FORM 1 Evaluation of university study programmes of undergraduate, graduate and integrated undergraduate and graduate studies, and vocational studies

DETAILED PROPOSAL OF THE STUDY PROGRAMME

Table 2. Course description

1. GENERAL INFORMATION
1.1.Instructors / Marko PRANJIĆ, PhD, full professor / 1.6.Year of study / Second year of graduate study, summer term
1.2.Course title / Education in the Age of Antiquity / 1.7.Credit units (ECTS) / 3 ECTS
1.3.Associates / Renata Burai / 1.8.Course teaching delivery (number of hours of lectures+practice+seminars+e-learning) / 15+15+0
1.4.Study programme (undergraduate, graduate, integrated) / Graduate / 1.9.Expected number of students on the course / Around 50 students
1.5.Course status / Elective / 1.10.E-learning application level (1, 2, 3), percentage of online teaching (max. 20%)
2. COURSE DESCRIPTION
2.1.Course objectives / The objective of the course is to:
Introduce students to the understanding of education in ancient Greece, ancient Rome, and early Christianity, and to how education was practiced in everyday life, in both family and social environment.
2.2.Prerequisites for enrolling the course and input competences necessary for the course / Enrolled graduate study. Minimum grade average during undergraduate study 3.5. Motivation for working in an educational institution and at least a passive experience of it.
2.3.Learning outcomes at the level of the programme that the course contributes to / At the level of the programme, Education in the Age of Antiquity makes students capable of:
  • correctly interpreting the basic concepts of education in the age of Antiquity,
  • analysing the historical development of educational thought,
  • interpreting antique educational content, skills, and virtues,
  • comparing education over three periods and territories: Greek, Roman, and early Christian.

2.4.Expected learning outcomes on the level of the course (6-10 learning outcomes) / Having passed the exam, the student is able to:
  • correctly interpret the basic pedagogical concepts from the age of Antiquity
  • analyse ancient educational thought in three civilizational circles
  • interpret the bases of ancient understanding and practicing of education
  • compare ancient and contemporary educational content
  • explain the continuity and/or discontinuity of educational content
  • evaluate the bases of educational practice of Antiquity
  • interpret the main features of ancient education.

2.5.The course content elaborated according to the lecture time schedule (one to three lines for a one-hour lesson) / The students will be taught the educational content in the following way:
  • Greek education
  • The roots of west-European education
  • The time of Homer and Homer's educational values
  • Paideia and arete as the most eminent content of early Greek education
  • Spartan education
  • Athens and its approach to education
  • Greek educators and teachers
  • The period of Roman education
  • The practical as the most relevant (the state, mas maiorum)
  • Educational factors in ancient Rome
  • Types of teachers (litterator, ludus litterarius, grammaticus)
  • Physical education
  • Withdrawal of Roman from Greek education
  • Educational system (elementary, secondary,, higher, Atheneum)
  • Elementary school
  • Grammar
  • Rhetoric
  • Roman educators and teachers
  • Early Christian education
  • Tension between Christianity and Hellenism
  • Confrontation with the heritage
  • Early Christian schooling of adults
  • Early Christian educators

2.6.Teaching delivery forms / lectures
seminars and workshops
practice
on line entirely
mixed e-learning
field instruction / individual assignments
multimedia and network
laboratory
tutorial work
something else (write what) / 2.7.Comments:
2.7.Student obligations / Regular attendance of lectures and participation in discussions. Individual reading of literature.
2.8.Monitoring the work of students (distribute the share of ECTS units for each activity so that the total number of ECTS units corresponds to the ECTS value of the course) / Lecture attendance / 1 ECTS / Written exam / 2
ECTS / Project
Experimental work / Research / Practical work
Essay / Report / (something else)
Continuous assessment exam / Seminar paper / (something else)
Oral exam / (something else)
Students are required to individually research into a specific problem, to report on it, and to participate in the work of other students
2.9.Marking and evaluating the work of students during the instruction period and the final exam / Students personally register their attendance at every lecture, they check the record the following time, and lead discussion with the professor and the colleagues (10% of the final grade).
Students present in power point the book they read from the list of additional literature and discuss with other students (30% of the final grade).
A written exam (15 questions) based on obligatory literature (60% of the grade).
2.10.Obligatory literature (available in the library and on other media) / Title / The number of copies in the library / Availability on other media
Pranjić, M. (2013), Odgoj u vrijeme antike, Zagreb: Matica hrvatska. / Sufficient
2.11.Additional literature (at the moment of the study programme proposal application / Barrow Robin (1976), Greek And Roman Education. Basingstok: Routledge
Schwenk, Bernhard (19969, Geschichte der Bildung und Erziehung von der Antike bis zum Mittelalter: Weinheim: Dgt. Studijen-Verlag
Mayer Max (1955), Geschichte der abendländischen Erziehung und Bildung, Freiburg im Breisgau: Herder
Marrou Henri Irénée (1977), Geschichte der Erziehung im klassischen Altertum, München: Alber; or French:
Marrou Henri Irénée (1981), Histoire de l’éducation dans l’antiquité, Pariz: Points (German translation:
Achermann Emil (1963), Kleine Geschichte der abendländischen Erziehung, Hochdorf : Martinus-Verl.
Arts Wilhelmus Antonius (2004), European values at the turn of the millennium, Leiden: Brill;
Paul Eugen (1993), Geshichte der christlichen Erziehung I: Antike und Mittelalter, Freiburg-Base-Wein: Herder
Pranjić, Marko. (2012), Na ishodima europskoga odgoja, Zagreb: Matica hrvatska
2.12.Quality monitoring forms that ensure the acquisition of output knowledge, skills, and competences / Output knowledge is evaluated successively and according to the student's proficiency level in all three stages of this course.
The first stage shows the student's motivation for the course content, prior knowledge, and the doubts that are discussed with the instructor and colleagues.
In the second stage, the student chooses a specific problem to individually conduct research on, reports on it in front of the colleagues based on the prepared power point presentation, and encourages discussion about it.
The third stage refers to the evaluation of the student's knowledge of the course content by means of a written exam based on obligatory literature.

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