczkowski
for a course
Number
of ECTS
credits
allocated
Full-time studies
15
1
1
Part-time studies
6
1
1
2
COURSE CONTENTS:
Education multimedia in evaluation – basic notions
Individualization of teaching-learning process.
Evaluation in multimedia educational program.
Electronic tests – characteristics.
Examples of programs for testing.
LEARNING OUTCOMES:
Constructing comprehensive diagnostic tools (electronic tests and questionnaires, interactive didactic games and
quizzes). Practical application if tools to testing and questionnaire research.
To pass the course students have to pass all the tests and do all the planned tasks.
Gagné R. M., Briggs L. J., Wager W. W., Zasady projektowania dydaktycznego, WSiP, Warszawa 1992
Jędryczkowski J., Prezentacje multimedialne w procesie uczenia się studentów, Wyd. Adam Marszałek, Toruń
2005
Niemierko B., Między oceną szkolną a dydaktyką. Bliżej dydaktyki, WSiP, Warszawa 1997
Niemierko B., Pomiar wyników kształcenia, WSiP, Warszawa 1999
Niemierko B., Ocenianie szkolne bez tajemnic, WSiP, Warszawa 2002
OPTIONAL READING:
Juszczyk S., Edukacja na odległość. Kodyfikacja pojęć, reguł i procesów, Wyd. Adam Marszałek, Toruń 2002
Papert S., Burze mózgów. Dzieci i komputery, PWN, Warszawa 1996
Siemieniecki B., (red.), Edukacja medialna, Wyd. Adam Marszałek, Toruń 2002
Sternberg R. J., Psychologia poznawcza, WSiP, Warszawa 2001
Zimbardo P. G., Psychologia i życie, PWN, Warszawa 1999
REMARKS:
29
IITT IIN
N D
DIISSTTA
AN
NC
CEE LLEEA
AR
RN
NIIN
NG
G II II IIII
TTEEC
CH
HN
NO
OLLO
OG
GIIEE
Co urse c ode : 11.3-WP-PED-TIDL
T y pe o f c ou r s e : obowiązkowy
Basic abilities to create education multimedia
content
L ang uag e o f ins tr uc tio n : język polski
D irec tor o f s tu di es : Mgr inż. Jarosław Wagner
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Mgr inż. Jarosław Wagner
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Laboratorium
45
3
3/4
Credits with appraisal z oceną
Laboratorium
20
2
¾
9/10
COURSE CONTENTS:
Origin and history of distance learning, E-learning - definitions and basic notions, Pedagogical theories taken
advantage in distance learning, E-learning solutions using by company and academic centre, Choice of
technological solution, structure of e-learning platform, Didactic aspects of creation electronic contents,
Installation and administration of free distance learning systems
LEARNING OUTCOMES:
Ability to design and management distance learning course, install and use Content Management System
supporting distance learning
preparing distance learning content, ability to management CMS systems, pass an exam
Duffy T. M., Kirkley J. R., [2003], Learner Centered Theory And Practice In Distance Education - Cases From
Higher Learning, Londyn.
Górnikiewicz J. Z., (2004), Studia na odległość w USA i w Polsce na przełomie XX i XXI wieku, Białystok.
Howard C., Schenk K., [2003], Distance Learning and University Effectiveness - Changing Education Paradigms
for Online Learning, Londyn.
Juszczyk S.(2002), Edukacja na odległość. Kodyfikacja pojęć, reguł i procesów, Wyd. Adam Marszałek, Toruń
Moore M. G., Andreson W. G., [2003], Handbook of distance education, Londyn
OPTIONAL READING:
REMARKS:
30
M
MU
ULLTTII--M
MEED
DIIA
A C
CO
OM
MM
MU
UN
NIIC
CA
ATTIIO
ON
N
Co urse c ode : 15.9-WP-PED-KMed
Students have to be awarded a passing grade
for an exam to complete a lecture and a passing
grade for a test and participate in classes to
compete classes.
L ang uag e o f ins tr uc tio n : polski
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
dr Jacek Jędryczkowski
mgr Anna Ucińska
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
1
15
1
2
Passing the exam
Lecture
6
1
6
1
2
4/6
Passing the exam
COURSE CONTENTS:
Introduction to basic notions related social communication and social communication systems; Audiovisual
culture; Media-Communication Strategy; Persuasive Messages; The Language of Advertising; The Psychology of
Advertising; Media Ethics; Sensory stimulation in media message; Forms of communication (Graphics - visual
form of message; Audial form of message ; Film– action form of message); Skill of designing and constructing
media.
LEARNING OUTCOMES:
Competence of critical analysis of media products. Audiovisual competence and its importance in contemporary
life.
Dobek-Ostrowska B. Nauka o komunikowaniu. Podstawowe orientacje teoretyczne, Wyd UW, Wrocław, 2001
Dziedzic B.: Konstruowanie i rozumienie znaczeń w komunikowaniu mediowanym komputerowo, Wyd. Adam
Marszałek, Toruń, 2005
Goban-Klas T.: Media i komunikowanie masowe. Teorie i analizy prasy, radia, telewizji i Internetu, PWN,
Warszawa-Kraków, 2001
Griffin E.: Podstawy komunikacji społecznej, GWP, Gdańsk, 2003
Grzenia J.: Komunikacja językowa w Internecie, PWN, Warszawa, 2006
Jędryczkowski J.: Media masowe w edukacji W: Prezentacje multimedialne w pracy nauczyciela, Oficyna
Wydawnicza UZ, Zielona Góra, 2008
Manowich L.: Język nowych mediów, Wyd. Akademickie i Profesjonalne, Warszawa 2006
McQuil D.: Teoria komunikowania masowego, PWN, Warszawa, 2008
Siemieniecki B. (red.): Manipulacja - Media - Edukacja, Wyd. Adam Marszałek, Toruń, 2007
31
Smid W.: Język reklamy w komunikacji medialnej, Wyd. CeDeWu, Warszawa, 2008
OPTIONAL READING:
De Kerckhove D.: Inteligencja otwarta, Mikom, Warszawa, 2001
Doliński D.: Psychologia reklamy, Wyd. Aida, Wrocław, 2001
McLuchan H.M.: Wybór tekstów, Wyd. Zysk i S-ka, Poznań, 2001
Reeves B., Nass C.: Media i ludzie, PIW, Warszawa, 2000
Zwoliński A.: Słowo w relacjach społecznych, Wyd. WAM, Kraków, 2003
Sorlin P.: Mass Media, Wyd. Astrum, Wrocław, 2001
REMARKS:
32
M
MEETTH
HO
OD
DO
OLLO
OG
GYY O
OFF C
CR
REEA
ATTIIN
NG
G EED
DU
UC
CA
ATTIIO
ON
NA
ALL C
CO
OM
MPPU
UTTEER
R
PPR
O
G
R
A
M
S
ROGRAMS
Co urse c ode : 05.1-WP-PED-MEPK
E n tr y r eq uir eme n ts : L ang uag e o f ins tr uc tio n : polski
D irec tor o f s tu di es : dr Jarosław Wagner
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : dr Jarosław Wagner
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
1
Class
15
1
3
Passing the exam
Lecture
6
1
Class
6
1
3
2/3
Passing the exam
COURSE CONTENTS:
Features and functions of educational applications. Methodology of computer-aided learning process.
Methodology of computer-aided diagnosis and pedagogical therapy (computer based pedagogical`s diagnostics,
therapeutic functions of computer techniques). Design and implementation of educational media (individualization
in education process, communications via tools embeded in education application; e-learning).
LEARNING OUTCOMES:
Skills and competencies in the field of: designing didactic units that are enriched with modern visual forms.
