Topics on Philosophy of Education

Code: FIL14424D

6 ECTS

Duration: 15 weeks/156 hours

Scientific Area: Philosophy

Teaching languages: Portuguese

Languages of tutoring support: Portuguese

Regime de Frequência: Presencial

Presentation

Opcional.

Sustainable Development Goals

Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Igualdade de género - Alcançar a igualdade de gênero e empoderar todas as mulheres e meninas.

Reduzir as desigualdades - Reduzir as desigualdades dentro dos países e entre eles.

Learning Goals

Skills to be acquired belong to two orders: a critical and argumentative one, expressed in understanding, interpretation and thematic and problematic correlation; a evaluative another, such as the development of critical and self-critical capacity and the development of critical competence to properly intervene in an open, committed and well-founded attitude.
The intended objectives are:
1. Historically contextualize the relationship between Philosophy, Politics, Ethics and Education
2. Recognize the specificity of philosophical reflection on Education
3. Identify fundamental issues of education from texts of Western philosophy
4. Acquire theoretical references and operative concepts
5. Consider possibilities of intervention of the Philosophy of Education in the modern and contemporary world

The relationship between Philosophy, Politics, Ethics and Education in the philosophical tradition
2. The creation of educational utopias and the search for happiness
3. The boldness of modernity and the choice of education as a means of personal perfectibility and social progress: Jean-Jacques Rousseau
4. Criticism of the school, the centrality of experience and the exercise of citizenship
5. The recovery of the relationship between Philosophy, Politics, Ethics and Education since the last decades of the 20th century
6. The crisis of the humanities and its impact on the formation of a critical spirit and democracy
7. Contemporary uneasiness regarding artificial and anthropocene intelligence

Teaching Methods

Two models are combined: a traditional model centred on the teacher and another based on active strategies that mobilise critical and argumentative thinking and are open to debate. The first is reserved for the commented reading of texts. In the second phase, students are invited to follow the commented reading of the texts with interventions, and to present their ideas in an open dialogue.
The lectures can be based on digital resources, can have the presence of speakers and can be replaced by the attendance of a colloquium related to the curricular unit programme. Some of the classes can be followed online, if justified.
The assessment is based on: 1) attendance (10%); 2) participation in the dialogues and debates (40%); 3) presentation and writing of an argumentative text on the central theme of the course or on an issue of the thesis itself, about 5 pp.