II. Read and translate the text using the dictionary: The notion of pedagogics

Pedagogics is the art or science of teaching children. In modern day usage, it is a synonym for “teaching” or “education”, particularly in scholarly writings. Throughout history, educators and philosophers have discussed different pedagogical approaches to education, and numerous theories and techniques have been proposed. Educators use a variety of research and discussion about learning theories to create their personal pedagogics, and are often faced with the challenge of incorporating new technology into their teaching style. Successful education for all depends on teachers being able to embrace both the art and science of pedagogics. They should act as parents who understand the needs, abilities and experiences of their students while also being trained in the best methods of communication and presentation of appropriate materials.

While the term “pedagogics” is often used to mean the art of teaching in general, some prefer to make the distinction between pedagogics (teaching children) and andragogics (teaching adults). The terms “pedagogics” and “andragogics” are also used to describe teacher/subject based instruction and student directed instruction, respectively.

From the very beginning, educators have tried to find interesting ways to bring up intelligent and educated people. The advent of writing about 3000 B.C. resulted in a style of education with specialized occupations requiring particular skills and knowledge: scribes, astronomers and so on.

Since the time the Jesuits opened their first school in 1548, they believed that a high quality education is the best path to meaningful lives of leadership and service. The Jesuits adapted available educational models while developing their own pedagogical methods to become the “schoolmasters of Europe”. This pedagogics, which embodies five key teaching elements: context, experience, reflection, action and evaluation, is the process by which teachers accompany learners in the lifelong aspiration of competence and professionalism. This method aims to support teachers to be the best teachers, motivates students by embodying their learning experience and stresses the social character of both learning and teaching.

III. Make up a plan of the text in the form of questions.

IV. Render the text in a written form.

text c

I. Mind the following words and word-combinations:

are roughly coordinated – приблизно узгоджені

conceptual framework – схематична структура

to pursue – продовжувати

rhetoric – риторика

apprenticeship – навчання

II. Listen to the text “Classical education” and try to understand it.

III. True/ False statements:

1. Primary education teaches children how to learn.

2. Secondary education deals with grammar.

3. Higher education gives a student the future profession.

IV. Answer the following questions:

1. What main phases does Western classical education have?

2. What does each of these phases include?

Unit 5

Topic: Upbringing in Primitive Society

TEXT A

I. Read and remember the following words and word-combinations:

observation – спостереження

inheritance – наслідування

stick to traditions – дотримуватись традицій

way of behaviour – поведінка

religious conceptions – релігійні уявлення

kin – рід, родина

to get acquainted – ознайомитись

labour tool – знаряддя праці

matriarchy – матріархат

family community – родинна община

patriarchy – патріархат

to be charged with – відповідати за

adolescent – підліток

folk art – народне мистецтво

achievement – досягнення

II. Read and translate the following text:

Upbringing in Primitive Society

Ethnical descriptions and constant observations of modern primitive tribes give us ideas about the sense and methods of upbringing in primitive society.

The period of a primitive tribe was a final step in the biological process of the human formation. No organized forms of upbringing existed that time. Children got experience of their parents through observation and inheritance. Upbringing ran while working through inheritance, but it was not planned and systematic. Some elements of education appeared during this period. Adults taught children to stick to the traditions and rules of the tribe.

A bit later human tribes united in groups of relatives – clans or kins. People obtained one of the most important things in their development – a language. The main goal of upbringing laid in passing to children labour skills, ways of behaviour, religious conceptions, traditions and customs.

Till 10-12 years boys and girls were brought up together and lived with their mothers. Later, boys-teenagers turned into the state of unmarried young men and young girls were considered as women. Since that time they began to live separately. Boys got acquainted with men’s activities (hunting, fishing, making labour tools); girls helped their mothers to gather plants, keep the house and look after children.

The very first institutions of life and upbringing for young generation appeared during the last years of matriarchy. They were organized by a family community. With the development of patriarchy men became leaders of the society. Only the most experienced and respectable people were charged with educating, teaching adolescents.

Folk art, folk legends, myths, songs, fairy tales played one of the most important roles in their education.

As time flew as many new skills and achievements people got. Human knowledge and abilities grew day by day. Children were brought up not only through labour but also through mental activities.

So, upbringing in primitive society has developed from spontaneous and limited to specially organized forms of intellectual preparation.