Baron-Polańczyk E.: Multimedialne materiały dydaktyczne. Projektowanie i wykorzystanie w edukacji technicznoinformatycznej, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2006
Gagné R. M., Briggs L. J., Wager W. W.: Zasady projektowania dydaktycznego, WSiP, Warszawa, 1992
Juszczyk S., Janczyk J., Morańska D., Musioł M.: Dydaktyka informatyki i technologii informacyjnej, Wyd. Adam
Juszczyk S. (red.): Metodyka nauczania informatyki w szkole, Wyd. Adam Marszałek, Toruń, 2002
Kwiatkowski M.: Dydaktyczne funkcje komputerów w kontekście przebiegu czynności poznawczych. W: J.
Migdałek, B. Kędzierska, (red.) Informatyczne przygotowanie nauczycieli, Wyd. Rabid, Kraków. 2002
Wenta K.: Metodyka kształcenia medialnego. W: J. Gajda, S. Juszczyk, B. Siemieniecki, K. Wenta, Edukacja
medialna, Wyd. Adam Marszałek, Toruń, 2002
OPTIONAL READING:
Covington M.V., Teel K.M, Motywacja do nauki, GWP, Gdańsk, 2004
Gajda J.: Media w edukacji, Impuls, Kraków, 2002
Leary M. Wywieranie wrażenia na innych. O sztuce Autoprezentacji, GWP, Gdańsk 2005
Niemierko B.: Ocenianie szkolne bez tajemnic, WSiP Warszawa, 2002
Silberman M. Uczymy się uczyć, GWP, Gdańsk 2005
33
PPEER
RSSO
ON
NA
ALL D
DA
ATTA
A A
AN
ND
D C
CO
OPPYYR
RIIG
GH
HTT PPR
RO
OTTEEC
CTTIIO
ON
N
Co urse c ode : 10.0-WP-PED-ODOP
En tr y r eq uir eme n ts : Basic knowledge on ICT
Semester
Form of
instruction
Number of
teaching
hours per
Nsuem
mbe es rt eor f
teaching
hours per
week
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
1
3
Passing the exam
Lecture
6
1
3
2
Passing the exam
COURSE CONTENTS:
Protection of personal data; Copying; Copyright education; Copyright infringement; Copyright infringement of
software; Auditing information security.
LEARNING OUTCOMES:
Knowledge on: The right to privacy is a highly developed area of law in Europe. All the member states of the
European Union (EU) are also signatories of the European Convention on Human Rights (ECHR). Article 8 of the
ECHR provides a right to respect for one's "private and family life, his home and his correspondence," subject to
certain restrictions. Knowledge on: The term copyright protection may refer to two things: (1) The monopoly
granted to authors by copyright, as in "The 1996 act provided additional copyright protection," or "Permission is
not granted to use these images, which are protected by copyright." (2) Copy protection mechanisms that prevent
data, usually digital data, from being copied. The term "copyright protection" is occasionally seen in this usage,
but is an error; copy protection is the usual term.
Students have to be awarded a passing grade for an exam to complete a lecture and a passing grade for a test
and participate in classes to compete conversation classes.
Flisak D., Utwór multimedialny w prawie autorskim, Wyd. Wolters Kluwer Polska sp. z o.o., Warszawa 2008
Hetman J., Ustawa o prawie autorskim i prawach pokrewnych z przepisami wykonawczymi, Wyd. Biblioteka
Analiz, 2007
Jędryczkowski J.: Bezpieczeństwo systemu operacyjnego i ochrona danych osobowych W: Furmanek M. (red.)
Technologie informacyjne w warsztacie pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego,
Zielona Góra, 2008
Karpowicz A., Podręcznik prawa autorskiego dla studentów uczelni artystycznych, Wyd. RTW, Warszawa 2001
Mozgawa M., Poźniak-Niedzielska M., Szczotka J., Prawo autorskie i prawa pokrewne, Wyd. Branta, Bydgoszcz
2006
Prawo autorskie i prasowe z wprowadzeniem, Wyd. C.H. Beck, Warszawa 2007
Szaradowski R. Ochrona danych osobowych. Komentarz do ustawy z dnia 29.08.1997. Wyd. Zachodnie Centrum
Organizacji, Zielona Góra 2000
OPTIONAL READING:
Rosch W.L., Multimedia od A do Z, Wyd. Intersoftland, Warszawa 1997
[Siemieniecki B. (red.): Manipulacja - Media - Edukacja, Wyd. Adam Marszałek, Toruń 2007
34
TTEEA
AC
CH
HEER
R’’SS M
MU
ULLTTIIM
MEED
DIIA
A W
WO
OR
RK
KSSH
HO
OPP
Co urse c ode : 05.1-WP-PED-MMWP
En tr y r eq uir eme n ts : Basic knowledge on ICT.
Semester
teaching
hours per
week
Form of
instruction
Number of
teaching
hours per
mbe es rt eor f
Nsuem
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
30
2
2
8
1
2
2
COURSE CONTENTS:
Software Tool (graphics, photography, sound, music, film, animation).
Audio & Video Equipment.
Collection of multimedia.
Didactic film.
Multimedia Presentations.
LEARNING OUTCOMES:
Knowledge on psychological and pedagogical conditioning of teaching-learning with the use of multimedia
information technologies. Evaluation of educational material usefulness. Skill of using educational media in
teaching-learning process.
Furmanek M. (red.), Technologie informacyjne w warsztacie pracy nauczyciela, Oficyna Wydawnicza
Uniwersytetu Zielonogórskiego, Zielona Góra, 2008
Jędryczkowski J., Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu
Zielonogórskiego, Zielona Góra, 2008
Chip, http://www.chip.pl/
PC World, http://www.pcworld.pl/
Komputer Świat, http://www.komputerswiat.pl/
Dobre programy - vortal o legalnym oprogramowaniu, http://dobreprogramy.pl/
OPTIONAL READING:
Lewowicki T., Siemieniecki B.(red.), Współczesna technologia informacyjna i edukacja medialna, Wyd. Adam
Marszałek, Toruń 2004
Reeves B., Nass C., Media i ludzie, PIW, Warszawa 2000
REMARKS:
35
TTEEC
CH
HN
NIIQ
QU
UEESS O
OFF C
CO
OM
MPPU
UTTEER
R A
AN
NIIM
MA
ATTIIO
ON
N
Co urse c ode : 11.3-WP-PED-TAK
Basic computer skills, fundamentals of computer
graphics
Entry requirements:
Language of instruction:
Polish
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Laboratorium
30
1.
3
Laboratorium
12
3
2.
2
COURSE CONTENTS:
Producing graphics, animations, special effects, adding text, importing graphics and sounds into Flash
presentations. Creating interactive elements (buttons, areas). Fundamentals of ActionScript language.
Publishing and exporting presentations
LEARNING OUTCOMES:
Skills and abilities connected with designing multimedia animations and presentations using Flash technology.
Completing all ordered tasks, preparing Flash animation/movie.
Vogeleer D.: Macromedia Flash 8 Professional księga eksperta , HELION, Gliwice, 2006
Ulrich K.: Flash 8 klatka po klatce, HELION, Gliwice, 2006
English J.: Macromedia Flash 8 oficjalny podręcznik, HELION, Gliwice, 2006
Green T., Chilcott J.: Macromedia Flash 8 Professional oficjalny podręcznik, HELION, Gliwice, 2006
OPTIONAL READING:
REMARKS:
36
PPR
RO
OJJEEC
CTT--M
MEETTH
HO
OD
DO
OLLO
OG
GYY II II IIII
Co urse c ode : 05.1-WP-PED-PrM
Basic knowledge on didactic and methodology
of informatics and information technology;
E n tr y r eq uir eme n ts : knowledge and skills related to constructing
multimedia – curriculum of „Multimedia
information technologies” course.
