Conditions for inclusion: enrolment in the relevant year of the study programme.
Pedagogy with Andragogy *
Monika Govekar Okoliš
The subject is divided into two thematic areas: pedagogy and andragogy. Students take two separate examinations, one in pedagogy and one in andragogy, and the joint grade from these two exams constitutes the final grade for the subject Pedagogy with Andragogy. Pedagogy: The definition of pedagogy as an academic field and its basic concepts. Social nature of education (school as a social institution, school as an ideological apparatus of the society…). Education as an intentional factor of the development of individual, culture and society. Legitimacy of education and it’s connection with socialization. Types of socialization and models of school socialization. Pedagogical process in a school. The relation between instruction and moral education. Types of education (intentional, functional education). Educational styles (repressive,…) and concepts (herbartianism, pedocentrism,…) Subject and object of education. Goals and aims of education. Factors of educational impact (a teacher, subjects of instruction, discipline, cultural and organisational climate of school). Contemporary principles of the development of a school community (concept of inclusive school, based on the principles of justice, equal opportunities, solidarity, integration, pluralism and interculturality). Consideration of human’s rights in the contemporary school. Ethical and legal principles. Teacher in the contemporary school as an expert for new approaches in the classroom (concerning social, ethnical, linguistic etc. differences of pupils); as an expert for research and instruction. Personality of the teacher (authority, value orientation, basic principles of moral reasoning). Andragogy: The definition of andragogy as an academic field and its basic concepts. The concept of adulthood and life stages. Adult learning/education and the differences in relation to learning/education for children and young adults. Types of adult education (formal, etc.). Obstacles, motives and motivation for adult education. Re-education of adults. Socialisation of adults. The theory of permanent education and lifelong learning and education of adults. Adult education as an individual, social and institutional need (schools, other institutions). Tough (learning projects, independent education of adults), Titmus (the importance of communication), Kidd (knowledge for survival), etc. An operative syllabus for working with and educating adults. Ascertaining the needs for adult learning and the methods of creating educational programmes for adults. The programming of adult education. The planning of adult education. The selection of the sources of knowledge. Methods of adult education (lectures, discussion, role play, supervision, etc.). The forms of adult education (organisation and implementation of seminars, courses, mentorship, study circles, etc.). The conditions and implementation of adult education and the consideration of andragogical principles (voluntary nature, etc.). The professional development of teachers and other adults. The formulation of lifelong personal education and the method of a learning biography. The importance of experiential learning by teachers and other adults. The encouragement of lifelong education and adult learning in school and other educational institutions and effective communication (verbal, non-verbal) between staff, parents and other adults and institutions.
Govekar-Okoliš, M. (2001). Disciplina in vzgojni režim v gimnazijah na Slovenskem v letih 1849-1914, Ljubljana: Znanstveni inštitut Filozofske fakultete, (208 str.).
Govekar-Okoliš, Monika (2010). Srednje šole na Slovenskem pri oblikovanju nacionalne identitete Slovencev v drugi polovici 19. stoletja. Razprave Filozofske fakultete, Ljubljana: Znanstveni inštitut Filozofske fakultete, (203 str.).
Govekar-Okoliš, Monika (2013). Practical training of students and the realisation of lifelong learning. V: RADOVAN, Marko (ur.), KOŚCIELNIAK, Marek (ur.). Lifelong learning today : new areas, contexts, practices. Krakow: Jagiellonian University Press, str. 83-95.
KALIN, Jana, RESMAN, Metod, ŠTEH, Barbara, MRVAR, Petra, GOVEKAR-OKOLIŠ, Monika, MAŽGON, Jasna (2009). Izzivi in smernice kakovostnega sodelovanja med šolo in starši. Razprave Filozofske fakultete, Ljubljana: Znanstveno raziskovalni inštitut Filozofske fakultete, (251 str.).
Kroflič, R. (2002). Šola, izkustveni prostor socialnega učenja in/ali moralne vzgoje? Sodobna pedagogika, št. 5.
