Andragogy 380-ERA-7GHT

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 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.

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

Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb:

• Strona przedmiotu 380-ERA-7GHT w USOSweb