Semester
Form of
instruction
Number of
teaching
hours per
mbe es rt eor f
Nsuem
teaching
hours per
week
for a course
Number
of ECTS
credits
allocated
Full-time studies
30
2
3,4
Part-time studies
10
2
10/9
3,4
COURSE CONTENTS:
Preparation and planning of a didactic unit with the implementation of electronic Visual forms; Principles of
didactic process design; Visualization; Designing and realization of educational multimedia.
LEARNING OUTCOMES:
Baron-Polańczyk E., Multimedialne materiały dydaktyczne. Projektowanie i wykorzystanie w edukacji technicznoinformatycznej, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2006
Gagné R. M., Briggs L. J., Wager W., Zasady projektowania dydaktycznego, WSiP, Warszawa 1992
Jędryczkowski J., Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu
Zielonogórskiego, Zielona Góra 2008
37
PPR
RO
OG
GR
RA
AM
MM
MIIN
NG
G LLA
AN
NG
GU
UA
AG
GEESS
Co urse c ode : 1.3-WP-PED-IPrg
En tr y r eq uir eme n ts : Basic knowledge on ICT
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
30
1
12
1
3
COURSE CONTENTS:
Structure and operation of webpages – basic information about design and administration rules, HEAD markup,
Fonts formatting, Hyperlinks, Graphics and multimedia, Tables, Frames, Form, Pointing and numbering, Layers,
Cascading Style Sheets, Publication and uploading website on Internet.
LEARNING OUTCOMES:
Ability to design and create static webpages using HTML and XHTML language
pass an weekly exam
Castro E., Po prostu HTML 4., Wydanie III, Helion 2003.
Crowder D., CrowderR., Tworzenie stron WWW. Biblia, Helion 2002.
Danowski B., ABC tworzenia stron WWW , Helion , 2003.
Castro E., Po prostu HTML, XHTML i CSS. Wydanie VI, Helion 2007.
Lemay L., Tyler D., HTML 4. Vademecum profesjonalisty, Wydanie II, Helion 2001.
Schultz D., Cook C., HTML, XHTML i CSS. Nowoczesne tworzenie stron WWW, Helion 2008.
OPTIONAL READING:
REMARKS:
38
PPR
RO
OJJEEC
CTT--M
MEETTH
HO
OD
DO
OLLO
OG
GYY II II IIII
Co urse c ode : 05.1-WP-PED-PrM
Basic knowledge on didactic and methodology
of informatics and information technology;
E n tr y r eq uir eme n ts : knowledge and skills related to constructing
multimedia – curriculum of „Multimedia
information technologies” course.
Semester
Form of
instruction
Number of
teaching
hours per
mbe es rt eor f
Nsuem
teaching
hours per
week
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
30
2
3,4
10
2
10/9
3,4
COURSE CONTENTS:
Preparation and planning of a didactic unit with the implementation of electronic Visual forms; Principles of
didactic process design; Visualization; Designing and realization of educational multimedia.
LEARNING OUTCOMES:
Baron-Polańczyk E.: Multimedialne materiały dydaktyczne. Projektowanie i wykorzystanie w edukacji technicznoinformatycznej, Oficyna Wydawnicza Uniwersytetu Zielonogórskiego, Zielona Góra, 2006
Gagné R. M., Briggs L. J., Wager W.: Zasady projektowania dydaktycznego, WSiP, Warszawa, 1992
Jędryczkowski J.: Prezentacje multimedialne w pracy nauczyciela, Oficyna Wydawnicza Uniwersytetu
Zielonogórskiego, Zielona Góra, 2008
Juszczyk S., Janczyk J., Morańska D., Musioł M.: Dydaktyka informatyki i technologii informacyjnej, Wyd. Adam
Juszczyk S. (red.): Metodyka nauczania informatyki w szkole, Wyd. Adam Marszałek, Toruń, 2002
Niemierko B.: Ocenianie szkolne bez tajemnic, WSiP Warszawa, 2002
OPTIONAL READING:
Gajda J.: Media w edukacji, Impuls, Kraków, 2002
Skrzypczak J.: Edukacyjne funkcje mediów w perspektywie metodologicznej, eMPi2, Poznań,1997
Wenta K.: Samouctwo informacyjne młodych nauczycieli akademickich, Wyd. Adam Marszałek, Toruń, 2002
Strykowski W.: Kompetencje nauczyciela szkoły współczesnej, Wyd. eMPi2, Poznań, 2003
39
SSO
OC
CIIA
ALL A
AN
ND
D C
CU
ULLTTU
UR
RA
ALL C
CO
ON
NTTEEXXTTSS O
OFF TTH
HEE D
DIIG
GIITTA
ALL
R
E
V
O
L
U
T
I
O
N
REVOLUTION
Co urse c ode : 14.9-WP-PED-SKRC
Students are required to acquire the issues of
E n tr y r eq uir eme n ts : the following courses: Media Philosophy, Media
Sociology and Mass Media
D irec tor o f s tu di es : Prof. UZ, dr hab. Marek Furmanek
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Prof. UZ, dr hab. Marek Furmanek
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
30
2
Passing the exam
Part-time studies
Lecture
6
2
2/1
Passing the exam
COURSE CONTENTS:
History of civilization development. Industry revolution. Social and cultural consequences of new technologies.
Digital revolution. The information society. Globalisation in the era of digitalisation. New information technologies.
Internet in a human life and in a society. Social phenomena determined by cultural and civilization by etechnologies. New forms of the social Internet activation (e-education, e-culture, e-existence). The world of
games and entertainment in the world of new technologies. Changes of free time, education space, individual
career and a society. Chances and risks of a digital revolution. The future of a human being and a community in
the information civilization..
LEARNING OUTCOMES:
Elementary knowledge of the influence of modern information technologies on social reality and on the caused
cultural and civilization changes. Developing skills of a critical analysis and interpretation of the occurring
changes.
Students have to be awarded a passing grade for a semester essay on the course issues to complete this
course.
Barney D.: Społeczeństwo sieci, Wyd. Sic!, Warszawa 2008
Bendyk E.: Antymatrix. Człowiek w labiryncie sieci, Wyd. W.A.B., Warszawa 2004
Castells M. Społeczeństwo sieci, PWN, Warszawa 2008
Dyson E.: Wersja 2.0. Przepis na życie w epoce cyfrowej, Wyd. Prószyński i S-ka S.A., Warszawa 1999
Filipiak M., Wirtualny plac zabaw. Gry sieciowe i przemiany kultury współczesnej, Wydawnictwa akademickie i
profesjonalne, Warszawa 2006
Friedman T.L.: Lexus i drzewo oliwne. Zrozumieć globalizację, Dom Wyd. Rebis, Poznań 2001
Goban-Klas T.: Cywilizacja medialna, WSiP, warszawa 2005
Juszczyk S.: Człowiek w świecie elektronicznych mediów – szanse i zagrożenia, Wyd. Uniwersytetu Śląskiego,
Katowice 2000
Levinson P.: Miękkie ostrze, Wyd. Muza S.A. Warszawa 1999
Manovich L. Język nowych mediów, Wydawnictwa akademickie i profesjonalne, Warszawa 2006
40
Martin H.P., Schuman H., Pułapka globalizacji. Atak na demokracje i dobrobyt, Wyd. Dolnośląskie, Wrocław 2000
Naisbitt J.: Megatrendy, Wyd. Zysk i S-ka, Poznań 1997
Postman N.: Technopol. Triumf techniki nad kulturą, Wyd. Muza S.A. Warszawa 2004
Rifkin J., Koniec pracy. Schyłek siły roboczej na świecie i początek ery postrynkowej, Wyd. Dolnośląskie,
Wrocław 2001
Toffler A., Toffler H.: Budowa nowej cywilizacji. Polityka trzeciej fali, Wyd. Zysk i S-ka, Poznań 1996
Virillo P.: Bomba informacyjna, Wyd. Sic!, Warszawa 2006
Wallace P.: Psychologia Internetu, Dom Wyd. Rebis, Poznań 2001\
OPTIONAL READING:
REMARKS:
41
EED
DU
UC
CA
ATTIIO
ON
N A
AN
ND
D EED
DU
UC
CA
ATTIIO
ON
NA
ALL PPO
OLLIIC
CYY
Co urse c ode : 05.5-WP-PED-OPE
T ype o f c ou rse : compulsory/optional
E n tr y r eq uir eme n ts : Compulsory/niecompulsory
D irec tor o f s tu di es :
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Edyta Kahl
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
30
1
Part-time studies
Lecture
8
1
2
COURSE CONTENTS:
Educational Policy – the essence, objectives, areas of interest. Types of educational policy.
