Harmonious Personality

In the introductory session, students will become acquainted with the course objectives and structure, as well as the pedagogical approaches and study methods that will be used throughout the course. An overview of the main topics to be covered during the course will be provided. Students will receive an explanation of the key knowledge, skills, and competences that can be developed through active participation in the learning process and will gain an understanding of the course's relevance to their personal and professional growth. The course assessment system will also be explained to clarify how students’ achievements will be evaluated.

This topic provides an understanding of the changes in societal thinking from the 1st to the 21st century, focusing on different worldview models — cosmocentrism, theocentrism, anthropocentrism, and sociocentrism — and analyzing their significance in human relationships with oneself, society, nature, and spirituality. A brief theoretical overview will be given of the stages of cultural and intellectual development in Western civilization (the Enlightenment, modernity, modernism, postmodernism, and metamodernism), highlighting their influence on the formation of worldviews, as well as on art, society, and science.

By studying this topic, students will become acquainted with the five main pillars of education that form the foundation of lifelong learning in the 21st century. The following pillars will be discussed: learning to be, learning to know, learning to do, learning to live together, and learning to choose.

Students will become acquainted with the six-dimensional model of personal well-being, which offers a holistic view of human development and balanced living. The model includes the following interrelated dimensions: physical, emotional, intellectual, social, occupational, and spiritual. Each dimension represents a significant area of human life that requires conscious development in order to ensure authentic self-expression, inner balance, and a sense of meaningful living.

The topic helps students become aware of the importance of effective time management and setting personal goals as essential factors in personal and professional development. The SMART model for goal setting and the ABCD strategy for time planning will be explored, focusing on learning how to prioritize. Students will analyze their habits, identify priorities, and develop an individual action plan to support a purposeful and balanced lifestyle.

In this session, students will reflect on the significance of freedom of choice and the human ability to make decisions based on values, self-awareness, and responsibility. The factors influencing choice will be examined — internal (values, emotions, motives, intuition, faith, superstition) and external (environment, social pressure, access to information). The discussion will also explore the relationship between choice, personal freedom, identity, and accountability for one’s actions.

In exploring this topic, students will reflect on their own worldview – the way they perceive themselves, other people, society, nature, and existence as a whole. The discussion will include questions such as: Does truth exist? Is there a God who is the Creator? What is the origin of humankind? What is the meaning of life? What happens after death? Do material and immaterial realities exist? How can one distinguish between good and evil? The class will examine the factors influencing worldview development, including culture, family, education, personal experience, and societal events. The aim of the assignments and discussions related to this topic is to promote self-awareness, the ability to formulate and express one’s viewpoint with reasoned arguments, and the capacity to listen to others’ perspectives to acknowledge the diversity of worldviews and their potential to change.

The topic includes a brief theoretical overview of the understanding of spirituality in Christianity, Judaism, Islam, Hinduism, Buddhism, neopaganism, and the secular worldview, as well as student discussions on how spirituality is understood within their own worldview.

In this session, students will become acquainted with the fundamental principles of coaching and its application in promoting personal growth. The session includes a practical exercise in groups of three, where students will practice active listening, asking open-ended questions, and engaging in supportive conversation. Students will reflect on their coaching experience and its potential for personal development.

Students will explore issues related to the value of human life, existence, and personality, formulating their personal views and engaging in discussions about when human life, existence, and personality begin. The course will examine prevailing societal beliefs and trends that contribute to the relativization or degradation of these values, including totalitarian ideologies, consumer culture, instrumentalization, and the evaluation of human worth based on performance or productivity. Students will reflect on how societal understanding of achievement and a “successful life” influences perceptions of human value.

By studying this topic, students will explore love as a vital and multidimensional human value. Various forms of love will be examined (such as self-love, love for others, friendship, romantic love, and unconditional love), along with their significance in relationships, personal development, and overall well-being. The topic will include discussion on the five love languages, the connection between love and respect, compassion, responsibility, and choice, as well as an analysis of the differences between love, infatuation, lust, and codependency.

The session will provide students with practical tools and ideas on how games can serve as an effective and inspiring method for personal development in various educational and non-formal learning contexts.

In this session, students will explore the role of emotions in everyday experience, self-awareness, and interpersonal relationships. Several practical techniques for identifying, naming, and regulating emotions will be introduced. The session includes a brief theoretical overview as well as practical exercises and reflection activities.

In this session, students will reflect on their professional identity, interests, values, and future aspirations. They will analyze their personal resources, skills, and experiences that can serve as a foundation for a conscious career path. Students will complete an exercise that helps to structure their thoughts on professional development and formulate possible future directions.

In this session, students will share a personal reflection on their life and the development of their personality. This process fosters self-awareness, deepens empathy, and promotes a respectful attitude toward diversity and each person’s uniqueness. The exercise supports the understanding of human life — including one’s own — as a value.

The final session will include a knowledge assessment in the form of questions and answers, as well as an opportunity to ask the lecturer and fellow students questions related to topics concerning personal development.