SOk140 Philosophy of Education

Faculty of Education
Spring 2024
Extent and Intensity
0/1.2/0. 6 credit(s). Type of Completion: zk (examination).
Taught in person.
Teacher(s)
Mgr. František Trapl, Ph.D. (lecturer)
RNDr. Michal Černý, Ph.D. (lecturer)
Guaranteed by
Mgr. Petr Soják, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Prerequisites
High school knowledge of philosophy and pedagogy.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 100 student(s).
Current registration and enrolment status: enrolled: 0/100, only registered: 0/100, only registered with preference (fields directly associated with the programme): 0/100
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to enable students to understand the relationship between ethics and the philosophy of education.
Learning outcomes
After finishing the course students will be able:
• to understand ethics as a search for "eternal" principles in varying contexts
• to understand the pedagogy in its beginnings, its modern philosophical concepts up to current trends in pedagogy
• to differentiate the conditions of modern education from the education in the global age
• to understand the changes of pedagogy as science from the 19th century to the present
• to use previous knowledge to analyse the current state of pedagogy
Syllabus
  • 1) Ethics and ethical aspects of education
  • 2) Pedagogical aspects of philosophical systems and their dissolution at the time of modern school systems
  • 3) Modern situation: Separation of schooling from education and reconnexion in the ideology of modern school theories
  • 4) Nationalism and philosophy of education, Durkheim and Dewey
  • 5) An overview of important directions of the philosophy of education in the 20th century
  • 6) From Greek philosophy to the present day (history of the philosophy of education by R. Palouš)
  • 7) Ethical aspects of global education and late modernism
  • 8) Plato - ancient and modern educator
  • 9) Komensky and his education
  • 10) Dewey's Utopian Schools
  • 11) Cyril Mooney's Values Education
  • 12) Challenges of contemporary pedagogy
Literature
    required literature
  • Kasper, T., & Kasperová, D. (2008). Dějiny pedagogiky. Praha: Grada.
  • ŠÍP, Radim. Proč školství a jeho aktéři selhávají. Kognitivní krajiny a nacionalismus (Why education and its actors fail. Cognitive landscapes and nationalism). 1. dotisk 1. vyd. Brno: Masarykova univerzita. 471 pp. ISBN 978-80-210-9377-5. 2020. info
  • PALOUŠ, Radim. Čas výchovy. 1. vyd. Praha: Státní pedagogické nakladatelství. 237 s. ISBN 8004254152. 1991. info
    recommended literature
  • PROKOP, Daniel. Slepé skvrny : o chudobě, vzdělávání, populismu a dalších výzvách české společnosti. Druhé, rozšířené vydán. Brno: Host. 278 stran. ISBN 9788027503087. 2020. info
  • FEŘTEK, Tomáš. Co je nového ve vzdělávání. 2. vydání. Praha: Nová beseda. 111 stran. ISBN 9788090749016. 2019. info
  • PALOUŠ, Radim. Heretická škola : o filosofii výchovy ve světověku a Patočkově pedagogice čili filipika proti upadlé škole. 1. vyd. Praha: Oikoymenh. 95 s. ISBN 9788072983025. 2008. info
    not specified
  • Dewey, J. (1932). Demokracie a výchova. Praha: Jan Laichter.
  • Ainsworth, J. (2013). Sociology of Education: An A-to-Z Guide. London, New York: Sage.
  • Eastman, G. (1967). The Ideologiying of Theories: John Dewey's Educational Theory, A Case in Point. Educational Theory, 17 (2), 103–119.
  • Liessmann, K. P. (2015). Hodina duchů: O praxi nevzdělanosti. Praha: Academia.
  • Čornejová, I., Kasper, T., Kasperová, D., Kourová, P., Kratochvíl, P., Lenderová, M., Novotný, M., Pokorný, J., Svatoš, M., Svobodný, P., Šimek, J., & Váňová, R. (2020). Velké dějiny zemí Koruny české. Paseka.
Teaching methods
lectures, text analysis, discussions
Assessment methods
group work, oral exam
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 14 hodin.
Teacher's information
Final exam with extensive individual and collective preparation:

Form of the exam:

The exam is oral. The student knows the examination circuits one month before the beginning of the examination period. The examination areas are articulated in such a way that they require active work in elaborating the questions, it is expected that the student will supplement the taught topics with other critically mastered resources.

Collective exam preparation is supported - shared materials, division of tasks, joint study, but the student is responsible for the submitted content and performance during the exam during the final preparation (see below) and the exam itself.

Before the exam, the student chooses one circuit and has 45 minutes for the final preparation of his / her performance, which includes a written point structure of the final preparation with references to the sources used and a list of used sources.

The test takes 15 minutes. The student has 8-10 minutes for an independent presentation of the topic. Then there is 5 minutes for the examiner to ask questions. A formative assessment follows.

Assessed:

Relevance of information and resources.

The ability to present your prepared topic as a well-organized argument.

Respond to questions asked.

The ability to connect a topic to related topics.

Ability to apply knowledge of the work of a social pedagogue.

The course is also listed under the following terms Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023.
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