Interpreting the Interaction of Education and Pedagogy on the One Hand and Pedagogy And

1. GENERAL INFORMATION

PhD M. Pranjić, full First year, second 1.1. Instructors professor 1.6. Year of study semester

1.2. Course title General Pedagogy 1.7. Credit units (ECTS) 4 ECTS Marjan Ninčević, 1.8. Course teaching delivery (number of hours of 1.3. Associates Katarina Dadić, 30+0+0 Lovorka Mađarević lectures+practice+seminars +e-learning) 1.4. Study programme 1.9. Expected number of (undergraduate, Graduate Around 40 students students on the course graduate, integrated) 1.10.E-learning application level 1.5. Course status Required (1, 2, 3), percentage of - online teaching (max. 20%) 2. COURSE DESCRIPTION

The course objective is to prepare a future teacher for performing the educator’s 2.1. Course objectives job as a master of arts by providing pedagogic knowledge and skills qualification. 2.2. Prerequisites for enrolling Enrolled graduate study. Minimum grade average during undergraduate study the course and input 3.5. Motivation for working in an educational institution and at least a passive competences experience of it. necessary for the course At the level of the programme, General pedagogy makes students capable of: 2.3. Learning  correctly interpreting the basic concepts of pedagogy, outcomes at  analysing pedagogic epistemology, the level of the  comparing the perspectives on man from both philosophical and cultural programme that the course standpoint, contributes to  interpreting the interaction of education and pedagogy on the one hand and pedagogy and culture on the other. 2.4. Expected Having passed the General pedagogy exam, the student is able to: learning  Correctly interpret key pedagogic concepts (educate, educator, education, outcomes on enculturation, acculturation, socialization, the science of education, the level of the educational authorities, educational role models etc.); course (6-10  Validly interpret the scientific foundations of pedagogy; learning  Differentiate between views of man and the according pedagogic procedures outcomes) based upon or arising from them;  Explain learning and teaching as parts of education;  Classify different development theories in the framework of reflecting on and organizing education;  Compare educational needs according to different theoretical backgrounds (natural sciences on education, social sciences and humanities on education, social problems in behaviour);  Summarize the content of certain educational policies;  Test pedagogical thought in the face of contemporary pedagogic challenges;  Analyse the relationship between education and pedagogy on the one hand and pedagogy and culture on the other;  Detect the limits of education (characteristics, heritage, environment, human freedom, pedagogic optimism, pedagogic pessimism, pedagogic realism);  Evaluate communication in education;  Recognize that education is not synonymous to socialization, acculturation, enculturation, and least of all manipulation;  Interpret the mechanisms of behavioural change conditioned by systematic education. The course content is delivered to students via power point presentations and various forms of animations, with the open possibility for the student to intervene whenever he or she feels the need to.  The educatee as the centre of not only education, but entire pedagogy. Various perspectives on man, from chemical materialism and different historical versions on the nature of man to the view shaped by different cultures and civilizations (European, Asian, African).  The possibility of and the need for education (education as an activity that creates both man and society, looked at from the point of view of different scientific disciplines and professions that all have contributed to the interdisciplinary approach in pedagogy as a science and the practice based upon it).  With maximum respect for education as a possibility and a need, limits of education are discussed as well, whereby both pedagogical optimism and pessimism are elaborated as an introduction to the informed opting for pedagogic interactionism, i.e. pedagogic realism.  Pedagogy as a distinct science (educational science or sciences, basic concepts of pedagogy, the difference between pedagogy and educational science(s), the objectives of pedagogy, the fields of educational sciences, 2.5. The course pedagogy and related sciences (sociology, psychology, anthropology, content elaborated neurosciences, biology), epistemological division: humanistic-scientific according to pedagogy, empirical educational science, critical educational science. the lecture time  New challenges facing pedagogy (concern about its scientism, education schedule (one and its references, interaction of education and pedagogy, interaction of to three lines pedagogy and culture). for a one-hour  Communication in education (relevant characteristics of education, lesson) education as the change of behaviour, intentional and functional learning, education as interpersonal activity, education as social interaction, education as social communication, education as purposeful help in learning).  Learning and teaching as parts of education (learning as a pedagogic problem, education – the concept of human growing up, educational policy).  Theories of behaviour change in education (psychoanalysis, behaviourism, insight, defence mechanisms, urge, and libido).  Authority in education (authority as the triple relationship of the instructor, the subject, and the field; the difference between authority and authoritarianism, the relationship between paedocentrism and types of authority, educational models, who is an ideal educator).  Four to five classes are entirely dedicated to student research projects and the presentation of their seminar papers, with stronger focus on educational practice (highly talented and disabled persons in education, problematic behaviour of educatees in education and schooling, still insufficiently explored man, alternative education, different degrees of education and schooling etc.). 2.6. Teaching lectures individual assignments 2.7. Comments: delivery forms seminars and multimedia and network workshops laboratory practice tutorial work on line entirely mixed e-learning something else (write what) field instruction Regular attendance of lectures and participation in discussions. Individual preparation for the presentation of a book from the field of pedagogic practice and 2.7. Student obligations participation in seven similar preparations and presentations of other students. Written exam based on obligatory literature (15 questions).

