| Course title | Philosophy of education |
|---|---|
| Course code | USS/XZPVV |
| Organizational form of instruction | no contact |
| Level of course | Doctoral |
| Year of study | not specified |
| Semester | Winter and summer |
| Number of ECTS credits | 7 |
| Language of instruction | Czech, English |
| Status of course | Compulsory |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
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| Course content |
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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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The content of the course focuses on the effect of philosophical movements on the development of educational theory and practice in the period of ancient Eastern philosophy (China, India) in contrast with Classical and Christian spiritual attitudes in the life of man. Effect of scholasticism on medieval level of education. Importance of Renaissance and humanism in the education of man. Effect of religious reformation on the development of educational thoughts. Philosophy of Jesuit education. Philosophical and educational thoughts of the Enlightenment period. Reflection of major philosophical movements of the 19th and 20th century in education. Socio-economic and political orientation of philosophical thinking in the context of national awareness, enlightenment and social trends, gradual development of industry, and rise of natural sciences and technical sciences. Attention is also paid to the concept of man and educational movements of the 19th and 20th century. Definition of personality and individuality in education. Theory of values in the history of philosophy (from antiquity to the present day) and its reflection in educational theory and practice. Focus in on a historical-comparative analysis of educational categories in relation to various philosophical movements (pragmatism, positivism, existentialism, dynamic education, religious education, etc.) Effect of philosophical thoughts on the position of the teacher and student, their roles in society. Importance of the system of values for the teacher and the teaching process. The result is a radical criticism of the contemporary school as a global problem. Philosophical principles of school humanization. Philosophical background of educational innovations. Position of educational sciences in a democratic society. Humanistic and philosophical background of the current educational sciences. Human inclusion in the plural world of nature and culture. List of recommended literature and materials: ALBERT, K. (1990). Philosophie der Erziehung. Sankt Augustin: Akademia Verlag. APPLE, M. W., BALL, S. J., GANDIN, L. A. (eds.). (2010). The Routledge International Handbook of the Sociology of Education. New York: Routledge BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál. BLAKE, N., SMEYERS, P., SMITH, R., STANDISH, P. (eds.). (2003). The Blackwell Guide to the Philosophy of Education. Oxford: Blackwell Publishing. BREZINKA, W. (1996). Filozofické základy výchovy. Praha: Zvon. BREZINKA, W. (2001). Východiska k poznání výchovy. Brno: L.Marek. CURREN, R. (2003). A Companion to the Philosophy of Education. Oxford: Wiley-Blackwell. GÁLIKOVÁ-TOLLNAJOVÁ, S. (2007). Problém výchovy na prahu 21. storočia. Bratislava: IRIS. GHOSH, R. (2017). Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education. Palgrave Macmillan. CHAMBLISS, J. J. (ed.) (1996). Philosophy of Education. New York and London: Garland Publ. ILLICH, I. (2001). Odškolnění společnosti. Polemický spis. Praha: Slon. KAŠČÁK, O., PUPALA, B. (2009). Výchova a vzdelávanie v základných diskurzoch. Prešov: Rokus. KATRŇÁK, T. (2004). Odsouzeni k manuální práci. Praha: Sociologické nakladatelství. KELLER, J., TVRDÝ, L. (2008). Vzdělanostní společnost. Chrám, výtah a pojišťovna. Praha: Sociologické nakladatelství. KRAUS, B. (1999). Sociální aspekty výchovy. Hradec Králové: Gaudeamus. KUČEROVÁ, S. (1996). Člověk ? hodnoty ? výchova. Prešov: ManaCon. KUDLÁČOVÁ, B. (2007). Človek a výchova v dejinách európskeho myslenia. Trnava: TU. KUDLÁČOVÁ, B. (2006). Fenomén výchovy (historicko-filozoficko-antropologický aspekt). Trnava: VEDA. LIESSMANN, K. P. (2008). Teorie nevzdělanosti. Omyly společnosti vědění. Praha: Academia. MATĚJŮ, P., STRAKOVÁ, J., VESELÝ, A. (eds.). (2010). Nerovnosti ve vzdělávání. Od měření k řešení. Praha: Sociologické nakladatelství.
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| Prerequisites |
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unspecified
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| Assessment methods and criteria |
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unspecified
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| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC19) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC24) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC21) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC23) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC22) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |
| Faculty: Faculty of Education | Study plan (Version): Special Education (DC20) | Category: Pedagogy, teacher training and social care | - | Recommended year of study:-, Recommended semester: - |