SV4BP_FiVS Philosophy of education (seminar)

Faculty of Education
Autumn 2008
Extent and Intensity
0/1/0. 1 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. Mgr. Dušan Klapko, Ph.D. (seminar tutor)
Guaranteed by
doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Kateřina Štěpařová
Timetable
Wed 10:40–12:20 budova E - učebna 26
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
At the end of the course, the students will be able to: - Develop the skill to interpret in the framework of further deeper studies of the philosophy of education. - Chronologically place the pedagogical and philosophical events on the background of the major historical events and particular thinkers. - Explain, using the real examples, the ability of historical-social discourse. - Evaluate the importance of discussed authors for the pedagogical theory and practice. - Explain the work of the discussed pedagogical teachers on the background of historical and social events. - Explain the topical issues of social policy, outline the possible outcomes and possibilities to solve them, using the facts from the reading of philosophical secondary source and own experience. - Reflex and interpret the topical issues.
Syllabus
  • Philosophy of Education as speculative science, its conception and tasks. The structure of the subject, research into philosophy of education, defining basic. terminology, values and representatives. Essence and purpose of education. Basic definition of the paradigm of modern and postmodern pedagogy. Socratic dialogue as a method of realising the existence of self. Commenius’s improvement of all things human based on universal science and universal education. Gadamer’s hermeneutics as a method to clarify understanding of existence. Ricoeur’s theory of interpretation based on the analysis of text. Austin’s speech acts as sources of human thinking and acting. Characteristics, meaning and representatives of spiritual scientific pedagogy, neothomism, Experimental pedagogy and marxistic pedagogy. Analysis of selected models of learning: conception of behaviourism, humanism, cognitivism, radical and social constructivism in education.
Literature
  • CORETH, Emerich. Was ist der Mensch? (Orig.) : Co je člověk ? : základy filozofické antropologie. info
  • FISCHER, Josef Ludvík. Případ Sokrates. Edited by Josef Zumr. 2. vyd. Praha: Lidové noviny, 1994, 170 s. ISBN 80-7106-110-7. info
  • MACHOVEC, Dušan. Aristotelovy názory o podstatě : příspěvek k filosoficko-historickému výkladu teorie podstaty. Vyd. 1. Praha: Universita Karlova, 1963, 86 s. info
  • PALOUŠ, Radim. Komenského Boží svět. Praha: Státní pedagogické nakladatelství, 1992. ISBN 8004256155. info
  • STÖRIG, Hans Joachim. Malé dějiny filosofie. Edited by Petr Rezek, Translated by Miroslav Petříček - Karel Šprunk. 7., přeprac. a rozš. vyd.,. Kostelní Vydří: Karmelitánské nakladatelství, 2000, 630 s. ISBN 8071925004. info
Assessment methods
active work in the e-learning course (75% attendance in seminaries) work on a seminar essay (four pages)
Language of instruction
Czech
Further Comments
The course is taught annually.
Teacher's information
http://moodlinka.ped.muni.cz/course/view.php?id=1495
The course is also listed under the following terms Autumn 2004, Autumn 2005, Autumn 2006, Autumn 2007, Autumn 2009, Autumn 2010, Autumn 2011, Autumn 2012, Autumn 2013, Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017, Autumn 2018, Autumn 2019.
  • Enrolment Statistics (Autumn 2008, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2008/SV4BP_FiVS