2026/2027
История педагогики и дидактики
Статус:
Майнор
Кто читает:
Департамент иностранных языков
Где читается:
Санкт-Петербургская школа гуманитарных наук и искусств
Охват аудитории:
для всех кампусов НИУ ВШЭ
Язык:
английский
Кредиты:
5
Контактные часы:
64
Course Syllabus
Abstract
The course examines the development of pedagogical thought and didactic concepts from antiquity to the present. It explores the key ideas of eminent educators and their influence on contemporary approaches to education (Montessori, Waldorf pedagogy, High Scope, and others). Historical models of upbringing and instruction are analyzed, alongside the formation of school institutions and the evolution of conceptions of childhood, the individual, the role of the educator, and methods of teaching. The course considers the contemporary situation and the place of educational leisure within the learning process.
Learning Objectives
- The course aims to provide students with a systematic understanding of the historical development of pedagogical thought from antiquity to the present, to examine major educational theories and models, and to analyse their influence on contemporary educational practice. The course develops students’ ability to critically compare pedagogical concepts, understand the historical evolution of educational institutions and childhood, and evaluate modern educational approaches in light of their philosophical foundations.
Expected Learning Outcomes
- the students will describe the main stages in the development of pedagogical thought from antiquity to the 21st century
- the students will identify and explain key ideas of major educational thinkers
- the students will compare historical and contemporary models of education and upbringing
- the students will analyse the evolution of conceptions of childhood, individuality, and the role of the educator
- the students will explain the foundations and principles of major contemporary pedagogical approaches (e.g., Montessori, Waldorf, High Scope)
- the students will evaluate educational theories in their historical and socio-cultural context
- the students will discuss the development of school institutions and educational systems
- the students will reflect critically on the role of educational leisure and informal learning in contemporary education
- the students will formulate and defend arguments about pedagogical concepts using historical evidence
- the students will trace the origins of modern approaches to education and justify the elements of earlier systems inclusions
Course Contents
- 1. Origins of Education: Ancient and Indigenous Traditions
- 2. Religion, Knowledge, and Medieval Education (Christian, Islamic, Jewish
- 3. Humanism and the Discovery of Childhood (Erasmus, Comenius, Locke, Rousseau)
- 4. Nineteenth-Century Reformers (Pestalozzi, Fröbel, Herbart)
- 5. Progressive Education (Dewey and beyond)
- 6. Montessori and Child-Centred Learning
- 7. Waldorf, Reggio Emilia, HighScope, and Constructivism
- 8. Russian and Soviet Contributions (Ushinsky, Vygotsky, Makarenko, Sukhomlinsky)
- 9. Play, Creativity, and the Foundations of Edutainment
- 10. Contemporary Educational Paradigms (forest schools, democratic schools, homeschooling, maker education)
- 11. Education in the Digital Era (AI, gamification, media literacy, digital well-being
- 12. Revision
Assessment Elements
- TestsIn two lectures or seminars, students are given a test based on lectures by the course instructor and/or the seminars. The number and form of questions may vary within the same test and from test to test: open-ended, multiple-choice, matching, etc. The test is conducted at an advance notice. The number of tests is 2 per module. The tests can be retaken with the consent of the course instructor at a time allocated by the course instructor if a student has a valid reason for missing the test. Otherwise, the result for the missed test is marked 0 (zero). The mark for this course component is the average of the marks for all the tests offered throughout the course.
- Classroom participationThe students are expected to attend all lectures and seminars, complete homework and contribute to discussions. They need to be prepared for class by having read the assigned text(s) or watching the assigned video(s). They contribute to seminar discussions by answering and asking questions relevant to the corresponding class section. The course instructors take into consideration: student’s presence in the class and completion of assigned activities (80% of the grade) and extra willingness to participate (20% of the grade).
- Pre- and post-seminar assignmentsThroughout the course, the students submit assignments that check their command of the history of pedagogy and ability to apply the studied material.
- team presentationsTeam presentations are delivered throughout the course and cover some aspects of the studied topics. Teams are assigned with a topic to conduct research on. Team members are graded individually. Inability to observe the time limit will result in the grade decrease for all team members.
- EssayThe essay is written during the module period and assessed by the course instructor(s) or the course commission board (see below). The aim of the essay is to analyse an educational experience from the student's own life through the lens of the pedagogical theories and concepts studied during the course. Students are expected to discuss at least two pedagogical concepts, theories, or educational traditions studied during the course. Students may prepare ideas and examples in advance; however, the essay is written individually during the scheduled class. The essay should demonstrate the student’s ability to: ● identify and describe a relevant educational experience; ● apply concepts and pedagogical ideas studied during the course; ● interpret the experience critically rather than merely describe it; ● support conclusions with examples from the experience.
Interim Assessment
- 2026/2027 2nd module0.15 * Tests + 0.15 * team presentations + 0.3 * Essay + 0.2 * Classroom participation + 0.2 * Pre- and post-seminar assignments
Bibliography
Recommended Core Bibliography
- Johnston, J. (2018). Early Childhood Studies : Principles and Practice (Vol. 2nd edition). Abingdon, Oxon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1704136
- Successful dissertations : the complete guide for education, childhood and early childhood studies students, O'Hara, M., 2011
Recommended Additional Bibliography
- Introduction to psychology and pedagogy : учебное пособие / Y. N. Timofeeva, T. A. Voronova, Y. V. Chepurko, S. V. Dubrovina. — Иркутск : ИГМУ, 2020. — 52 с. — Текст : электронный // Лань : электронно-библиотечная система. — URL: https://e.lanbook.com/book/213296 (дата обращения: 00.00.0000). — Режим доступа: для авториз. пользователей.