Priporočena literature/Recommended literature:
Kalin, J. (2003). Pouk, ki spodbuja sodelovalno klimo in nenasilje. Sodobna pedagogika, let. 53, št. 4, str. 42-57.
Kroflič, R.(2003). Etične in/ali pravne osnove vzgojnih konceptov javne šole/vrtca. Sodobna pedagogika, št. 4.
Bregar, L., Zagmajster, M., Radovan, M. (2010). Osnove e-izobraževanja: priročnik, Ljubljana: Andragoški center Slovenije, 328 str.
Govekar-Okoliš, M. in Ličen, N. (2008). Poglavja iz andragogike, Ljubljana: Znanstvena založba Filozofske fakultete, Oddelek za pedagogiko in andragogiko, (140 str.).
Govekar-Okoliš, Monika (2009). Educational centres in Slovenia. V: Kozlowska, Anna (ur.), Muršak, Janko (ur.). Poland, Slovenia, the world : challenges of present-day education. Krakow: Andrzej Frycz Modrzewski Krakow university: Krakow society for education, str. 137-151.
Govekar-Okoliš, Monika (2011). Characteristics of mentors in the practical training of students. V: HOLEN, Jodi Bergland (ur.), PHILLIPS, Amy L. (ur.). Studies in education from diverse contexts. Grand Forks: College of education and human development, University of North Dakota, str. 59-69.
Velikonja, M., M. Svetina in T. Možina (2012). Andragoško vodenje: za vodje izobraževanja odraslih in učitelje, Ljubljana: Andragoški center Slovenije, (255 str.).
Priporočena literature/Recommended literature:
Krajnc, A. (1976). Metode izobraževanja odraslih. Ljubljana: Delavska enotnost.
Mijoč, N., Findeisen, D. in Krajnc A. (1993). Študijski krožki. Ljubljana: Andragoški center Slovenije.
Students are familiar with basic principles and theories of the development of concept of moral and character education of public school.
Students are familiar with the principles of educational processes, they are capable of the development of a clear set of discipline rules in the classroom considering ethical principles and legal rules.
Students develop competences for curriculum planning for the achievement of the value dimension of the school subject and for students successful work in the research projects and acquiring knowledge.
Students are familiar with the pedagogical role of the teacher in school, they are capable to solve discipline problems in the classroom/school, they can develop positive climate, they can stimulate positive values, views and behaviour.
Students develop positive relationship to students and use proper approaches concerning students social, cultural, ethnic, linguistic and religious differences.
Students are familiar with andragogical principles and take part in the management of educational institutions. They plan and create various projects. They lead and coordinate educational work with the wider social environment
Students take into account and use various andragogical principles, methods, formal approaches and techniques for working with adults. They lead meetings and discussions with parents and others.
Students formulate an operative educational programme for adults (parents, etc.), in line with their needs, for the encouragement and in support of the acquisition of knowledge by pupils (workshops for parents, study circles, school for parents, various other forms of education, etc.).
Students plan, follow, evaluate and manage their own professional development. They formulate a programme for personal lifelong learning. They are familiar with experiential learning.
Students encourage permanent education and lifelong learning by adults in schools and other educational institutions and communicate effectively with adults.
Knowledge and understanding:
Students are familiar with:
basic principles and theories of the development of concept of moral and character education of public school,
the principles of educational processes and their role in the socialization of the individual, culture and society,
the role of a teacher and student as subjects and objects of education,
contemporary principles of the development of school society, ethical principles and legal rules,
characteristics of the teacher pedagogical role.
Students are familiar with:
and understand the characteristics of andragogical problems and situations in educational institutions,
ways of participating in managing educational institutions (the planning and creation of school and other projects),
andragogical principles, methods, formal approaches, techniques for working with/education of adults (parents, etc.) and effective communication,
the procedure of the formulation of an educational programme for adults and the evaluation of learning, the methods of monitoring, assessing and managing their own professional development and permanent education and lifelong learning.
