Last update: Mgr. Radka Bačáková, Ph.D. (07.02.2020)
Students will become familiar with the problems associated with learning in the natural environment and learning
through experience and experience.
It is an area that is associated abroad with terms: outdoor learning, outdoor education, adventure education,
experiential education, experiential learning, Erlebnispädagogik, friluftsliv, etc. In the Czech Republic is included
under
roof terms: outdoor education and learning, experiential learning, experiential education, sometimes outdoor
pedagogy.
They will also learn about the international context of theory and practice of outdoor activities. Characteristics of
foreign
of schools, organizations and movements will be confronted with the situation in the Czech Republic.
Last update: Mgr. Dominika Krupková (10.02.2020)
Students will become familiar with the problems associated with learning in the natural environment and learning
through experience and experience.
It is an area that is associated abroad with terms: outdoor learning, outdoor education, adventure education,
experiential education, experiential learning, Erlebnispädagogik, friluftsliv, etc. In the Czech Republic is included
under
roof terms: outdoor education and learning, experiential learning, experiential education, sometimes outdoor
pedagogy.
They will also learn about the international context of theory and practice of outdoor activities. Characteristics of
foreign
of schools, organizations and movements will be confronted with the situation in the Czech Republic.
Literature -
Last update: Mgr. Radka Bačáková, Ph.D. (10.02.2020)
BEARD, C., WILSON, J. P. The power of experiential learning. London: Kogan Page, 2002.
BECKER, P. et al. Outdoors, Adventure and Experiential Learning, A wreath of European concepts. Marburg: bsj Marburg, 2000.
HENDERSON, B., VIKANDER, N. (Eds.). Nature First: Outdoor Life the Friluftsliv Way. Toronto: Natural Heritage Books, 2007.
HUMBERSTONE, B., PRINCE, H., & HENDERSON, K. (Eds.). Routledge International Handbook of Outdoor Studies. Routledge, London and New York: Routledge, 2016. ISBN 978-1-138-78288-4.
KOLB, D. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Persey: Prentice Hall, 1984.
MARTIN, A. J., TURČOVÁ, I., & NEUMAN. J. Turistika activities and games, dramaturgy and the Czech outdoor experience. In HUMBERSTONE, B., PRINCE, H., & HENDERSON, K. (Eds.). Routledge International Handbook of Outdoor Studies. Routledge, London and New York: Routledge, 2016, s. 297-306. ISBN 978-1-138-78288-4.
MARTIN, A., NEUMAN, J., a TURČOVÁ, I. The Czech Outdoor Experience: Turistika and connections to Friluftsliv. In HENDERSON, B. a VIKANDER, N. (Eds.). Nature First: Outdoor Life the Friluftsliv Way. Toronto: Natural Heritage Books, 2007.
NASSER, D. Erlebnispädagogik aus internationaler Perspektive. Lüneburg: Verlag edition Erlebnispädagogik, 2003.
PRIEST, S., GASS, M., A. Effective Leadership in Adventure Programming. 3. vyd. Champaign, Il.: Human Kinetics, 2018. ISBN-13: 9781492547860.
Last update: Mgr. Radka Bačáková, Ph.D. (14.10.2020)
MS Teams: kód týmu je zaslám studentům před 1. hodinou.
BEARD, C., WILSON, J. P. The power of experiential learning. London: Kogan Page, 2002.
BECKER, P. et al. Outdoors, Adventure and Experiential Learning, A wreath of European concepts. Marburg: bsj Marburg, 2000.
HENDERSON, B., VIKANDER, N. (Eds.). Nature First: Outdoor Life the Friluftsliv Way. Toronto: Natural Heritage Books, 2007.
HUMBERSTONE, B., PRINCE, H., & HENDERSON, K. (Eds.). Routledge International Handbook of Outdoor Studies. Routledge, London and New York: Routledge, 2016. ISBN 978-1-138-78288-4.
KOLB, D. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Persey: Prentice Hall, 1984.
MARTIN, A. J., TURČOVÁ, I., & NEUMAN. J. Turistika activities and games, dramaturgy and the Czech outdoor experience. In HUMBERSTONE, B., PRINCE, H., & HENDERSON, K. (Eds.). Routledge International Handbook of Outdoor Studies. Routledge, London and New York: Routledge, 2016, s. 297-306. ISBN 978-1-138-78288-4.
