SPC009 Social Theories and Theories of Education in the Paradigms of Knowledge 1

Faculty of Education
Spring 2023
Extent and Intensity
0/0/0. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
doc. Mgr. Dušan Klapko, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Dušan Klapko, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
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. The course is based on the assumption that PhD students understand the difference in the methodological paradigms of research, specifically between the scientific and social science approach.
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
The course introduces the topic of paradigms of knowledge, represented by social theories, anchored in the problematic nature of educational reality. The baseline oftheir study is a systemic view of the theories presented, incorporating cultural and social factors, discursive practice, educational policy, institutional power, and academic theories of education. The aim of the course is to anchor the academic competencies of the social educator in an interdisciplinary fashion, while also strengthening the social educator's competences for work in the context of non-academic educational practice.
Learning outcomes
The PhD students will be able to: • explain the basic terms and theoretical framework of the studies topics; • interpret social theories in the social-cultural context of the time period; • apply theoretical frameworks in analyzing various issues in the field of social education; • assess the benefits of authors and theories studied throughout the course for the competences of a social educator.
Syllabus
  • 1. Position of social sciences in the context of scientific paradigms (Winch). The structure of scientific revolutions (Kuhn). 2. Social theories and their application to educational phenomena. Education as a non-science (Brezinka). Current theories of education (Bertrand). The theory of miseducation (Liessmann), postmodern education. 3. Constructivism (Gergen), social construction of reality, social stock and distribution of knowledge (Berger, Luckmann). 4. The phenomenological dimension of the knowledge of the everyday and Lebenswelt (Schütz), subjective world and intersubjectivity (Husserl). 5. Pragmatic enactivism, generalised other, the Self as a subject and object, theory of behaviour (Mead). 6. Poststructuralism, second linguistic turn (Wittgenstein), the order of discourse and dispositives (Foucault), the theory of speech acts (Austin, Searle), the theory of personality traits and prejudice (Allport). 7. Evaluation of the contribution of the discussed authors and theories for the competencies of a social educator.
Literature
    recommended literature
  • MADZIA, Roman. George Herbert Mead: tělo, mysl a svět. Vydání 1. Praha: Triton, 2014, 235 stran. ISBN 9788073877842. info
  • LIPOVETSKY, Gilles and Sébastien CHARLES. Hypermoderní doba : od požitku k úzkosti. Translated by Barbora Holá. V českém jazyce vyd. 1. Praha: Prostor, 2013, 144 s. ISBN 9788072602834. info
  • STROUHAL, Martin. Teorie výchovy : k vybraným problémům a perspektivám jedné pedagogické disciplíny. Vydání 1. Praha: Grada, 2013, 192 stran. ISBN 9788024742120. URL info
  • GERGEN, Kenneth J. An invitation to social construction. 2nd ed. London: Sage, 2009, xii, 186. ISBN 9781412923019. info
  • WINCH, Peter. Idea sociální vědy a její vztah k filosofii. Translated by Tomáš Suchomel. Brno: Centrum pro studium demokracie a kultury, 2004, 134 s. ISBN 8073250357. info
  • GIDDENS, Anthony. Důsledky modernity. 2. vyd. Praha: Sociologické nakladatelství, 2003, 200 s. ISBN 80-86429-15-6. info
  • NOHEJL, Marek. Lebenswelt a každodennost v sociologii Alfreda Schütze : pojednání o východiscích fenomenologické sociologie. 1. vyd. Praha: Sociologické nakladatelství, 2001, 117 s. ISBN 8086429024. info
  • BREZINKA, Wolfgang. Východiska k poznání výchovy : úvod k základům vědy o výchově, k filozofii výchovy a k praktické pedagogice. Translated by Alexandr Tuček. 1. vydání. Brno: L. Marek, 2001, 310 stran. ISBN 8086263231. info
  • AUSTIN, J. L. Jak udělat něco slovy. Translated by Jiří Pechar - Alena Bakešová. Vyd. 1. Praha: Filosofia, 2000, 172 s. ISBN 8070071338. info
  • BERGER, Peter L. and Thomas LUCKMANN. Sociální konstrukce reality : pojednání o sociologii vědění. Edited by Radim Marada, Translated by Jiří Svoboda. 1. vyd. Brno: Centrum pro studium demokracie a kultury, 1999, 214 s. ISBN 8085959461. info
  • BERTRAND, Yves. Soudobé teorie vzdělávání. Translated by Oldřich Selucký. Vydání první. Praha: Portál, 1998, 247 stran. ISBN 8071782165. info
  • KUHN, Thomas S. Struktura vědeckých revolucí. Translated by Tomáš Jeníček. První vydání. Praha: Oikoymenh, 1997, 206 stran. ISBN 8086005542. info
  • LIESSMANN, Konrad Paul and Gerhard ZENATY. O myšlení : úvod do filosofie. Translated by Jiří Horák. Olomouc: Votobia, 1994, 377 s. ISBN 8085619946. info
  • LYOTARD, Jean-François. O postmodernismu : postmoderno vysvětlované dětem : postmoderní situace. Translated by Jiří Pechar. Vyd. 1. Praha: Filosofia, 1993, 206 s. ISBN 8070070471. info
  • PARSONS, Talcott. The structure of social action : a study in social theory with special reference to a group of recent european writers. 1st ed. New York: Free Press, 1968, xxviii, 47. info
Teaching methods
Lecture, discussion, self-study, feedback evaluation.
Assessment methods
Colloquium: oral scientific debate on the state of knowledge of social issues.
Language of instruction
Czech
Follow-Up Courses
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