Interpretative approaches to educational actions. Pedagogy, philosophy and understanding in social sciences 1600-SZD-ID-PIDE
The course presents select theories of interpretation, among others hermeneutical – H.-G. Gadamer’s, P. Ricoeur’s, and possibilities of applying them to educational issues. The key part of the classroom activity is presentation of students’ own ideas how to interpret educational experience. Participants discuss the issue pertaining to university education as well as how to design and conduct educational research of theoretical nature.
Course coordinators
Learning outcomes
Knowledge | The graduate knows and understands:
WG_02 - the main development trends in the disciplines of the social sciences in which the education is provided
Skills | The graduate is able to:
UW_01 – make use of knowledge from various fields of science, in particular the social sciences in order to creatively identify, formulate and innovatively solve complex problems or perform tasks of a research nature, and in particular to: define the purpose and object of scientific research in the field of the social sciences, formulate a research hypothesis; develop research methods, techniques and tools and apply them creatively; make inferences based on scientific findings
UK_04 - participating in scientific discourse in the field of the social sciences
Social competences | The graduate is ready to
KK_01 - critically evaluating achievements within a given scientific discipline in the field of the social sciences
And others:
Knowledge: (knows and understands) select theories of interpretation
Skills: (is able to) apply different conceptions of interpretation to educational context
Competences: (is ready to) work for the betterment of professional self-development.
Assessment criteria
Description of requirements related to participation in classes, including the
permitted number of explained absences: The presence at the class is substantial. One absence is acceptable, however it is necessary to consult with the lecturer a form of covering the material of the missed classes.
Principles for passing the classes and the subject (including resit session): Participation in the class, completing the final test (a short essay written at the final class).
Methods for the verification of learning outcomes: Systematically during the lectures and by the final test.
Evaluation criteria: The quality of reflection demonstrated by the final test (a short essay written at the final class) and during all classes.
Practical placement
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Bibliography
A. Bates, Transforming Education. Meanings, myths and complexity, Routledge, London and New York, 2016, 1-45.
D. Bridges, Fiction written under oath? Essays in philosophy and educational research, Springer 2003.
W. Carr, For Education. Towards Critical Educational Inquiry, Open University Press, Buckingham, Philadelphia, 1998, pp. 60-73.
H.-G. Gadamer, Truth and Method, trans. J. Weinsheimer, D. G. Marshall, Bloomsbury, London, New Delhi, New York, Sydney 2014, 370-387.
R. Godoń, Reflection and Action in Anglophone Philosophy of Education: Challenges and Inspirations, in: Education and „Padagogik”. Philosophical and Historical Reflections (central, Southern and South-Eastern Europe), ed. B. Kudlacova, A. Rajsky, Peter Lang2019, 32-41.
M. Oakeshott, The Voice of Liberal Learning, Liberty Fund, Indianapolis 2001, 1-34.
P. Ricoeur, Life: a story in search of a narrator. in: Veldes, M. J. (ed.) A Ricoeur Reader. Reflections and Imagination. New York, London, Sydney, Tokyo, Singapore: Harvest Wheatsheaf, 425-437.
Ken Robinson, Kate Robinson, Imagine If... Creating A Future for Us All, Penguin Books 2022.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: