Contemporary and Historical Controversy in the Philosophy of Education
|Course code EDUC6293||Units 10||Level 6000||Faculty of Education and ArtsSchool of Education|
In this course students will be introduced to a selected history of philosophical thought in education and connected contemporary debates relating to perennial philosophical problems, the conceptualisation of pedagogies in a variety of fields, contested roles of the state, institutions and teachers in society and a range of interpretations of the nature and purposes of education.
Not available in 2014
|Previously offered in 2011|
|Objectives||This course provides students with the opportunity to:|
1. discuss a range of philosophical approaches to perennial educational issues;
2. critically engage in debate around the roles of educators and schooling institutions in society and the contested nature, purpose or aims of education;
3. articulate a coherent philosophical analysis of a conceptual problem in education; and
4. demonstrate cogent reasoning and understanding of philosophical questioning and problems in education.
|Content||The following questions are foundational to the content of the course:|
* What should be the aims or purposes of education?
* What does it mean to become educated or to have educational experiences?
* What are the relationships between notions of pedagogy, the self, language, world and knowledge to educational value?
* What roles should the state, society, teachers and learners play in education?
The course examines the following perspectives on the questions above:
* The Ancients', education and human flourishing (eudaimonia)
* Enlightenment education and social engineering
* Democracy, pragmatism and progressive education
* Continental philosophies and notions of bildung (the holistic shaping of persons)
* Critical contributions from gendered and post-colonial perspectives and philosophies of difference
|Modes of Delivery||Internal Mode|
Self Directed Learning
|Contact Hours||Seminar: for 2 hour(s) per Week for Full Term|