Philosophy of Education

Recommended Prerequisites

The required basic knowledge implies general culture on the nature of philosophy and education, as well as on its problematicity. The cultural and vocabulary level required pertains the 12th year of schooling. No special technical requirements are foreseen, since the UC intends to provide methodologically access to the proposed problems.

Teaching Methods

In classes, the theoretical-practical dimensions of the issues to be addressed will be articulated, seeking that activities are meaningful and capable of encouraging participation, debate and individual reflection, with a view to achieving the specified objectives. We will resort to methodological diversification, althugh integrative, with the application of the expository and interactive lecture, the reading and analysis (individual and/or collective) of texts, the viewing and analysis (individual and/or collective) of films, as well as the problematics' debate alon research guided by themes.

Learning Outcomes

To understand the philosophical attitude in its dimensions.

To apply the philosophical attitude, namely to the educational field.

To understand the philosophical issues of the educational field;

To critically discuss the meanings of human educability;

To understand the foundational roots of the human in their relationship with the educational field;

To analyze the foundational narratives of education from the point of view of the complexity paradigm;

To analyze the dimensions of the educational antinomics;

To relate the educational antinomics to the complexity of the educational phenomenon;

To identify contemporary challenges in education and the philosophy of education;

To point out elements of a critical horizon for education;

To understand the psychopedagogical principles of philosophy for children.

Work Placement(s)

No

Syllabus

1. Philosophy and education

1.1. The identity issue of philosophy and the philosophical attitude

1.2. The philosophy of education: perspectives and challenges

2. Contemporary issues in the philosophy of education

2.1. The fundamentals crisis and the critique of education teleology

2.2. The persistence of the question of the intentionality of education and the unavoidable reference to values and purposes.

2.3. Education and subject: relativizations and roots for a refoundation of education

3. Postmodern rupture and the rethinking of foundational narratives of education I

3.1. The Complexity Paradigm

3.2. Complexity in the field of education

4. Postmodern rupture to the rethinking of foundational narratives of education II

4.1. The challenges of the Knowledge Society

4.2. The challenges of the political and socio-economic order of the 21st century

4.3. Analysis and attempt to overcome installed educational myths

5. Nature and justification of Philosophy for Children (P4C).

Head Lecturer(s)

Carlos Francisco de Sousa Reis

Assessment Methods

Assessment
Laboratory work or Field work: 30.0%
Synthesis work: 30.0%
Exam: 40.0%

Bibliography

Amado, J., & Boavida, J. (2006). Ciências da Educação. IUC.

Biesta, G.J.J. (2015). What is education for? European Journal of Education, 50(1):76-87.

Boavida, J. (2010). Educação filosófica - Sete ensaios. IUC.

Cabanas, J.M.Q. (2002). Teoria da educação. Uma conceção antinómica de educação. Ed. Asa.

Carvalho, A. (2004). Problemáticas filosóficas da educação. Ed. Afrontamento.

Christodoulou, D. (2014). Seven myths about education. Routledge.

Formosinho, M., Boavida, J., & Damião, M. H (2013). Educação, perspetivas e desafios. IUC.

Nicholson, D. W. (2021). Philosophy of Education in action: An inquiry-based approach. Routledge.

Reis, C.F.S. (2014). Educação e cultura mediática: Análise de implicações deseducativas. Âncora/CEI.

Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children – after Matthew Lipman? Journal of Philosophy of Education, 45(2), 171-182.

Vernon, M. (2011). iPlatão: Filosofia para o dia-a-dia. Clube do Autor.