Philosophy of Education
Course code
KAD8033.HR
old course code
KAD8033
Course title in Estonian
Haridusfilosoofia
Course title in English
Philosophy of Education
ECTS credits
4.0
approximate amount of contact lessons
24
Teaching semester
autumn
Assessment form
assessment
lecturer of 2018/2019  Spring semester
lecturer not assigned
lecturer of 2019/2020  Autumn semester
lecturer not assigned
Course aims
To create opportunities for the understanding and systematic treatment of the philosophical grounds of educational problems.
To acquire a systematic overview of the main educational-philosophical schools of the European and American cultural sphere, their development and influence on contemporary education.
To develop the ability for critical reflection on the current contemporary educational problems and their solutions against the background of internationally recognized concepts of the philosophy of education.
Brief description of the course
The subject of philosophy of education and the practical fields of application. The place and specificity of philosophy of education among the other foundational disciplines of pedagogy.
The main terms in philosophy of education.
Plato. Liberalism. Meritocracy. Elite and egalitarian education. Aristotle. Rationalism. Descartes. Empiricism. Locke, Hume.
Positivism and its influence on contemporary pedagogical research tradition.
Comte. Vienna Circle. Pragmatism. Dewey. Analytical philosophy. Hirst, Peters.
Critical rationalism. Popper. Phenomenology, existentialism, hermeneutics. Husserl. Heidegger. Dilthey.
Critical theory. Habermas. Postmodernism. Foucault. Lyotard. Rorty.
Independent work
Independent work: studying compulsory literature for understanding the subject of philosophy of education, its different treatments and fields of application, and participating in discussions on the given topic during the course; working through the selected literature for preparing an article and topical presentation and discussion during the course; writing an article.
Learning outcomes in the course
The student:
Is able to understand and critically analyze contemporary pedagogical issues against the background of internationally recognized concepts of philosophy of education;
Is able to read and understand the top level literature of psychology of education belonging to the contemporary European and American cultural sphere, also in a foreign language;
Is able to set up and present in writing, contemporary pedagogical issues in internationally acknowledged terms and categories;
Is able to understand, describe, and justify both orally and in writing, his/her own professional activity, including the research paper, in internationally recognized terms and categories of philosophy of education.
Assessment methods
Pass-fail assessment.
Independent work: studying compulsory literature for understanding the subject of philosophy of education, its different treatments and fields of application, and participating in discussions on the given topic during the course; working through the selected literature for preparing an article and topical presentation and discussion during the course; writing an article.
Teacher
Rain Mikser
Study literature
Ericson, D. 1997 Orientation to philosophy of education: Locating the field of play for new audiences. Educational Theory, 47 (4): 501-511;
McCullogh, G. 2002 Disciplines Contributing to Education? Educational Studies and the Disciplines. British Journal of Educational Studies, 50 (1): 100-119;
Wilson, J. 1983 The Future of Philosophy in Education. British Journal of Educational Studies, 31 (1): 8-17;
Wilson, J. 2003 Perspectives on the Philosophy of Education. Oxford Review of Education 29 (2): 279-293;
Worsfold, V. L. 2001 Teaching Philosophy of Education Today. Educational Theory, 51 (3): 373-383.
Replacement literature
Blake, N.; Smeyers, P.; Smith, R.; Standish, P. 2003 The Blackwell Guide to Philosophy of Education.;
Curren, R. 2006 A Companion to The Philosophy of Education. Oxford: Blackwell Publishing;
Kreitzberg, P. 1993 The legitimation of educational aims: Paradigms and metaphors. Kompendiet-Göteborg;
Kreitzberg, P. 1999 Denaturalising of the Discourse of Educational Aims. Quo vadis, Educational Science (toim Liimets, A). Tallinn: TPÜ Kirjastus, 154-176;
Grauberg, E.; Kreitzberg, P. 1995 Democratic vs Scientific and Expert Legitimation of Educational Decisions. Education in Europe. An Intercultural Task (toim. Wulf, C), Münster/ New York: Waxmann Verlag, 48-52;
Kuurme, T. 1999 Aja vaim ja reformpedagoogika. Akadeemia, 2381-2390;
Mikser, R. 2005 Teadusfilosoofia ja pedagoogiliste distsipliinide identiteet. Haridus muutuste ja traditsioonide keerises. (toim. Kraav, I.; Kala, U., Pedastsaar, T.). Põltsamaa: Vali Press;
Mikser, R. 2006 Akadeemiline pedagoogika ja postmodernistlik vandenõu. Rahvuslik ja rahvusvaheline Eesti hariduses (toim. Kraav, I., Mikser, R.). Põltsamaa: Vali Press, 100- 109;
Mikser, R. 2007 Haridusfilosoofia roll pedagoogikas. Haridus 11/12, 3 – 9;
Noddings, N. 1998 Philosophy of Education. Westview Press;
Oksenberg Rorty, A. 1998 Philosophers on Education. London: Routledge;
Ruus, V.–R. 1999 Õppekava, identiteediprobleemid ja teadmiskäsitus. Quo vadis, educational science (toim Liimets, A.). Tallinn: TPÜ Kirjastus, 179-202;
Ruus, V.–R. 2002 Education, culture, freedom. Competing for the Future: Education in Contemporary Societies (toim. Kuurme, T. ja Priimägi, S.). Tallinn: TPÜ Kirjastus, 65-93;
Ruus, V.–R. 2000 Distsipliin ja vabadus: etüüd hariduse käibivatest ja utoopilistest diskursustest. Kõnelev ja kõneldav inimene: Eesti erinevate eluvaldkondade diskursus, (toim. Ruus, V. – R.), Tallinn: Tallinna Pedagoogikaülikool, 128-168;
Sarv, E.–S. 2001 The „condition of postmodernism” and changes in Estonian education 1987 – 1997. Integration und Integrativität als Probleme in der Erziehungswissenschaft (toim. Liimets, A.). Berlin, Wien, New York: Peter Lang, 135-152.