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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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Basic themes: 1. Education as a dialogical dimension of education in the period of classical antiquity. 2. Education as an enhancement of human dignity. Education as a tool of activity, initiative and ability to develop society. 3. The concept of man and his education in pedagogical trends of the 19th and 20th centuries. 4. Education as the basis of pedagogy. Pedagogy as an independent discipline. System of education. 5. Phenomenological approach in pedagogy. 6. Power and scope of education. Opinions on educability and educability in philosophical directions from the Renaissance to the present. Application of human ideals in school life. 7. Man and the society - relations between individual and social in education. Theory of human knowledge. Opinions on human development. Education for human identity. 8. Identification of social influences on the educational process from different perspectives (consensual, conflicting and interpretative paradigms). 9. Aims and contents of education in the context of social development. 10. Educational aim with regard to the meaning of human existence. Education as a part of the process of building life goals. 11. Traditionalism versus innovation. Educational means in the context of social development with regard to the Central European and Anglo-Saxon tradition and their possibilities and application at present. 12. Dilemmas of contemporary education: power, authority and freedom, discipline and democracy, gender stereotypes etc. Analysis of dilemmas and their comparison. 13. Ethics of social consequences as a theoretical basis of teacher ethics (principle of humanity, principle of human dignity, principle of moral law, principle of moral responsibility, principle of justice, principle of tolerance, principle of duty) with regard to historical and social context. Patriotism or globalism?
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Learning activities and teaching methods
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Lecture
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Learning outcomes
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Aims of the subject / students will be able to: Explain the philosophical concepts, Characterize individual stages of human thinking, Describe and characterize aspects of education with respect to the historical events, Conduct a basic analysis of a philosophical problem with an emphasis on its application, Evaluate the development of philosophical thinking in theories of human cognition, Describe and characterize the basic problems of human existence, Produce the basis for the creation of a subjective thinking concept, Practically apply the principles of ethical aspects of morality.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
Elaborate: two reviews of selected works (will be sent by email at least 7 days before the exam date), at the examination submission of a list of studied literature.
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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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