Education and Policy in monocentric order.
Education and educational policy transformations in the times of the systemic changes.
Educational reform in 1999 – early learning education, primary school, secondary school.
Changes to the preschool education.
Employment policy.
European Union educational Policy.
Current education and educational policy problems. Students’ choice of the issues.
LEARNING OUTCOMES:
Appearance and analysis of:
- education and educational policy problems in the times of Poland’s limited independence;
- the transformation tendencies occurring in the ideas and educating model under the influence of systemic
changes;
- changes to the educational system as an outcome of the education reform in 1999, with particular consideration
of individual level’s objectives and guidelines, dilemmas related to theirs realization and concept of changes to
this system;
- educational polcy in Poland in the light of European Union considerations;
- main tendencies in the educational solutions being taken on currently and their social consequences.
Credit with grade - test verifying the knowledge of the program contents in the range of exercise subjects.
T. Hejnicka–Bezwińska, O zmianach w edukacji. Konteksty, zagrożenia i możliwości. Bydgoszcz 2000.
J. Hellwig, Historia wychowania. Poznań 1994.
Jak organizować edukację w szkole podstawowej? MEN, Warszawa 2008.
D. Klus-Stańska, Sensy i bezsensy wczesnej edukacji. Olsztyn 2005.
M. Kwaśniewska, Z. Ratajek (red.), Edukacja elementarna w zintegrowanym systemie szkolnym. Kielce 2004.
42
Z. Kwieciński, Socjopatologia edukacji. Warszawa 1992.
M. Mazińska, Polityka oświatowa unii europejskiej. Warszawa 2005.
R. Muszkieta, Nauczyciel w reformującej się szkole. Poznań 2001
T. Pilch, Przemiany oświaty. Warszawa 1995. J. Radziewicz, Edukacja alternatywna. Warszawa 1992.
H. Skałdanowski, Awans zawodowy nauczyciela, Toruń 2000.
E. Szefer, Aktualne problemy edukacji wczesnoszkolnej i przedszkolnej. Bydgoszcz 2001.
P. Waśko, M. Wrońska, A. Zduniak (red.), Polski system edukacji po reformie 1999 roku. Stan, perspektywy,
zagrożenia. Poznań-Warszawa 2005.
OPTIONAL READING:
Awans zawodowy nauczyciela: przepisy, procedury, przykłady, Jelenia Góra 2001.
T. Hejnicka –Bezwińska, Zarys historii wychowania (1944-1989). Kielce 1996.
E. J. Kryńska, S. W. Mauersberg, Indoktrynacja młodzieży szkolnej w Polsce w latach 1945-1956. Białystok
2003.
P. Semków (red.), Propaganda PRL. Gdańsk 2004.
R. Stankiewicz (red.), Nauczyciel-Opiekun-Wychowawca (tradycje –teraźniejszość – nowe wyzwania). Poznań –
Zielona Góra 2002.
G.Tadeusiewicz, Edukacja w Europie, Warszawa 1997.
43
FFO
OR
RM
MU
ULLA
ATTIIN
NG
G IIN
NTTEEG
GR
RA
ATTEED
D PPR
RO
OG
GR
RA
AM
MM
MEESS
Co urse c ode : 05.5-WP-PED-KPE
En tr y r eq uir eme n ts : Credit course of Early School Education
L ang uag e o f ins tr uc tio n : Język Polish
D irec tor o f s tu di es : Dr Agnieszka Nowak-Łojewska
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f l ec tur er : Dr Agnieszka Nowak-Łojewska
for a course
Number
of ECTS
credits
allocated
Full-time studies
45
3
4
Part-time studies
16
2
4
6
COURSE CONTENTS:
The idea of programme pluralism, analysis of the chosen integrated education programmes.
Establishing terminology: the notion of an educational programme, basic view of educational
programmes, the criteria of grading education programmes, analysis of the chosen original
programmes in the light of the Minister's Act on the conditions of accepting educational
programmes for school usage.
The criteria of the correctness of programmes: philosophical, psychological, sociological
and pedagogical basis of educational programming.
Rules of formulating original programmes: requirements, aims and teaching materials.
Analysis of teaching and learning models in the context of using them in formulating original
integrated programmes.
Exercises in formulating original educational programmes:
formulating the concept of a programme
setting aims and programme's content
formulating the procedures of reaching the aim
formulating an exemplary class scenario for an educational programme.
Presentation and evaluation of original educational programmes: a process of evaluation, evaluation within chool
development scope.
LEARNING OUTCOMES:
Skills and abilities concerning: finding out the basic rules of formulating programmes for integrated education,
learning the typology of educational programmes, setting the criteria of grading the correctness of educational
programmes, gaining the skill of formulating original educational programmes on the level of early school
education.
Practical Classes: the credit condition is writing an original programme for early school education.
Autoewaluacja w szkole (red. ), E. Tołwińska-Królikowska, Warszawa 2002.
Dylak S., Wprowadzenie do konstruowania szkolnych programów nauczania, Warszawa 2000.
Jakowicka M., Nauczyciel wobec problematyki integracji w edukacji wczesnoszkolnej, [w:] Współczesne
tendencje rozwoju pedagogiki wczesnoszkolnej, red. E. Kozak-Czyżewska, D. Zdybel, B. Kępa, Kielce 2005.
Komorowska H., O programach prawie wszystko, Warszawa 1999.
44
Kruk J., Doświadczenie, reprezentacja i działanie wśród rzeczy i przedmiotów. Projektowanie edukacyjne, Wyd.
UG, Gdańsk 2008.
Gnitecki J., (red.), Konstruowanie autorskich programów stymulujących i wspierających rozwój, Poznań 20012002, 2003, 2004, 2005, 2006.
Ornstein A. C., Hunkins F. P., Program szkolny. Założenia. Zasady. Problematyka, Warszawa 1998.
Walter D. F., Soltis J. F., Program i cele kształcenia, Warszawa 2000.
Waloszek D., Program w edukacji dzieci. Geneza. Istota. Kryteria, Warszawa 2005..
OPTIONAL READING:
REMARKS:
45
EED
DU
UC
CA
ATTIIO
ON
N A
AN
ND
D EED
DU
UC
CA
ATTIIO
ON
NA
ALL PPO
OLLIIC
CYY
Co urse c ode : 05.5-WP-PED-OPE
E n tr y r eq uir eme n ts : --L ang uag e o f ins tr uc tio n : Polish
D irec tor o f s tu di es : Dr Edyta Kahl
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Edyta Kahl
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
30
1
Lecture
8
1
2
COURSE CONTENTS:
Educational Policy – the essence, objectives, areas of interest. Types of educational policy.
Education and Policy in monocentric order.
Education and educational policy transformations in the times of the systemic changes.
Educational reform in 1999 – early learning education, primary school, secondary school.
Changes to the preschool education.
Employment policy.
European Union educational Policy.
Current education and educational policy problems. Students’ choice of the issues.
LEARNING OUTCOMES:
Appearance and analysis of:
- education and educational policy problems in the times of Poland’s limited independence;
- the transformation tendencies occurring in the ideas and educating model under the influence of systemic
changes;
- changes to the educational system as an outcome of the education reform in 1999, with particular consideration
of individual level’s objectives and guidelines, dilemmas related to theirs realization and concept of changes to
this system;
- educational polcy in Poland in the light of European Union considerations;
- main tendencies in the educational solutions being taken on currently and their social consequences.
Credit with grade - test verifying the knowledge of the program contents in the range of exercise subjects.
T. Hejnicka–Bezwińska, O zmianach w edukacji. Konteksty, zagrożenia i możliwości. Bydgoszcz 2000.
J. Hellwig, Historia wychowania. Poznań 1994.
Jak organizować edukację w szkole podstawowej? MEN, Warszawa 2008.
D. Klus-Stańska, Sensy i bezsensy wczesnej edukacji. Olsztyn 2005.
M. Kwaśniewska, Z. Ratajek (red.), Edukacja elementarna w zintegrowanym systemie szkolnym. Kielce 2004.
Z. Kwieciński, Socjopatologia edukacji. Warszawa 1992.
M. Mazińska, Polityka oświatowa unii europejskiej. Warszawa 2005.
R. Muszkieta, Nauczyciel w reformującej się szkole. Poznań 2001
T. Pilch, Przemiany oświaty. Warszawa 1995. J. Radziewicz, Edukacja alternatywna. Warszawa 1992.
46
H. Skałdanowski, Awans zawodowy nauczyciela, Toruń 2000.
E. Szefer, Aktualne problemy edukacji wczesnoszkolnej i przedszkolnej. Bydgoszcz 2001.
P. Waśko, M. Wrońska, A. Zduniak (red.), Polski system edukacji po reformie 1999 roku. Stan, perspektywy,
zagrożenia. Poznań-Warszawa 2005.
OPTIONAL READING:
1. Awans zawodowy nauczyciela: przepisy, procedury, przykłady, Jelenia Góra 2001.
2. T. Hejnicka –Bezwińska, Zarys historii wychowania (1944-1989). Kielce 1996.
3. E. J. Kryńska, S. W. Mauersberg, Indoktrynacja młodzieży szkolnej w Polsce w latach 1945-1956. Białystok
2003.
4. P. Semków (red.), Propaganda PRL. Gdańsk 2004.
5. R. Stankiewicz (red.), Nauczyciel-Opiekun-Wychowawca (tradycje –teraźniejszość – nowe wyzwania). Poznań
– Zielona Góra 2002.
6. G.Tadeusiewicz, Edukacja w Europie, Warszawa 1997.
47
SSPPEEC
CIIA
ALL N
NEEEED
DSS EED
DU
UC
CA
ATTIIO
ON
N
Co urse c ode : 05.6-WP-PED-PS
Basic knowledge from the general education and
theory and system of education In Poland and In the
worlds. The right understanding of basic notions
connected with pedagogic activities: the care,
upbringing, teaching, upbringing education etc. The
E n tr y r eq uir eme n ts : knowledge of development process of human and
environments and stimulating factors or those
disturbing the development. The openness for
different developmental needs and educational of
disabled people.
D irec tor o f s tu di es : Dr Zdzisława Janiszewska-Nieścioruk
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Zdzisława Janiszewska-Nieścioruk
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
1
Class
30
2
2
Passing the exam
Part-time studies
Lecture
8
Class
8
2
4
Passing the exam
COURSE CONTENTS:
Basic assumption of general education and the need/necessity of their modification in special education. Special
education, as the subdiscipline of general education; its main issue, aims, rules and division. The rules of
education and its right grasp in the concept of special educational needs of disabled people. The characteristic of
methods of rehabilitation. Special education in historical aspect – changes in the process of education and
rehabilitation. Evaluation in the special education. Modern proeuropean dimension of special pedagogues
education.
LEARNING OUTCOMES:
The ability to identify and use, in pedagogic work, the significant similarities and differences in education of
healthy and disabled people. Recognition of special educational needs of disabled children and teenagers and
their difficulties in realization the education process. The knowledge of rules and methods of therapy, as well as
rehabilitation and its reflexive and creative use of aimed on cessation of given difficulties in different forms of
special (segregate, directive, and integrative) education these people.
Passing mark, exam.
Dykcik W. (1997) (red.) Pedagogika specjalna, UAM, Poznań
Dykcik W., Szychowiak B. (2001) (red.) Nowatorskie i alternatywne metody w teorii i praktyce kształcenia
specjalnego, UAM, Poznań
Głodkowska J. (1999) Poznanie ucznia szkoły specjalnej. Warszawa, WSiP
48
Kosakowski C. (2003) Węzłowe problemy pedagogiki specjalnej. Akapit, Toruń
Sowa J., Wojciechowski F. (2003) Rehabilitacja edukacyjna w zarysie. Zamość, WSZiA
Speck O. (2005) Niepełnosprawni w społeczeństwie. GWP, Gdańsk.
Gajdzica Z., Klinik A. (red.), Wątki zaniedbane, zaniechane, nieobecne w procesie edukacji i wsparcia
społecznego osób niepełnosprawnych. Katowice 2004.
Kossakowski Cz., Węzłowe problemy pedagogiki specjalnej. Toruń 2003.
Krauze A., Człowiek niepełnosprawny wobec przeobrażeń społecznych. Kraków 2004.
Sowa J., Wojciechowski F., Proces rehabilitacji w kontekście edukacyjnym. Rzeszów 2001.
49
TTH
HEEO
OR
REETTIIC
CA
ALL A
ASSPPEEC
CTTSS O
OFF IIN
NTTEEG
GR
RA
ATTIIO
ON
N IIN
N TTEEA
AC
CH
HIIN
NG
G
Co urse c ode : 05.6-WP-PED-TPIK
Basics of early school pedagogy with methodology
E n tr y r eq uir eme n ts : and the knowledge on child development psychology
D irec tor o f s tu di es : Dr Agnieszka Nowak-Łojewska
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Dr Agnieszka Nowak-Łojewska, dr Iwona
Kopaczyńska
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
1
Class
15
1
3
Passing the exam
Part-time studies
Lecture
6
Class
6
3
6
Passing the exam
COURSE CONTENTS:
Integration as a problem of the modern world, presented in different contexts; contradictions of life processes of a
man - integration and disintegration, the idea of globalisation, holistic understanding of the world; connection
between the educational changes with superior changes in the world.
The idea of integration in education and its place in the reform of 1999; analysis of the regulations concerning
integration in the reform documents. Critical analysis of ho w integration is included in the reform documents
compared to theoretical achievements.
The genesis of integration in early school education. The category of continuation and change in the analysis of
the development of educational concepts. Critical judgment of the synthetic system of new upbringing done at the
turn of 1950s and 1960s. The rule of combining psychological and logical arrangement of content.
Shaping of the concept of integration. Isolating different levels of integration.
Modern understanding of integration in education. Descriptive defmition of integration in its contemporary
meaning. An integration axis as a uniting factor, the variety of axes.
Strategies of integration: problem teaching, functional teaching, children creativity, and a trip.
Dilemmas concerning integration in education.
