Philosophy of Education - 2nd semester
a) To transfer the competences, the knowledge and the experience developed in the first cycle to understand the typical issues of a Philosophy of Education; b) To increase critical thought concerning education, based on a consistent knowledge of philosophical systems; c) To discuss the specificity of the point of vue that Philosophy of Education brings to the contemporary dilemas concerning the meaning of education; d) To interpret the philosophical meaning of educational texts; e) To develop the competencies of analysis, critical interpretation, research and communication.
Luís Manuel Bernardo
Weekly - 3 letivas + 1 tutorial
Total - Available soon
- AA VV, A Companion to Philosophy of Education, Oxford, Blackwell, 2006. - AAVV, The Blackwell Guide to Philosophy of Education, Oxford, Blackwell, 2002. - AAVV., The Sage Handbook of Philosophy of Education, London, 2010. - AAVV., Conditions de l´éducation, Paris, Fayard, 2010. - ALMIBURU, M. (ed.), Claves de la Filosofia de la Educación, Madrid, Dikynson, 2003. - BAILEY, R. (ed.), The Philosophy of Education, na introduction, London/New York, Continuum, 2011. - CARR, D. (ed.), Making Sense of Education: an introduction to the philosophy and the Theory of Education, London, Routledge, 2003. - CARVALHO, A. (coord.), Dicionário de Filosofia da Educação, Porto, Porto Editora, 2006. - HOUSSAYE, J. (dir.), Education et Philosophie, Paris, ESF, 1999. - NODDINGS, N., Philosophy of Education, Boulder, West View Press, 2016. - PRING, R., Philosophy of Education: Aims, Theory, Common Sense and Research, Londres/Nova Iorque, Continuum, 2005.
Presentation of the main issues in dialogue with students; textual analysis; mutual share of personal research.
Participation in the seminar activities (20%); oral presentation of a the text from the extended bibliography (30%); written essay on one of the main issues or reference books with 5 to 10 pages (50%).
1. The epistemological status of the Philosophy of Education; 2. Education as a philosophical question: analysis of the main theoretical references; 3. Some features of the educacional rationality: conceptual models; fundamental assumptions; antinomies; values; goals; 4. Some features of the educational textuality: metaphors, textual assumptions, the order of discourse; 5. Contemporary issues.
Programs where the course is taught: