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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Neumeister Pavel, Mgr. Ph.D.
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Course content
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Syllabus Outline 1. Theories of Education as Coherent Systems of Thought - Defining education as a field of systematic inquiry - Internal consistency and conceptual clarity in educational theory 2. Meta-Theory of Education: The Problem of Multi-Paradigmatic Nature of the Educational Sciences - Multiplicity of paradigms in educational research - Tensions and complementarities between paradigms - Towards integrative or pluralistic approaches 3. Philosophical Frameworks of Theories of Education - Philosophy as a foundation for educational inquiry - Competing frameworks shaping educational thought 4. Ontological Framework: Addressing the Dispute over the Nature of Reality - Realism, constructivism, and post-structuralist perspectives - Implications for understanding educational processes and practices 5. Epistemological Framework: Addressing the Problem of Knowledge - Sources and limits of educational knowledge - Objectivity, subjectivity, and intersubjectivity - The relationship between theory, research, and practice 6. Education, Justice, and Inequality - Sociological perspectives: class, race, gender, cultural capital (Bourdieu, Bernstein). - Debates on equity vs. excellence. 7. Education and Power - Critical pedagogy (Freire, Giroux). - Foucaultian perspectives on discipline, surveillance, and normalization. - Neoliberalism and the marketization of education.
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Learning activities and teaching methods
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Lecture
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Learning outcomes
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This course explores the philosophical and sociological foundations of education, focusing on how ideas, values, and social structures shape educational theory, policy, and practice. Students will engage with classical and contemporary thinkers to critically analyze the role of education in society, the construction of knowledge, the dynamics of power and inequality, and the ethical dimensions of teaching and learning.
Learning Outcomes By the end of the course, students will be able to: - Critically explain key philosophical and sociological theories of education. - Compare and evaluate classical and contemporary perspectives on education. - Analyze the relationship between education, society, culture, and politics. - Apply philosophical and sociological frameworks to current educational challenges. - Develop the ability to navigate the discourses of contemporary pedagogical thought. - Analyze major or dominant theories of education as coherent systems of thinking; - Through the acquired knowledge, to construct and elaborate one's own theory of education - Develop and defend a personal position on the ethical and social purposes of education.
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Prerequisites
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The course does not require any specific prior knowledge of philosophy or sociology. Essential, however, is the ability to perform fundamental intellectual operations, including induction, deduction, analysis, synthesis, generalization, classification, categorization, and abstraction.
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Assessment methods and criteria
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unspecified
Successful completion of the course (and the award of credits) requires: - Independent study of the recommended literature (the selection will be gradually made available via the Moodle system). - Active participation in seminars focused on the discussion of selected topics, based on the studied sources. - Preparation and presentation of one's own coherent theory of education in the context of philosophical and sociological theories - this may be linked to the topic of the future master's thesis. - Participation in the final reflection session. Assessment Scheme - Independent study of recommended literature - 20% (evaluated through engagement in discussions and demonstrated familiarity with key texts) - Active participation in seminars - 20% (contribution to debates, critical reflection on assigned readings, collaboration with peers) - Preparation and presentation of a coherent theory of education - 40% (written component and oral presentation; may be linked to the student's future master's thesis topic) - Participation in the final reflection session - 20% (synthesis of course themes, self-assessment, and peer feedback)
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Recommended literature
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Apple, M. W., Ball, S. J., & Gandin, L. A. (Eds.). (2010). The Routledge international handbook of the sociology of education. New York, NY: Routledge..
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Blake, N., Smeyers, P., Smith, R., & Standish, P. (Eds.). (2003. The Blackwell guide to the philosophy of education. Oxford, UK: Blackwell Publishing..
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Curren, R. A. (2003). Companion to the philosophy of education. Oxford, UK: Wiley-Blackwell..
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Journal of Philosophy of Education. ; Journal of Moral of Education; Journal of Sociology of Education..
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Race. Ethnicity and Education, Philosophy today, Meta..
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Tubbs, N. (2005). Philosophy's higher education. New York, NY: Kluwer Academic Publishers..
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