Efficiency of using integration in education. Evaluation criteria. Scientific phenomena
LEARNING OUTCOMES:
Information concerning theoretical basis of integration teaching in early school years, Education results skills and
abilities connected with critical judgment and preparing programmes of and abilities integrated classes for
students from Year 1 to 3.
Lecture - the credit condition is presence at the lectures as well as obtaining a Credit positive grade from a
written exam on the content of the lectures, at the end of the Conditions I semester. Practical Classes - the
credit condition is obtaining positive grades from all practical exercises planned within the teaching programme.
1. Klus-Stańska D., Nowicka M., Sensy i bezsensy edukacji wczesnoszkolnej, WSiP, Warszawa
2005.
50
2. Klus-Stańska D., Behawiorystyczne źródła myślenia o nauczaniu, czyli siedem grzechów głównych wczesnej
edukacji, [w:] Wczesna edukacja. Między schematem a poszukiwaniem nowych ujęć teoretyczno-badawczych,
red. D. Klus-Stańska, E. Szatan, D. Bronk, Wyd. UG, Gdańsk 2007.
Kopaczyńska I., Nowak-Łojewska A., Wymiary edukacji zintegrowanej, „Impuls”, Kraków 2007.
Kształcenie zintegrowane. Problemy teorii i praktyki, red. M. Żytko, „Żak”, Warszawa 2002.
OPTIONAL READING:
Klus-Stańska D., W nauczaniu początkowym inaczej, „Impuls”, Kraków 1999.
2. Uczenie metodą projektów, B. D. Gołębniak, WSiP, Warszawa 2002.
REMARKS:
51
TTH
HEEO
OR
REETTIIC
CA
ALL B
BA
ASSIISS O
OFF PPR
REE--SSC
CH
HO
OO
OLL PPEED
DA
AG
GO
OG
GYY
Co urse c ode : 05.5-WP-PED-TPEP
Knowledge of general pedagogy,
developmental psychology, general
E n tr y r eq uir eme n ts : didactics, rudiments of mathematics, Polish,
and children's literature, pre-school
pedagogy with methodology
D irec tor o f s tu di es :
Semester
Form of
instruction
Number of
teaching hours
per semester
Number of
teaching hours
per week
dr Anetta Soroka-Fedorczuk; dr Agnieszka
Olczak
F o r m o f r e c e i vi n g a c r e d i t
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
1
Class
30
2
1
5
Part-time studies
Lecture
8
Class
16
1
COURSE CONTENTS:
Quality in pre-school education. Quality management in pre-school education. Subjects interested in quality.
Quality criteria.
The concept of syllabus. Characteristics of syllabus (clarity, openness, teacher's responsibility). The sense of
educational programming. Criteria of syllabus correctness.
Types of syllabuses.
Documents regulating pre-school education.
Tendences in attitudes to caretakers of children at pre-school age : parents as caretakers and teachers of their
children, organised forms of care, teacher's training institutions, increase in educational level of nursery school
teachers.
Theories of cognitive development by J. Piaget, L.S. Wygotski and J. Bruner. Principles of pedagogical conduct.
Nursery school as a place of symbolic violence.
Theory of symbolic violence by P. Bourdieau. The concept of symbolic violence. Signs of symbolic violence at
nursery school. Categories of violence.
LEARNING OUTCOMES:
Knowledge og pre-school pedagogy and methodology, student training at nursery school.
Lecture – in order to complete the course the student has to attend the lectures and perform the tasks given
him/her by the teacher.
Laboratory – in order to complete the course the student has to obtain pass notes for all the tasks determined in
the syllabus.
52
Bourdieau P. : Zaproszenie do socjologii refleksyjnej, Oficyna Naukowa, Warszawa, 2001;
Erikson E.: Dzieciństwo i społeczeństwo, Dom Wydawniczy „Rebis”, Poznań, 1997;
Falkiewicz – Szult M., Przemoc symboliczna w przedszkolu, Oficyna Wydawnicza „Impuls”, Kraków, 2006;
Waloszek D.: Program w edukacji dzieci. Geneza, istota, kryteria, Wydawnictwo Akademickie Żak, Warszawa,
2005;
Waloszek D.: Pedagogika przedszkolna. Metamorfoza statusu i przedmiotu badań, Wyd. Naukowe Akademii
Pedagogicznej, Kraków, 2006;
Zahorska M., red.: Edukacja przedszkolna w Polsce – szanse i zagrożenia, ISP, Warszawa, 2003;
OPTIONAL READING:
Nęcki Z.: Komunikacja międzyludzka, Wydawnictwo Profesjonalnej Szkoły Biznesu, Kraków, 1996;
Siarkiewicz E.: Ostatni bastion, czyli jawne i ukryte wymiary pracy przedszkola, Oficyna Wydawnicza „Impuls”,
Kraków, 2000;
Śliwerski B.:Współczesne teorie i nurty wychowania, Oficyna Wydawnicza „Impuls”, Kraków, 2001;
Waloszek D.: Nauczyciel i dziecko. Organizacja warunków edukacji przedszkolnej, Ośrodek Doskonalenia
Nauczycieli, Zielona Góra, 1998;
Waloszek D.: Edukacja dzieci sześcioletnich w Polsce, Oficyna Wydawnicza UZ, Zielona Góra, 2005;
REMARKS:
53
R
REESSO
OC
CIIA
ALLIIZZA
ATTIIO
ON
N PPEED
DA
AG
GO
OG
G
Co urse c ode : 05.6-WP-PED-PRes
Knowledge from the chosen problems of social
maladjustment and special pedagogy
D irec tor o f s tu di es : PhD Jolanta Lipińska – Lokś
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f l ec tur er : PhD Jolanta Lipińska – Lokś
for a course
Number
of ECTS
credits
allocated
Full-time studies
Lecture
15
2
Class
15
2
1
Passing the exam
Part-time studies
Lecture
12
Class
14
1
8
Passing the exam
COURSE CONTENTS:
Resocialization pedagogy as a science
Models of „healthy” personality
Problem of social maladjustment
Resocialization diagnosis and prognosis in resocialization
Theories and models of resocialization
Rules of resocialization
Stages and strategies of resocialization process
Penitentiary Systems in Poland and round the World
The nature and the capabilities of educational treatment in resocialization
Legal basics of juvenile resocialization;
LEARNING OUTCOMES:
Obtaining the theoretical knowledge form the field of resocialization pedagogy:
Obtaining the ability to solve the theoretical and decisional problems from the field of resocialization pedagogy;
Focus on pro-social actions and moral improvement through self-cultivation ;
L: positive grade from the exam; Classes: realization of the defined contract;
Gąsior H. (1992), Nauczanie społecznie niedostosowanych.
Konarzewski K.(1987), Podstawy teorii oddziaływań wychowawczych.
Makowski A.(1994), Niedostosowanie społeczne młodzieży i jej resocjalizacja.
Pospiszyl K. (1990), Resocjalizacja nieletnich. Doświadczenia i koncepcje.
Pytka L. (2001), Pedagogika resocjalizacyjna.
Szczęsny W. W. (2003), Zarys resocjalizacji z elementami patologii społecznej i profilaktyki.
OPTIONAL READING:
54
H
HU
UM
MA
AN
N R
REESSO
OU
UR
RC
CEESS M
MA
AN
NA
AG
GEEM
MEEN
NTT
Co urse c ode : 14.9-WP-PED-KZL
En tr y r eq uir eme n ts : none
D irec tor o f s tu di es : dr Jerzy Herberger
Semester
Number of
teaching hours
per week
Form of
instruction
Number of
teaching hours
per semester
Na me o f lec tur er : dr Jerzy Herberger
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
Class
15
2
Passing the exam
Lecture
6
Class
6
2
3
Passing the exam
COURSE CONTENTS:
Theoretical and practical approach to human resources management.
Paradigms of adjustment: adjusting humans to work, mutual adjustment, adjusting work to humans.
Strategies and aims of a company, company’s mission, strategies of development.
Culture of an organisation.
Training and promotion.
LEARNING OUTCOMES:
Students describe a modified, adjusted to their needs, concept of human resources management. They define
company’s aims and mission.
Classes (colloquy)
Lectures (examination)
H. Król, Kierowanie zasobami ludzkimi, Warszawa 2007.
T. Listwan, Zarządzani kadrami, Wrocław 2000.
Cz. Nosal, Psychologia decyzji kadrowych, Kraków 1997.
OPTIONAL READING:
55
C
CO
OU
UN
NSSEELLLLIIN
NG
G A
AN
ND
D H
HEELLPPIIN
NG
G FFA
AC
CU
ULLTTYY
Co urse c ode : 05.9-WP-PED-PiP
T ype o f c ou rse : optional
En tr y r eq uir eme n ts : Counselling studies
D irec tor o f s tu di es : Elżbieta Siarkiewicz PhD
Semester
Form of
instruction
Number of
teaching hours
per semester
Number of
teaching hours
per week
Elżbieta Siarkiewicz PhD
Marcin Szumigraj PhD
F o r m o f r e c e i vi n g a c r e d i t
for a course
Number
of ECTS
credits
allocated
Full-time studies
Class
30
2
Credit with grade
1
Part-time studies
Class
15
Credit with grade
COURSE CONTENTS:
Role of counselling in life, daily forms of counselling, counselling on-line, counselling in traditional institutions and
unconventional environments, efficiency and quality of counselling, potential development and limitations of
counselling, counsellors’ experiences supervision of counsellors’ work
LEARNING OUTCOMES:
Student is able to interpret current practice of professional and unprofessional counselling; evaluate and explain
popularity of counselling in modern society
research on chosen question
Siarkiewicz E., Przesłonięte obszary poradnictwa. Realia- iluzje- ambiwalencje, Zielona Góra 2010
Kukla D (red.)., Wielowymiarowość poradnictwa w życiu człowieka. Wybrane obszary, Warszawa 2009
Hajduk B., Hajduk E., O pomocy skutecznej i nieskutecznej, Zielona Góra 2008
Kargulowa A., (red.) Poradoznawstwo – kontynuacja dyskursu, Warszawa 2009
Zielińska-Pękał D., Refleksje o poradnictwie debiutujących doradców, Zielona Góra 2009
OPTIONAL READING:
Siarkiewicz E., Wojtasik B., Być doradcą! Doświadczenia i refleksje, Wrocław 2008
56
C
CR
RIIM
MIIN
NO
OLLO
OG
GYY A
AN
ND
D TTH
HEE EELLEEM
MEEN
NTTSS O
OFF C
CR
RIIM
MIIN
NA
ALLIISSTTIIC
CSS
Co urse c ode : 10.4-WP-PED-KrKr
En tr y r eq uir eme n ts : Basis of criminology
D irec tor o f s tu di es : dr Maciej Małolepszy
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : dr Maciej Małolepszy
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
Class
15
4
Passing the exam
Lecture
7
Class
7
4
7
Passing the exam
COURSE CONTENTS:
Psychological theory of crime. Social theory of crime. Characteristic of crime in Poland. Basis crime. Economic
crime. Organized crime. Juvenile delinquency. Professional crime. Repeated crime. Violence and crime.
Victimology. Fear of crime. Criminological diagnosis. Structure of crime: Terrorism. Drugs, Alcohol, Prostitution.
Punishment and criminology. Interpretation of crime statistics. Criminological problems of imprisonment. Basis of
criminalistic..
LEARNING OUTCOMES:
Competition in criminology and criminalistic
Classes (colloquy)
Błachut J., A. Gaberle, K. Krajewski, Kryminologia, Gdańsk 1999
Hołyst B., Kryminologia, Warszawa, 1999.
Falandysz L., W kręgu kryminologii radykalnej, Warszawa 1986.
Rau Z., Przestępczość zorganizowana w Polsce i jej zwalczanie, Kraków 2002.
Siemaszko A., Granice Tolerancji. Oteoriach zachowań dewiacyjnych. Warszawa 1993.
Siemaszko A., Gruszczyńska M., Marczewski M.. Atlas przestępczości w Polsce 3 Warszawa 2003.
OPTIONAL READING:
57
LLEEG
GA
ALL A
ASSPPEEC
CTTSS O
OFF PPO
OSSTT--PPEEN
NIITTEEN
NTTIIA
AR
RYY A
ASSSSIISSTTA
AN
NC
CEE
Co urse c ode : 10.0-WP-PED-PrPP
E n tr y r eq uir eme n ts : Basis of law
D irec tor o f s tu di es : Dr Maciej Małolepszy
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Maciej Małolepszy, Mgr Katarzyna Kijowska
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
1
Class
15
1
3
Passing the exam
Lecture
5
1
Class
5
1
3
4
Passing the exam
COURSE CONTENTS:
General basis of law. Introduction, Recommended reading. Basic elements. Polish system of post-penitentiary
assistance. Preparation of prisoners to leaving of prison. The function of probation officers in post-penitentiary
system. Welfare work in post-penitentiary system. Centre of Social Integration. Social organization and postpenitentiary work
LEARNING OUTCOMES:
Competition in Polish system of post-penitentiary.
Classes (colloquy)
Barbara Stańdo-Kawecka, Prawne podstawy resocjalizacji, Kraków 2000.
Zbigniew Hołda, Kazimierz Postulski, Kodeks karny wykonawczy, Komentarz, Gdańsk 2005.
Andrzej Marek, Prawo karne, 7. wydanie, Warszawa 2006.
OPTIONAL READING:
Joanna i Zbigniew Hołda, Prawo karne wykonawcze, 2. wydanie, Kraków 2004.
Stanisław Pawela., Prawo karne wykonawcze, Zarys wykładu., Kraków 2003.
REMARKS:
58
LLEEG
GIISSLLA
ATTIIVVEE B
BA
ASSIISS O
OFF R
REESSO
OC
CIIA
ALLIIZZA
ATTIIO
ON
N
Co urse c ode : 10.0-WP-PED-PrPR
E n tr y r eq uir eme n ts : Basi of law
D irec tor o f s tu di es : Dr Maciej Małolepszy
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Maciej Małolepszy, mgr. Katarzyna Kijowska
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
1
Class
30
2
Passing the exam
3
Lecture
6
1
Class
10
1
Passing the exam
3
COURSE CONTENTS:
Legal aspects of imprisonment.
Constitutional aspects of punishment
European law und legislative basis of resocialization
LEARNING OUTCOMES:
Competition in legal aspects of resocialization.
Classes (colloquy)
OPTIONAL READING:
Stanisław Pawela., Prawo karne wykonawcze, Zarys wykładu., Kraków 2003.
REMARKS:
59
7
PPO
OSSTT--PPEEN
NIITTEEN
NTTIIA
AR
RYY A
ASSSSIISSTTA
AN
NC
CEE
Co urse c ode : 05.6-WP-PED-PomP
En tr y r eq uir eme n ts : general knowledge of basis of law
D irec tor o f s tu di es : Dr Artur Doliński
Semester
Form of instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Artur Doliński, dr Barbara Toroń
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
1
4
Lecture
6
4
4
COURSE CONTENTS:
General knowledge of legislative system. Fine, limited freedom punishment, imprisonment, 25 years
imprisonment, life imprisonment. Execution of fine
Execution of imprisonment punishment. Aims of imprisonment execution. Systems of imprisonment execution.