Students are able to:
plan programmes of the value dimension of instruction,
plan programmes for motivation of students engagement in research projects and achieving knowledge,
solve moral and discipline conflicts in the classroom and school,
develop positive relationship and approach to students with different social, cultural, ethnic, linguistic and religious background.
Students are able to:
establish the needs for the education of adults in an institution, lead and coordinate the school’s work with adults, staff and the wider social environment,
formulate an operative educational programme for adults, use andragogical principles, take into account the working conditions, and methods and various techniques for working with adults,
use the appropriate andragogical forms of working with adults with regard to their needs and the appropriate methods of evaluating the knowledge of adults,
create a plan of their own professional development and learning and manage their own permanent education and lifelong learning.
Students connect theoretical knowledge with practical educational work in the school.
Students know how to use ethical principles and legal rules during instruction.
Students are aware of responsibility for the development of students personality, their positive relationship to fellow persons and roles in intellectual and moral education in school.
Students combine their theoretical knowledge with specific andragogical work at a school or other institution.
On the basis of theoretical findings, students are able to use the suitable formal approaches, methods and techniques of working with adults (parents) and with regard to different needs, create an operative learning programme and organise various forms of cooperation.
Students develop a positive attitude to their own work and to working with adults (parents, staff, etc.).
Transferable skills – non-subject specific
Pedagogy and andragogy:
Students know how to take into account the differences between children, young adults and adults in their work and education and how to communicate with them in the most suitable way.
Students know how to take into account the differences in the creation of educational programmes for children and adults.
Students are able to encourage positive values, attitudes and permanent education and lifelong learning in children and adults.
Students are able to develop a positive attitude to pupils and students (children, young adults, adults), irrespective of their social, ethical, cultural, linguistic and religious differences.
Students know how to ensure their own professional development and education.
The subject is implemented in the form of lectures that include discussion and various forms of active and experiential learning and training. By agreement students, either individually or in a group, may produce an example of an educational programme or project. Visits can also be organised by experts who present practical examples, or by students to an educational institution, particularly with the aim of encouraging future teachers towards informal learning and lifelong professional development.
Students pass separate examinations in pedagogy and andragogy. The combined grade for the two examinations constitutes the final grade for the subject Pedagogy with Andragogy. Both examinations begin with a written part consisting of essay questions. Every
grading: 5 (fail), 6-10 (pass) (according to the Statute of UL)
1.Govekar-Okoliš, Monika (2015). The role of adult education in the development of local identity and the significance of small local communities in Slovenian history. V: RADOVAN, Marko (ur.), KOŚCIELNIAK, Marek (ur.). Learning and education in community : the role of schools and community organisations = Učenje in izobraževanje v skupnosti : vloga šole in skupnostnih organizacij. 1st ed. Ljubljana: Znanstvena založba Filozofske fakultete: = University Press, Faculty of Arts, str. 165-176.
2.Govekar-Okoliš, Monika (2014). Secondary school legislation in Austria (1849-1914) and its effects on efforts to establish the Slovene language in grammar schools in the Primorska region. Annales, Series historia et sociologia, ISSN 1408-5348, 2014, letn. 24, št. 2, str. 261-276.
3.Govekar-Okoliš, Monika (2013). Practical training of students and the realisation of lifelong learning. V: RADOVAN, Marko (ur.), KOŚCIELNIAK, Marek (ur.). Lifelong learning today : new areas, contexts, practices. Krakow: Jagiellonian University Press, str. 83-95.
4.Govekar-Okoliš, Monika (2011). Characteristics of mentors in the practical training of students. V: HOLEN, Jodi Bergland (ur.), PHILLIPS, Amy L. (ur.). Studies in education from diverse contexts. Grand Forks: College of education and human development, University of North Dakota, str. 59-69.
5.Govekar-Okoliš, Monika (2010). Srednje šole na Slovenskem pri oblikovanju nacionalne identitete Slovencev v drugi polovici 19. stoletja. Razprave Filozofske fakultete, Ljubljana: Znanstveni inštitut Filozofske fakultete, (203 str.).