Andragogy

dodatkowe

zdalnie

Course description:

1. Knowledge about opportunities of adult people intellectual, social and cultural development.

2. Importance of past accomplishments and current life situation in shaping the future.

3. Institutional and pedagogical dimensions of human development support.

4. Understanding the problems of late adulthood and social implications arising from the aging of the population.

5. Awareness of the responsibility in shaping their own future based on biographical analysis.

Profile of studies - general-academic

Form of studies - full-time

Field and discipline of science - social sciences, pedagogy

Year of study/semester - ERASMUS +

Prerequisites - none

The number of hours of teaching assignments by forms of teaching – classes 15 hours

Teaching methods - assessment of student's activity during classes, preparation and presentation of issues related to the content

discussed during classes, consultations.

ECTS points - 3

The balance of the student's work

- participation in classes: 15 h

- participation in consultations: 10 h

- preparation for classes: 18 h

- preparation for passing: 30 h

- passing: 2 h

Together: 75 h, which corresponds to 3 ECTS

Quantitative indicators:

Student workload related to classes: requiring direct participation of the teacher: 25 h. – 1 ECTS

that do not require direct contact with the teacher: 50 h. – 2 ECTS

1. Czykier K., Towards Inner-Directedness. Biographical Narratives of Early Adulthood, Culture and Education, Quarterly 2020, No. 2 (128), pp.194-209. DOI: https://doi.org/10.15804/kie.2020.02.11

2. Dominicé, P. (2000) : Learning from our lives. Using Educational Biographies with Adults. San Francisco : Jossey-Bass.

3. Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved from http://tip.psychology.org

4. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.

5. Knowles, M. et al. (1984). Moving from pedagogy to andragogy. Retrieved March 16, 2007, from http://www-distance.syr.edu/ andraggy.html

6. Marcinkiewicz A. (2011), The University of the Third Age as an institution counteracting marginalization of older people, Journal of Education Culture and Society No. 2

7. Monteagudo J., G., (2014), Educational autobiography in a university context: our past and present through thought and feeling. (Published in Italian, as a chapter book, under the title: “Una esperienza di autobiografia all´Università. Tra pensiero ed emozioni”, in: L. Formenti (Ed.) (2006): Dare voce al cambiamento .La ricerca interroga la vita adulta. Milano, Italy: Unicopli, pages 201--‐214. ISBN: 8840011242)

8. Norah Md Noor, Jamalludin Harun, Baharuddin Aris, (2012), Andragogy and Pedagogy Learning Model Preference among Undergraduate Students, Procedia - Social and Behavioral Sciences 56, p. 673 – 678

9. Pew, S. (2007), Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education, Student Motivation, Vol. 2

1. Cognition of the terminology used in pedagogy/andragogy and its application in related disciplines at the extended level.

2. Acquisition of the in-depth skills to observe, diagnose, rational assessment of complex educational situation and analyze the motives and patterns of human behavior.

3. Noticing the importance of pedagogical sciences for the development of the individual and proper relationships in social environments.

1. Understanding the diversity of factors affecting human development.

Passing the classes: oral