SODC008 Philosophical Antropology in the Context of Social Education

Faculty of Education
Autumn 2024
Extent and Intensity
0/0/0. 10 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. Mgr. Michal Kaplánek, Th.D. (lecturer)
Guaranteed by
doc. Mgr. Michal Kaplánek, Th.D.
Department of Social Education – Faculty of Education
Contact Person: Ing. et Ing. Jana Šajkovicsová
Supplier department: Department of Social Education – Faculty of Education
Prerequisites
The course is designed as a mandatory in the PhD study programme of Social Education.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 5 student(s).
Current registration and enrolment status: enrolled: 0/5, only registered: 0/5, only registered with preference (fields directly associated with the programme): 0/5
fields of study / plans the course is directly associated with
Course objectives
In the background of every educative action, therefore also in the work of every social educator, there is a certain view of a man, certain anthropology. This view of a man is sometimes explicitly expressed through philosophical discourse, even though it is, more often, present implicitly, be it in educational concepts or principles of social work, by which a social educator is driven, or in his practical procedures. Through the content of this course students will be acquainted with selected trends in philosophy of education, which form the theoretical base of social education. Equally important are ideological principles represented by the Anglosaxon concept of social work. Having completed the course students will be able to identify ideological background of every project aimed at helping people who might be threatened by social exclusion, thus “reconstructing“ philosophical concepts which the projects plausible.
Learning outcomes
The PhD students will be able to: • characterise basic concepts of social education and explain philosophical trends on which these concepts are based; • formulate strong and weak points of individual anthropological concepts which form the backbone of social education and social work; • identify principles present in a particular social project on which it is based; • evaluate a selected social project from the ethical point of view (impact on human relationships, on the environment); • propose a solution to current problems in the field of social education based on a chosen philosophical discourse.
Syllabus
  • 1. Four basic concepts of social education (Bakošová) and their anthropological background. 2. Empirical theories of education (H. Beck). 3. Dilemma of social education: searching for balance between an adjustment and individual development. 4. Question of freedom in personalism and phenomenology (Maritain, Ricoeur, Pieper, Sokol). 5. Education as “cultivation“ and upbringing as “paideia“ (Palouš) Discussion part (mini-lecture and a discussion). 6. “Economic base and ideological superstructure“ – fascinated by marxism. 7. Criticism of the aims of modern education – “Heretic school“ – fascinated by Comenius. 8. Experience and/or education – fascinated by a method 9. A child and a young man as a “client“ – fascinated by liberty and equality.
Literature
    required literature
  • SOKOL, Jan. Člověk jako osoba : filosofická antropologie. Třetí, rozšířené vydá. Praha: Vyšehrad, 2016, 273 stran. ISBN 9788074296826. info
  • CORETH, Emerich. Co je člověk ? :základy filozofické antropologie. 1. vyd. Praha: Zvon, 1994, 211 s. ISBN 80-7113-098-2. info
    recommended literature
  • PAYNE, Malcolm. Modern Social Work Theory. Palgrave, 2014.
  • MASLOW, Abraham H. The farther reaches of human nature. Arkana/Penguin Books, 1971
  • ENGELS, Friedrich. Herrn Eugen Dührings Umwälzung der Wissenschaft. [Anti-Dühring]. 1894. Online [česky]: https://www.marxists.org/cestina/marx-engels/1877/AntiD/index.html
  • BECK, Heinrich. Philosophie der Erziehung. Freiburg; Basel; Wien: Herder, 1979.
  • MARITAIN, Jacques. Křesťanský humanismus. Praha: Universum, 1947.
  • PIEPER, Josef. Muße und Kult. München: Kösel, 2007.
  • PRŮCHA, Jan. Moderní pedagogika. Šesté, aktualizované a do. Praha: Portál, 2017, 483 stran. ISBN 9788026212287. info
  • STROUHAL, Martin. Teorie výchovy : k vybraným problémům a perspektivám jedné pedagogické disciplíny. Vydání 1. Praha: Grada, 2013, 192 stran. ISBN 9788024742120. URL info
  • PROCHÁZKA, Miroslav. Sociální pedagogika. Vydání 1. Praha: Grada, 2012, 203 stran. ISBN 9788024734705. URL info
  • PALOUŠ, Radim. Heretická škola : o filosofii výchovy ve světověku a Patočkově pedagogice čili filipika proti upadlé škole. 1. vyd. Praha: Oikoymenh, 2008, 95 s. ISBN 9788072983025. info
  • PATOČKA, Jan. Péče o duši : [soubor statí a přednášek o postavení člověka ve světě a v dějinách]. Edited by Ivan Chvatík - Pavel Kouba. 1. vyd. Praha: Oikoymenh, 2002, 842 s. ISBN 8072980548. info
  • PATOČKA, Jan. Filosofie výchovy. Edited by Radim Palouš. Praha: Pedagogická fakulta Univerzity Karlovy, 1997, 65 s. info
  • BREZINKA, Wolfgang. Filozofické základy výchovy. Translated by Ivan Ozarčuk. První vydání. Praha: Zvon, 1996, 213 stran. ISBN 8071131695. info
  • LUCKMANN, Thomas. The Invisible Religion. The Problem of Religion in Modern Society. New York: The Macmillan Company. 1967. info
Teaching methods
Lecture, discussion, workshop, evaluation feedback.
Assessment methods
oral examination
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
Teacher's information
The content of the oral examination is the defense of the philosophical part of the dissertation.
The course is also listed under the following terms Autumn 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (recent)
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