Types of penal institutions. Kinds of penal institutions. Classification of convicted people. Rights and obligations
of convicted people. Measures of penitentiary working (work, studying, leisure activities, prizes, disciplinary
allowances and punishments)
LEARNING OUTCOMES:
Introduction to use of legislative basis of punishment, measures of punishment, probation measures
and precautionary measures, execution of punishment and measures of prevention and combating of
demoralization and juvenile delinquency
Lecture (learning the lecture content)
Classes (case studies)
OPTIONAL READING:
Stanisław Pawela., Prawo karne wykonawcze, Zarys wykładu, Kraków 2003.
REMARKS:
60
PPR
REEVVEEN
NTTIIO
ON
N IIN
N SSO
OC
CIIA
ALL M
MA
ALLA
AD
DJJU
USSTTM
MEEN
NTT
Co urse c ode : 05.6-WP-PED-PNS
Basic knowlegde of social prevention, prevention
E n tr y r eq uir eme n ts : activities 1st,2nd, 3rd grade in aspects of
maladjustment.
D irec tor o f s tu di es : mgr Lidia Wawryk
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : mgr Lidia Wawryk
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Class
30
2
3.
Class
10
2
4.
6
COURSE CONTENTS:
Learning outcomes:the aim rules, forms and function regulations of social prevention and maladjustment.
The fundamental components of prophylactic programmes.
The basic prevention of form maladjustment:
Intervention programme for teenagers and adults using alcohol. the drug abuse-preventing activities – the results
of drug addition and prevention programme.
Preventing aggressive behaviour.
Prevention of violence in family.
Educational, preventive and therapeutic activities of destruction sects and destructing groups.
The preventing suicides.
The procedures for delinquency and demoralization.
LEARNING OUTCOMES:
Teaching definitions, directions, tasks of social prevention.
mark of test, active participation in class
Gaś Z. Profilaktyka w szkole. Warszawa 2006, WsiP
Szymańska J. Programy profilaktyczne. Podstawy profesjonalnej psychoprofilaktyki. Warszawa 2002, CMPP-P
Szpringer M.Laurman-Jarząbek E; Drapała Andrzej. Profilaktyka uzależnień i przemocy w rodzinie-diagnoza i
propozycje rozwiązań systemowych w środowisku lokalnym. Kielce 2005, Wyd. Stachurski
Balcerek-Kałek B. Budowanie szkolnych programów profilaktyki. Warszawa 2003, PWN
Deptuła M. Diagnostyka pedagogiczna i profilaktyka w szkole i środowisku lokalnym. Bydgoszcz 2004, Wyd.AB
OPTIONAL READING:
lVogler R.E., Bartz W.R. Nastolatki i alkohol. Kiedy nie wystarczy powiedzieć nie?. Warszawa 2002, PARPA
Pacewicz A. Dzieci alkoholików. Jak je rozumieć jak im pomagać? Warszawa 1992, MEN
Seweryńska A. Uczeń z rodziny dysfunkcyjnej. Warszawa 2004,
Pasek M. Narkotyki przy tablicy. Warszawa 2000, Fundacja ETOH
Dimoff T., Carter S. Jak rozpoznać, że dziecko sięga po narkotyki ? Warszawa 1994, Wyd. Elma Books
Knez R., Słonina W. Saper- jak rozminować agresję? Warszawa 2000, Rubikon
61
Olweus D. Mobbing – fala przemocy w szkole. Jak ja powstrzymać?. Warszawa 1998, Jacek Santorski&CO
Kurzępa J. Młodzież pogranicza- świnki, czyli o prostytucji nieletnich. Kraków 2001, Oficyna Wydawnicza Impuls
Jędrzejewski M. Młodzież a subkultury. Warszawa 1988, Wyd. Żak
Cekiera Cz. Ryzyko uzależnień. Lublin 2001, Towarzystwo Naukowe KUL
Filipiak M. Od subkultury do kultury alternatywnej. Lublin 1999, Wyd. UMCS
Prejs B. Subkultury młodzieżowe. Katowice 2005, Wyd.Kos
Prokop J. Uwaga rodzice! Sekty. Warszawa 1994
Abgrall J.M. Sekty. Manipulacja psychologiczna. Gdańsk 2005, GWP
Nowakowski P.T. Sekty. Co każdy wiedzieć powinien. Tychy 1999, Maternus Media
REMARKS:
62
R
REESSO
OC
CIIA
ALLIIZZA
ATTIIO
ON
N A
AN
ND
D TTH
HEER
RA
APPYY O
OFF A
AD
DD
DIIC
CTTSS
Co urse c ode : 05.6-WP-PED-RiT
GENERAL KNOWLEDGE OF PEDAGOGY AND
PSYCHOLOGY
D irec tor o f s tu di es : Dr Artur Doliński
Semester
Form of
instruction
Number of
teaching
hours per
semester
Number of
teaching
hours per
week
Na me o f lec tur er : Dr Artur Doliński, mgr Lidia Wawryk
for a course
Number
of ECTS
credits
allocated
Studia stacjonarne
Lecture
15
Class
15
3
Passing the exam
Lecture
5
Class
5
3
4
Passing the exam
COURSE CONTENTS:
Causes of drug addiction – biological, psychological and sociological theories explaining reasons for addictive
drugs use.
Addiction as a disease of will, emotions and control, physical, mental and social dependence . Criteria of
addiction according to ICD – 10, term of drug hunger, kinds of drug tolerance. Stages of addiction process
according to Glatt.
Addictive drugs classes: stimulants, depressants, psychedelics – their look, effects, dangers of using, slang
names.
Specificity of life in a family with addiction problem – characteristics of a dysfunctional family, codependency and
its symptoms, harms occurring in addicted families.
Disorders in growing among children living in families with addiction problems. “False” personalities - roles of the
children in addicted families and psychocorrection of them.
System of drug dependence therapy in Poland: stationary an ambulatory service, self-help groups.
Psychological addiction mechanisms: illusion and denial mechanism, addictive feelings regulation, split and
diffuse Ego.
Working with addicted patient with the use of therapeutic community methods, philosophy of a community as a
curing factor, therapy stages, addresses of therapy centers. System of training preparing for work as an addiction
therapy instructor and specialist.
LEARNING OUTCOMES:
Diagnostics of addiction as a disease, stages of its progress, behaviour of addicts, look of addictive drugs and
their influence on a human body, specificity of families with addiction problems, possibilities of psychocorrection
of children from families with addiction problems, systems of addiction therapy in Poland and contents of
therapeutic programs..
Classes attendance, positive colloquy grade, credits with appraisal
63
Cekiera Cz.: Psychoprofilaktyka uzależnień oraz terapia i resocjalizacja osób uzależnionych, TN KUL,
Lublin 1999,
Sztander W.: Poza kontrolą, PARPA, Warszawa,1993
Sztander W..: Rodzina z problemem uzależnienia, PARPA, Warszawa 2000
Szymańska J..: Programy profilaktyczne. Podstawy profesjonalnej psychoprofilaktyki, CMPPP MEN,
Warszawa, 2000
Kamińska – Buśko B..: Zapobieganie uzależnieniom uczniów, CMPPP MEN, Warszawa, 2000
Kooyman M.: Społeczność terapeutyczna dla uzależnionych, KBdsPN,
Warszawa, 2002
Niewiadomska I .: Narkotyki, Lublin 2004
Robinson B.E.: Pomoc psychologiczna dla dzieci alkoholików PARPA , Warszawa, 1998
Krajowe Biuro ds. Przeciwdziałania Narkomanii. Młodzież i narkotyki. Terapia i rehabilitacja. Warszawa
2007
OPTIONAL READING:
REMARKS:
64

MA degree studies - Wydział Pedagogiki, Psychologii i Socjologii

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