| Course title | Ethical Educational Assumptions |
|---|---|
| Course code | KPF/N031 |
| Organizational form of instruction | Lecture |
| Level of course | Master |
| Year of study | 2 |
| Semester | Summer |
| Number of ECTS credits | 3 |
| Language of instruction | Czech |
| Status of course | Compulsory |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
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| Course content |
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1.) The concept of education in the classical period of Greek philosophy (Aristotle, Plato) 2) The Renaissance thinking about education on the example of the tension between conceptions of Montaigne and Bacon 3) Comenius concept Pampaedia considering its inspirational sources 4) Comparison of thinking about education within Locke and Rousseau philosophical context 5) Ethical assumptions accentuation of education in the period of German classical philosophy (Kant, Fichte) 6) Pestalozzi and his conception of education and its philosophical legitimacy and effects 7) Social reform aspects of emphasizing education in the first half 19th century (Owen, Fourier, Cabet) 8) Reflection of education in socio-critical aspects of ethical prerequisites of Tolstoy´s and Nietzsche´s conceptions 9) Positivism influenced by Spencer's understanding of education 10) Psychoanalysis and Education (Freud, Jung) 11) Education in the context of thinking about its role in the democratic structure of society (Russell, Dewey) 12) Ethical assumptions - Buber's concept of education 13) Education in the context of thinking - Jaspers and Arendt
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| Learning activities and teaching methods |
| unspecified, unspecified |
| Learning outcomes |
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The course will get students acquainted with the historical development of ethics, its diffusion of historically contingent ideas about education. It will be focused mainly on the periods in which there were reformulations of fundamental assumptions of education. In this sense, it is also a context that affects the philosophical reflections of society. The aim of this review is to present education ambiguity in the assumptions on which speculating is based.
Students will get acquainted with the issues of education in the historical context of the philosophical traditions of thinking. They will gain the ability to compare different ethical assumptions. They will become aware of the reasons why thematization of education is an important part of ethical thinking and in which aspects related to social changes. |
| Prerequisites |
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None.
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| Assessment methods and criteria |
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unspecified
The exam is based on a seminar paper, which contains a comparison of two educational concepts. During the exam the ability to evaluate selected authors on the basis of a broader orientation will be assessed. |
| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Arts | Study plan (Version): Social Sciences (Two-Subject Combination) (A14) | Category: Philosophy, theology | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Teaching Social Sciences for Secondary Schools (A14) | Category: Philosophy, theology | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Science | Study plan (Version): Teaching Social Sciences for Secondary Schools (A14) | Category: Philosophy, theology | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Arts | Study plan (Version): Teaching Social Sciences for Middle School (Two-Subject Combination) (A14) | Category: Philosophy, theology | 2 | Recommended year of study:2, Recommended semester: Summer |