Psychological foundations of education and upbringing PED-SL>Psypokszwy-w

Course content:
1. The psychology of education and upbringing within the field of psychological sciences
2. Fundamental theories and concepts of the psychology of teaching and learning.
3. Fundamental theories and concepts of the psychology of upbringing
4. Selected concepts of human development.
5. The development of mental processes.
6. Moral development in education and upbringing.
7. The concept of educational teaching.
8. Problems of inactivity in the process of education and upbringing
9. Civilisational threats from the perspective of the psychology of education and upbringing.
10. Educational challenges from the perspective of the psychology of education and upbringing.

Core reading
1. Dembo M. H., Stosowana psychologia wychowawcza, Warszawa 1997.
2. Mietzel G., Psychologia kształcenia. Praktyczny podręcznik dla pedagogów, Gdańsk 2003.
3. Kowalik S., Psychologia ucznia i nauczyciela, Warszawa 2011.
4. Strelau J.(red.), Psychologia. Podręcznik akademicki, t.3, dz. IX, Gdańsk, 2000.
5. Musiał D, Rola komunikacji między dorastającymi a rodzicami, „Fides et Ratio” 2(2019), s. 17-49
6. Liberska, H., Trempała, J., Psychologia wychowania. Wybrane problemy, Warszawa 2020.
7. MASTALSKI J., Przestrzenie (nie)aktywności współczesnej młodzieży szkolnej, [w:] Współczesne przestrzenie aktywności młodzieży, red. M. Gajewski, Kraków 2023, s. 21-46.
8. MASTALSKI J., (Nie)dojrzałość wychowanka i wychowawcy w kontekście „cywilizacji zamiast”, [w:] Kategorie (nie)obecne w edukacji, red. B. Majerek, A. Doamagała-Kręcioch, Kraków 2021, s.15-32.

Supplementary reading
1. Ledzińska L., Czerniawska E., Psychologia nauczania. Ujęcie poznawcze, Warszawa 2011.
2. Przetacznik-Gierowska M., Włodarski Z., Psychologia wychowawcza, t. 2, Warszawa 1994.
3. Barbaro, B. (red.), Wprowadzenie do systemowego rozumienia rodziny, Kraków 1994.
4. MASTALSKI J., Nauczanie wychowujące jako niezbędny paradygmat edukacyjny, [w:] Bogdan Nawroczyński. Inspiracje dla współczesności, red. B. Śliwerski, M. Walancik, Dąbrowa Górnicza 2020, s. 35-48.

Learning outcomes:
KNOWLEDGE:
Ps_1_p_K_W01, P6S_WG Defines and explains basic concepts in the psychology of upbringing and education. Lists and describes the basic external and internal factors that determine the effectiveness of upbringing and education. Possesses knowledge of the psychological mechanisms of education and upbringing.
SKILLS
Ps_1_p_K_U01, P6S_UW Recognises, identifies and interprets psychological phenomena and processes related to education. Is able to suggest various ways of resolving difficult educational situations. Is able, in their day-to-day work, to distinguish between scientific knowledge and common sense, as well as to put forward their own hypotheses and arguments in their defence.
COMPETENCIES
Ps_1_p_K_K01 Is capable of recognising the importance of continuing learning through self-study and becomes convinced that psychological knowledge in the field of upbringing and education helps to optimise these processes and is essential for planning educational practice.
Teaching methods and tools:
1. Problem-based lecture
2. Discussion
3. Multimedia presentation with commentary and panel discussion
Assessment methods and pass requirements:
Written examination
KNOWLEDGE:
As a result of the course, the student:
· be able to use specialist terminology in the field of educational psychology and pedagogy,
· be familiar with and understand selected concepts of the human being: philosophical, psychological and social,
· be familiar with and understand the patterns of human development across the life cycle,
· be familiar with and understand the mental processes and mechanisms of human functioning relevant to education and upbringing,
· have knowledge of the psychological determinants of the risks posed by modern civilisation,
· be familiar with and understand the concept of educational teaching
SKILLS
As a result of the course, the student:
· is able to synthesise interdisciplinary pedagogical knowledge within the framework of fundamental pedagogical issues in order to analyse and interpret a variety of social problems,
· are able to observe, analyse and interpret a variety of phenomena,
· are able to recognise the needs, potential and talents of their pupils,
· are able to plan, organise and evaluate the educational process responsibly,
· is able to express views competently and coherently on selected pedagogical issues in the light of the knowledge acquired,
· is able to carry out activities supporting the holistic development of pupils.
COMPETENCES
As a result of the course, students will develop the following attitudes:
· being prepared to undertake active individual and team-based pedagogical activities within the social environment, based on the knowledge acquired,
· being prepared to identify ethical dilemmas and problems in pedagogical work and to resolve them,
· being an effective advocate of holistic education,
· being self-critical and sensitive to the diverse needs of individuals,
· being prepared to seek out and expand psychological knowledge regarding appropriate forms of upbringing and education,
· being critical of new educational offerings.
Assessment methods and criteria:
For a fail mark:
· lacks basic knowledge of the psychology of education and upbringing,
· is unable to address fundamental educational problems,
· is unfamiliar with the basic psychological principles underpinning teaching and upbringing,
· is unable to apply the knowledge acquired to solve educational problems.
For a ‘satisfactory’ or ‘+ satisfactory’ mark
· possesses selective knowledge of the psychology of education and upbringing,
· is able to resolve basic educational problems,
· has a satisfactory understanding of the psychological determinants of development and upbringing
· in some situations is able to use the knowledge acquired to resolve upbringing-related problems.
For a ‘Good’ and ‘Good+’ grade:
· has satisfactory knowledge of educational psychology and child rearing,
· is able to tackle more complex educational problems,
· is familiar with educational challenges and the threats posed by modern civilisation
· is able to use the knowledge acquired very effectively to solve educational problems.
For a ‘very good’ grade:
· possesses a well-established, extensive knowledge of educational psychology,
· is able to identify specific psychological issues in the field of education, thanks to the knowledge acquired,
· is able to expose various contemporary threats to education,
· is a competent professional in solving educational problems.
Class attendance:
One absence is permitted (all other classes must be attended)