Lecture 1 Written exam 1 ECTS Project attendance ECTS Experiment Research Practical work al work Essay Report (something else) 2.8. Monitoring the Continuous work of Seminar assessmen (something else) students paper (distribute the t exam share of ECTS (something else) units for each activity so that Students are the total required to number of individually ECTS units research into a corresponds to Oral exam specific 2 ECTS the ECTS pedagogic value of the course) problem, to report on it, and to participate in the work of other students

Students personally register their attendance at every lecture, they check the 2.9. Marking and record the following time, and lead discussions with the professor and colleagues evaluating the (20% of the final grade). Students also conduct individual additional literature work of research on a specific pedagogical problem, report on it in front of all the students students during the instruction and lead a discussion about it, participate in seven similar projects of other period and the students (40% of the grade) and take a written exam (15 questions) based on final exam obligatory literature (40% of the grade).

The number Availability Title of copies on other in the media 2.10. Obligatory library literature (available in Pranjić, M. (2001), Pedagogija: suvremena the library and stremljenja, naglasci, ostvarenja, Zagreb. Hrvatski Sufficient on other studiji Sveučilišta u Zagrebu, pp. 338. media) Professor's lectures, with up-to-date novelties published in the field of pedagogy in relation to student, education, the discipline of pedagogy etc.

2.11. Additional Bach, H (2005). Osnove posebne pedagogije, Zagreb: Educa literature (at Bratanić, M. (2002), Paradoks odgoja, Zagreb: Hrvatska sveučilišna naklada the moment of Flitner, A., Konrade, tako je govorila gospođa mama, Zagreb: Educa the study Gopnik, A. i dr. (2003), Znanstvenik u kolijevci, Zagreb: Educa Gudjons, H. (1993), Pedagogija : temeljna znanja, Zagreb: Educa Milat, J. (2005), Pedagogija – teorija osposobljavanja, Zagreb: Školska knjiga programme proposal Montessori, M. (203), Dijete : tajna djetinjstva, Jastrebarsko: Naklada slap. application) Seitz, M and Hallwachs, U. (1997), Montessori ili Waldorf?, Zagreb: Educa Vukasović, A. (1998), Pedagogija, Zagreb: Hrvatski katolički zbor „Mi“ Winkel, R (1996), Djeca koju je teško odgajati, Zagreb: Educa

Students will be monitored in all three stages of the course delivery.

In the first stage, when the basic concepts of pedagogy are taught, the student's motivation is monitored based on active engagement in class, as well as regular attendance (20% of the final grade). 2.12. Quality monitoring In the second stage, the student’s individual and group work in research on a forms that specific pedagogical problem, multimedia presentation and reporting on it in front ensure the of colleagues, and participating in the same assignment of other students are acquisition of monitored (30 % of the final grade). output knowledge, The third stage refers to the evaluation of the student's systematic knowledge of skills, and pedagogy by means of a written exam (15 questions) based on obligatory competences literature and professor’s lectures (50% of the final grade).

Theoretical and partly practical competences acquired during this course serve as the basis for the systematic work in two ensuing Practical training courses (10 ECTS).