Philosophy of Education (KPD/E-PHA)

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  • 6 credits
  • Lecturers: doc. PaedDr. Miriam Prokešová, Ph.D.
  • Lessons (Lectures + Exercises + Seminars): 0 + 1 + 0 [hours/week]
  • Semester: winter/summer
  • Examination method: written examination
  • Status of the course in study program: the course is a part of programmes: Teaching for Primary Schools Level 2 – Universal Subjects; Education with focus on Leisure and Resocialisation (MA Program). The course is provided by the Department of Pedagogy.

Annotation:

The aim of the subject is to acquaint students with basic questions not only from the field of philosophy of education (education as a care of soul), but also with the philosophical view of questions concerning a substance and sense of world, being, life and comprehension of a man position in the framework of historical and contemporary context of society and its era. The main topics are the following: philosophy of education and its concept definition, conception of a man from the point of view of paradigms (Mythos, Logos, Theos, Mechanos), contemporary world's conception (modern and postmodern), conception of a child from the philosophical point of view and questions of education for the 21st century, position of a man in the framework of nature, space and society.

Requirements:

80% attendance in lectures, written test.

Topics of workshops:

  1. Philosophy, its subject and conception, main philosophical streams of thought from the historical and contemporary point of view.
  2. Postmodernism and modernism and their definition. R. Descartes, his influence and his importance for philosophy and development of the science.
  3. Contemporary world and its characterization from the philosophical point of view "Prometheus fall", "global villages", victims of God Moloch, circumambulation.
  4. Paradigms and their influence and conception. Famous persons from the history of philosophy and point of view of paradigms.
  5. Anthropological-philosophical conception of a man (animal rationale, imago Dei, res cogitans and conception according to A. Gehlen, A. Kostler, M. Scheler, P. T. de Chardin, E. Coreth etc. Man as an imperfect being and as noble transcendence.)
  6. Dilemma of education – E. Fink. Dilemma of education in contemporary post-industrial world.
  7. Human triple – body, soul, spirit, their conception from the historical and contemporary point of view. Education as a care of soul.
  8. Greek, Slavonic and Hebrew conception of body and soul.
  9. J. A. Komenský and his conception: man and world (scire, velle, posse).
  10. Child, childhood and secret of myths and fairy tales, secret of spoken world. Jung´s child conception.
  11. Conception of a child (human being as loving, future memories and sadness etc.).
  12. An appetite for life: P. T. Chardin – man typology based on appetite for life (tired pessimists etc.)
  13. Home, family, safety and certainty. Some theories (Bowlby, Ainsworth) of satisfaction and dissatisfaction of basic human physical and psychical needs. Identity and individualism (Z. Matějček, A. Maslow, C. G. Jung, E. Fromm, E. Erikson etc.)
  14. Child needs according to J. Prokop.
  15. Love and its conception, differences between these conceptions. Love, sympathy and education.

Literature:

  • Koninck, de Thomas. Philosophie de l´education. Essai sur le devenir humain. Presses Universitaires de France, 2004.
  • Prokešová, M. Philosophy of Education. Ostrava, 2013
  • Prokešová, M. Filosofie výchovy. Ostrava. Ostravská univerzita, 2004

Updated: 03. 10. 2022