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Lecturer(s)
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Dudová Anna, Mgr. Ph.D.
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Sirovátka Jakub, doc. Dr. phil.
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Bali Kateřina, Mgr. Ph.D.
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Sattran Jan, Mgr.
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Course content
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12 thematic blocks: Introduction to the philosophy of education - The subject of the philosophy of education, its relationship to pedagogy and culture. - Basic questions: man, upbringing, education, the meaning of school. Ancient tradition - Plato, Aristotle, and the concept of paideia - The formation of European thinking about education. - Virtues, knowledge, character, and the social context of education. Christian and humanistic transformation of education - Augustine, Comenius - concepts of man, education, and human development. - Humanism as the basis of the modern understanding of school. Modern concepts - The question of freedom, authority, and the naturalness of the child. - Pedagogical consequences of different anthropologies. Foundations of modern pedagogy - Holistic education, moral formation, systematization of teaching. Immanuel Kant - Education as a path to autonomy - Ethical and anthropological prerequisites of education. - Autonomy, reason Pragmatism - John Dewey - Education as experience, democracy, school as community. - Implications for the current concept of curriculum and teaching. Philosophy of education in the 20th century - existentialism and phenomenology - Heidegger, Buber: relationship, dialogue, experience of the world. - Education in the context of human existence, authentic being. The crisis of education and responsibility for the world - The position of adults, public space, caring for the world. - Education as a political and cultural act. Critical pedagogy - Dialogue, freedom, critical consciousness, power, and oppression. - Contemporary issues in school and extracurricular education. Current trendsthe ethics of care, inclusion, sustainability - Nel Noddings, the philosophy of care, relationality in education. - Global responsibility, intercultural and intracultural contexts. Education in the contemporary world - digital culture, globalization, everyday life, and extraordinary situations - The place of schools and extracurricular institutions in personal and public space. - Changes in learning in a technological society, social networks, crisis situations. - Reflection on contemporary challenges (inequality, identity, sustainability).
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Learning activities and teaching methods
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Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book)
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Learning outcomes
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The course introduces students to the fundamental questions of the philosophy of education, how they were formed in the tradition of European culture, and how they continue to develop in the current global environment. It familiarizes students with the philosophical assumptions of education, their historical roots and transformations, while also addressing current issues in education and training. The course develops critical thinking skills in relation to education and encourages theoretical and practical reflection on pedagogical situations. Emphasis is placed on sensitivity to the ethical dimension of pedagogical action and on cultivating the ability to formulate one's own pedagogical stance. The specific aim of the seminars is to analyze contemporary issues concerning the place of school and extracurricular education at various levels of human life and society
After completing the course, students will be able to: Identify and explain the specifics of the main philosophical concepts of education and training, in particular their goals, principles, curriculum concepts, teacher-student relationships, and characteristic forms and methods of teaching. Analyze and defend various philosophical positions: formulate arguments used by individual concepts to justify their approaches and discuss their possibilities and limitations in relation to current pedagogical practice in an informed manner. Critically assess philosophical concepts and related pedagogical approaches, with particular emphasis on the philosophical conception of man and selected issues of gnoseology and ethics that influence these approaches. Independently evaluate the significance of individual philosophical traditions for pedagogy and, on this basis, consider educational goals in the context of the current school and extracurricular environment.
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Prerequisites
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none
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Assessment methods and criteria
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Oral examination, Seminar work
1. Compulsory attendance 80% 2. Active participation in discussions - students prepare for each class, engage in debates, and contribute their own ideas. 3. Compulsory reading - serves as the basis for the oral exam. 4. Preparation for leading a discussion - each student chooses one of the works to be discussed in the seminar, prepares a discussion block for it (summary of main ideas, questions for the group, proposed interpretation) and leads this block in class. 5. Seminar paper - after leading the discussion, the student will write a seminar paper on the same topic, which will include: an analysis of the selected work, interpretation and connection to the course topics, their own reflection on the discussion, and conclusions. The seminar paper is due on the date set by the teacher.
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Recommended literature
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Arendt, Hannah; Suchomel, Tomáš; Palouš, Martin. Mezi minulostí a budoucností : osm cvičení v politickém myšlení. 1. vyd. Brno : CDK Centrum pro studium demokracie a kultury, 2002. ISBN 80-85959-92-5.
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Dewey, John. Democracy and Education. Pennsylvania. 2001.
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Freire, Paulo. Pedagogika utlačovaných. Praha. 2022.
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Kratochvíl, Zdeněk. Výchova, zřejmost, vědomí. Praha : Herrmann a synové, 1995. ISBN 80-238-0473-1.
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Liessmann, Konrad Paul; Zoubková, Jana. Teorie nevzdělanosti : omyly společnosti vědění. Vyd. 1. Praha : Academia, 2008. ISBN 978-80-200-1677-5.
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Michálek, Jiří. Topologie výchovy : (místo výchovy v životě člověka). 1. vyd. Praha : ISE, 1996. ISBN 80-86005-01-1.
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Noddings, Nel. Philosophy of education. New York. 2018.
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Palouš, Radim. Filosofická reflexe několika pojmů školské pedagogiky. Vyd. 1. Praha Karolinum, 2010. ISBN 978-80-246-1833-3.
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Palouš, Radim; Svobodová, Zuzana. Homo educandus : filosofické základy teorie výchovy. 1. vyd. Praha : Karolinum, 2011. ISBN 978-80-246-1901-9.
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Patočka, Jan. Filosofie výchovy. Praha : Univerzita Karlova, 1997. ISBN 80-86039-33-1.
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