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(in Polish) Andragogy

General data

Course ID: 380-ERA-7GHT
Erasmus code / ISCED: (unknown) / (0110) Education, not further defined The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title: (unknown)
Name in Polish: Andragogy
Organizational unit: Faculty of Education
Course groups:
ECTS credit allocation (and other scores): 3.00 Basic information on ECTS credits allocation principles:
  • the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS;
  • the student’s weekly hourly workload is 45 h;
  • 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes;
  • weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS;
  • work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
view allocation of credits
Language: English
Type of course:

(in Polish) dodatkowe
Prerequisites (description):

(in Polish) 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.


Mode:

(in Polish) zdalnie
Short description: (in Polish)

Presentation of issues that are the subject of interest of Andragogy - adulthood, adult people, development, educational process.
Full description: (in Polish)

ECTS Points: 3

Number of hours: 15 classes

Substantive content

Knowledge about adult people in context of different development opportunities in biological, psychical, social and cultural dimensions.
Bibliography: (in Polish)

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
Learning outcomes: (in Polish)

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.

4. Understanding the diversity of factors affecting human development.
Assessment methods and assessment criteria: (in Polish)

assessment of student's activity during classes, preparation and presentation of issues related to the content discussed during classes, consultations

Completion of the subject follows a positive assessment (minimum 3.0)

Absence in more than half of the classes does not qualify for credit for the course. Absences are credited

during consultations.

Classes in period "Academic year 2022/2023" (past)

Time span: 2022-10-01 - 2023-06-30
Selected timetable range:
Navigate to timetable
Type of class:
Class, 15 hours more information
Coordinators: Krzysztof Czykier
Group instructors: Krzysztof Czykier
Students list: (inaccessible to you)
Examination: Grading
Short description: (in Polish)

Presentation of issues that are the subject of interest of Andragogy - adulthood, adult people, development, educational process.
Full description: (in Polish)

ECTS Points: 3

Number of hours: 15 classes

Substantive content

Knowledge about adult people in context of different development opportunities in biological, psychical, social and cultural dimensions.
Bibliography: (in Polish)

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

Classes in period "Academic year 2023/2024" (in progress)

Time span: 2023-10-01 - 2024-06-30
Selected timetable range:
Navigate to timetable
Type of class:
Class, 15 hours more information
Coordinators: Krzysztof Czykier
Group instructors: Krzysztof Czykier
Students list: (inaccessible to you)
Examination: Grading
Course descriptions are protected by copyright.
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