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Lecturer(s)
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Šmelová Eva, prof. PhDr. Ph.D.
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Dvořáková Kaněčková Eva, Mgr. Ph.D.
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Kantorová Jana, doc. PhDr. Ph.D.
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Neumeister Pavel, Mgr. Ph.D.
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Boček Ronovská Anna, Mgr. et Mgr. Ph.D.
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Course content
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Thematic areas - Education as help x education as manipulation - The power and powerlessness of education and the educator - The limits of education - The uniqueness x generality of education - Education for a profession x education for humanity - Universal contents of education And this in terms of possible basic philosophical perspectives on education: - The search for enduring aspects of human knowledge and values - The search for the key knowledge and skills that a pupil should acquire - The search for learner-centred learning and an emphasis on the importance of real experience - Shaping knowledge as an individual/social cognitive construct - Seeking and emphasising the role of individual choice and responsibility in learning - Defining the social and political aspects of education and their potential for reproducing social inequalities or potential for social change.
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Learning activities and teaching methods
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Work with Text (with Book, Textbook), Methods of Written Work
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Learning outcomes
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Objectives: The aim of the course, which is conceived as a compulsory part of the doctoral study programme, is to develop the theoretical base of the doctoral student and at the same time to assist in the conception of the theoretical foundations of his/her dissertation. Philosophy of education is therefore crucial, especially in the area of reflecting, exploring and critically considering the general and basic principles, structure and content of education and training as a framework for understanding, analysing and critically evaluating the theories of education and training on which the PhD. student bases his/her future dissertation.
Eligibility: The examination will therefore test the student's competencies: Upon completion of the course, the student will be able to: (a) Characterize and defend the thematic focus of the dissertation and its theoretical anchoring within the basic categories (goal, subject, object, conditions and means of education and training) in a broader philosophical/theoretical context, especially in terms of: - ontological - questions about the nature of reality and the relationship between man and reality - epistemological - questions about the nature of human knowledge as an expression of the relationship between subject and reality - axiological - questions about the nature of values - anthropological - questions about the nature and essence of man (b) Identify, interpret and critically evaluate the basic problems of the philosophy of education: - The question of the nature of reality - reality as an objective given x reality as a subjective construct - The question of the possibilities of human knowledge - knowledge as the study/evidence of facts x knowledge as the understanding of phenomena - The question of the origin, meaning of values and evaluation - The question of the concept of man, his role and position in society, the influence of society on education and the influence of education on society.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral exam
As part of the exam, the student is required to: (a) Submit a comprehensive text characterizing the general theoretical background of his/her future dissertation in a minimum of 10 pages of text. Based on this text, the basic categories of his/her dissertation and their broader anchoring will be discussed in the examination. Students are advised to attend a consultation focused on the conceptualisation of the theoretical background - when, in view of the focus of the dissertation, extended reading will be recommended. Students will be assessed on their ability to present the focus of their future dissertation in the context of a consistent and logically congruent theory of education and learning. b) Demonstrate an orientation to the basic categories and issues of education and learning through discussion of a specific problem: - Education as help x education as manipulation - The power and powerlessness of education and the educator - The limits of education - The uniqueness x generality of education - Education for a profession x education for humanity - Universal contents of education And this in terms of possible basic philosophical perspectives on education and education: - The search for enduring aspects of human knowledge and values - The search for the key knowledge and skills that a pupil should acquire - The search for learner-centred learning and an emphasis on the importance of real experience - Shaping knowledge as an individual/social cognitive construct - Seeking and emphasising the role of individual choice and responsibility in learning - Defining the social and political aspects of education and their potential for reproducing social inequalities or potential for social change.
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Recommended literature
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BERGER, Peter Ludwig; LUCKMANN, Thomas. (1999). Sociální konstrukce reality.. Brno : CDK.
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BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál.
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Brezinka, W. (1996). Filozofické základy výchovy..
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Curren, R. (2003). A Companion to the Philosophy of Education..
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Chambliss, J. J. (1996). Philosophy of Education.
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KAŠČÁK, O., PUPALA,B. Výchova a vzdelávanie v základných diskurzoch. Prešov: Rokus, 2009..
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KUHN, T. S.. (1997). Struktura vědeckých revolucí.. Oikoymenh.
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Patočka, J. (1997). Filozofie výchovy.
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STROUHAL, M. (2013). Teorie výchovy. K vybraným problémům a perspektivám jedné pedagogické disciplíny.. Praha: Grada Publishing.
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