PdF:PDR_FVV2 Philosophy of Education 2 - Course Information

PDR_FVV2 Philosophy of Education 2

Extent and Intensity

0/0/10. 3 credit(s). Type of Completion: zk (examination).

Teacher(s)

doc. Mgr. Radim Šíp, Ph.D. (lecturer)

Guaranteed by

prof. PhDr. Vlastimil Švec, CSc.
Institute for Research in School Education – Faculty of Education
Contact Person: Gabriela Vohradská
Supplier department: Institute for Research in School Education – Faculty of Education

Prerequisites (in Czech)

PDR_FVV1 Philosophy of Education 1

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Education (programme PdF, D-PD4) (2)
• Social Education (programme PdF, D-PD4) (2)

Course objectives

to provide an insight into problematic of topic to PhD students:
1) educational environment
2) aims of education
3) content of education
4) pedagogical communication and interaction
5) creativity as a source of personality development; from the view of philosophical resourece

Learning outcomes

- to consider the bases of their own project - to apply to them the knowledge received from the previous semester (PDR_FVV1)

Syllabus

• 1. Thematic unit – philosophy and episthemes
• Philosophy versus science. Onthology as work theory. Epistemology as work procedure. Foucaults "episthemes" as work analytical tool. The brief characteristic of antique-scholastic epistheme. The brief characteristic of early modern epistheme. The brief characteris of late modern epistheme.
• 2. Thematic unit – educational environment
• Antique-scholatic (before)understanding. Early modern (before)understanding - onthology of separate objects (individual, nation). Late modern (before)understanding - evolving environment as aspect of living continuum.
• 3. Thematic unit – aims of education
• Antique-scholatic (before)understanding – maturation of final causes. Early modern (before)understanding – copying of the reality structures. Late modern (before)understanding – equilibrium between individual and its environment.
• 4. Thematic unit – content of education
• Antique-scholatic (before)understanding – formed matter, substantion and accidents. Early modern (before)understanding – solid centres of bodies and linear causality. Late modern (before)understanding – stages of transactions between subject and object
• 5.Thematic unit – Pedagogical communication and interaction
• Antique-scholatic (before)understanding – relationship teacher - pupil, communication of order of solid forms. Early modern (before)understanding – Subject and object of communication and causal effect of bodies. Late modern (before)understanding – communication interaction as constant reconstruction of the identity.
• 6. Thematic unit - Creativity
• Antique-scholatic (before)understanding - creativity as filling of order and the creativity as hybrid. Early modern (before)understanding – cretaivity in the scope of naturalness as the effect of the modern individuality creation. Late modern (before)understanding – creativity as structural condition late modern conception of knowing.

Literature

required literature
• Deleuze, G. & Gauttari, F. (2001). Co je filozofie? Praha: Oikúmené.
• Ricken, F. (2002). Antická filosofie. Olomouc: Olomouc.
• Dewey, D. (1932). Demokracie a výchova. Praha: Jan Leichter. (vybrané kapitoly)
• Anzenbacher, A. (1990). Úvod do filosofie. Praha: SPN.
• Průcha, J. (Ed.), (2009). Pedagogická encyklopedie. Praha: Portál
• Foucault, M. (2002). Archeologie vědění. Praha: Herrmann & synové.
• Fulka, J. (2011). Jazyk a výchova v Rousseauvě „Emilovi“. Filosofický časopis, 59(4), 483–500.
• Janík, T. & Maňák, J., & Knecht, P. (2009). Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido
• Brezinka, W. (2001). Východiska k poznání výchovy. Brno: L. Marek.
• Arthur, J. & Davies, I. (2010). Education Studies Textbook. London & New York: Routletge. (vybrané kapitoly)
• Platón. (1996). Ústava. Praha: Oikúmené (vybrané kapitoly)
• Rousseau, J. J. (1907) Emil čili o vychování. Přerov: Knihtiskárna Bartheletý a spol. (vybrané kapitoly)
• Locke, J. (1984). O výchově. Praha: SPN. (vybrané kapitoly)
• Foucault, M. (2000). Slová a věci. Bratislava: Kalligram. (vybrané kapitoly)
• Coreth, E. & Schöndorf, H. (2002). Filosofie 17. a 18. století. Olomouc: Nakladatelství Olomouc.

recommended literature
• Hrdá, M. & Šíp, R. (2012). Komunikace a integrace žáků s odlišným mateřským jazykem. In J. Němec (Ed.), Výzkum a edukace sociálně znevýhodněných žáků (s. 115–136). Brno: Paido
• Baldwin, J. D. (1986) George Herbert Mead. A Unifying Theory for Sociology. Newburry Park, London, New Delhi: Sage Publications, Inc.
• Dewey, J. (1992) Logic: Theory of Inquiry. / Theory of Valuation In. The Collected Works of John Dewey, 1882–1953. (Hickman, L. A.. ed.) [CD-ROM]. Charlottesville VA: InteLex Corporation.
• Feyerabend, P. K. (2001) Rozprava proti metodě. Praha: Aurora.
• Chomsky, N. (1998) Perspektivy moci. Praha: Karolinum,.
• Kuhn, T. (2008) Struktura vědeckých teorií. Praha: Oikoymenh.
• Ricoeur, P. (1997) Teória interpretácie: diskurz a prebytok významu. Přeložila Zdeňka Kalnická. Bratislava: Archa.
• Rockwell, W. T. (2007) Neither Brain nor Ghost. A Nondualist Alternative to the Mind-Brain Identity Theory. Cambridge, Massachusets, London: The MIT Press.
• Rorty, R. (2012) Filosofie a zrcadlo přírody. Praha: Academia.
• Šíp, R. (2011) „Identita: Od pevných forem k poli napětí a kontinuity“. In. Hrdá, M. – R. Šíp (eds.) Identita v sociálně pedagogickém výzkumu: pole napětí, změn a začlenění. Brno: Masarykova univerzita, s. 13-26.

Teaching methods

lectures, discussion

Assessment methods

exam in the form of presentation and subsequent discussion

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught annually.

• Enrolment Statistics (Spring 2019, recent)
  
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