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The subject of philosophy of education represents one of the important pillars for understanding the importance of education, its development and meaning within the cultural and historical-anthropological tradition. Through philosophical inquiry, the essence, knowability, logic, justice or meaning, as well as the relationship between ends and content, end and means, essential and non-essential, it enables a deeper knowledge of oneself and the world, and thus to understand the role of educator, educator or guide through life and situations from various aspects. The aim of the course is for students to understand philosophical issues in upbringing and education and to recognize individual philosophical directions in education and their impact on education. 1. Socrates, Aristotle, Plato and their influence on the philosophy of education. 2. Philosophical questions in education and the influence of individual philosophical schools on education. 3. Philosophical, religious and scientific view of the world and man. 4. Middle Ages and supranaturalism. 5. The Enlightenment and its influence. 6. Pragmatism and sensualism. 7. Modern philosophical trends and their influence on individualism and liberalism. 8. Existentialism, materialism and idealism in modern philosophy. 9. Philosophical and opinion paradigms in contemporary views of upbringing. 10. Postmodernism and its influence on education.
Last update: Syřiště Ivo, PhDr., Ph.D. (28.09.2024)
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The aim of the course is to introduce basic concepts and philosophical directions. Understanding the importance and contribution of individual philosophical representatives and their approaches. The applicant should also specify the influence of individual philosophical opinions on upbringing and education. They should also become acquainted with the principles of philosophical questioning and dialogue and the overlaps of philosophy into real life. Last update: Syřiště Ivo, PhDr., Ph.D. (28.09.2024)
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The course has 4 credits according to ECTS, the total student workload corresponds to 120 hours. Expected preparation time for 1 hour of lectures 20 minutes, self-study of literature (for the whole semester) 30 hours, work with study materials (for the whole semester) 10 hours, completion of ongoing tasks (for the whole semester) 12 hours. Seminar paper 12 hours, preparation for exam and exam 12 hours. Last update: Syřiště Ivo, PhDr., Ph.D. (28.09.2024)
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written assignment and discussion Last update: Syřiště Ivo, PhDr., Ph.D. (28.09.2024)
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BENEŠ, M. (2002). Idea vzdělávání v současné společnosti. Eurolex Bohemia: 2002 BREZINKA, W. (1996). Filozofické základy výchovy. Zvon: Praha.BREZINKA, W. (2001). Východiska k poznání výchovy. L. Marek: Brno. GRENZ, S. J. (1997). Úvod do postmodernismu. Návrat domů: Praha.HOGENOVÁ, A. (2016). Bytí a rozumění. Praha: Pedagogická fakulta Univerzity Karlovy. PATOČKA, J. (1997). Filozofie výchovy. Praha: Pedagogická fakulta Univerzity Karlovy. PROKEŠOVÁ, M. (2009). Dítě v nás: filozoficko-pedagogické pojetí dětství a dítěte. Repronis: Ostrava STARK, S. (2006). Filozofie výchovy jako filozofie lidské aktivity a dialogu se zameřením na učení Hanse GeorgaGadamera a Otto Friedricha Bollnowa. Aleš Čeněk: Plzeň TRETERA, I. (2003). Dějiny filosofie. Praha: Karolinum Last update: Zvírotský Michal, PhDr., Ph.D. (21.01.2020)
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https://dl1.cuni.cz/course/view.php?id=8954 Last update: Syřiště Ivo, PhDr., Ph.D. (29.09.2024)
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The student is oriented in philosophical directions, is able to characterize individual philosophical directions and systems. He knows the contribution and importance of philosophical personalities. They will learn the basics of philosophical dialogue. Can specify a philosophical approach to a problem and distinguish it from other approaches. Can talk about the influence of philosophy on education and philosophical issues in education. Last update: Syřiště Ivo, PhDr., Ph.D. (28.09.2024)
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