MARTIN, A., NEUMAN, J., a TURČOVÁ, I. The Czech Outdoor Experience: Turistika and connections to Friluftsliv. In HENDERSON, B. a VIKANDER, N. (Eds.). Nature First: Outdoor Life the Friluftsliv Way. Toronto: Natural Heritage Books, 2007.
NASSER, D. Erlebnispädagogik aus internationaler Perspektive. Lüneburg: Verlag edition Erlebnispädagogik, 2003.
NEUMAN, J. a kol. Turistika a sporty v přírodě. 2.vyd. Praha: Portál, 2018 (v tisku).
PRIEST, S., GASS, M., A. Effective Leadership in Adventure Programming. 3. vyd. Champaign, Il.: Human Kinetics, 2018. ISBN-13: 9781492547860.
TURČOVÁ, I., MARTIN, A. J., a NEUMAN, J. Diversity in language: Outdoor terminology in the Czech Republic and Britain. Journal of Adventure Education and Outdoor Learning, 2005, roč. 5, č. 1, s. 99-116.
TURČOVÁ, I. „Terminologická džungle“ - česká a anglická terminologie oblasti výchovy a aktivit v přírodě. Gymnasion, 2007, roč. 8, s. 23-35.
Requirements to the exam -
Last update: Mgr. Radka Bačáková, Ph.D. (10.02.2020)
Active participation in seminars. Seminar work. Examination of theoretical knowledge in the form of a test.
Last update: Mgr. Dominika Krupková (10.02.2020)
Active participation in seminars. Seminar work. Examination of theoretical knowledge in the form of a test.
Syllabus -
Last update: Mgr. Radka Bačáková, Ph.D. (10.02.2020)
Lectures:
1. Characteristics and continuity (or affinity) of the following terms: Experiential Education, Experiential Learning, Adventure Education, Adventure Learning, Expeditionary Learning, Outdoor Education, Outdoor Learning
3. International and European organizations and institutions developing cooperation in the field of outdoor learning and education.
4. Characteristics of the development of the application of outdoor activities and outdoor education in Great Britain, the country with the oldest tradition.
5. Approaches, organizations, schools and trends in North America, outdoor education in Australia and New Zealand.
6. The concept of Norwegian friluftsliv and its development in Scandinavian countries.
7. Erlebnispädagogik - development of outdoor education in German-speaking countries.
8. Characteristic views of J. Dewey in relation to learning and education through experiences and experiences.
9. Kurt Hahn and "Erlebnistherapie", the possibility of its application in our conditions.
Seminars:
10. Conception of learning and education in Project Adventure (USA).
11. Development of outdoor education in other European countries.
12. Methods and procedures in education by experience and experience. Comparison with drama education and project teaching.
13. Basic knowledge of dramaturgy or creating sequence of program blocks.
14. Nature - experience: different contexts, use in learning and education.
Last update: Mgr. Dominika Krupková (10.02.2020)
Lectures:
1. Characteristics and continuity (or affinity) of the following terms: Experiential Education, Experiential Learning, Adventure Education, Adventure Learning, Expeditionary Learning, Outdoor Education, Outdoor Learning
3. International and European organizations and institutions developing cooperation in the field of outdoor learning and education.
4. Characteristics of the development of the application of outdoor activities and outdoor education in Great Britain, the country with the oldest tradition.
5. Approaches, organizations, schools and trends in North America, outdoor education in Australia and New Zealand.
6. The concept of Norwegian friluftsliv and its development in Scandinavian countries.
7. Erlebnispädagogik - development of outdoor education in German-speaking countries.
8. Characteristic views of J. Dewey in relation to learning and education through experiences and experiences.
9. Kurt Hahn and "Erlebnistherapie", the possibility of its application in our conditions.
Seminars:
10. Conception of learning and education in Project Adventure (USA).
11. Development of outdoor education in other European countries.
12. Methods and procedures in education by experience and experience. Comparison with drama education and project teaching.
13. Basic knowledge of dramaturgy or creating sequence of program blocks.
14. Nature - experience: different contexts, use in learning and education.
