Epistemology and Hermeneutics in Education

Code:

MFIL005

Acronym:

EHE

Instance: 2010/2011 - 1S

Active?	Yes
Responsible unit:	Department of Philosophy
Course/CS Responsible:	Masters in Philosophy

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MFIL	3	MFIL - Study Plan	1	-	10	-

Teaching language

Portuguese

Objectives

To provide a grounded reflection about the status of philosophy in education, within the context of philosophical subjects and of education sciences.

Program

- Pedagogical reason and philosophical reason: matters of sense and status.

- Goal, purpose, models and paradigms in education; educational conceptualization and educative pragmatics.

- Education as an object of study and as a social phenomenon, facticity and objectivity in education. Education as object-project.

- From pedagogy to education sciences: the matter of values and truth in education. From the educational axiology to the normativity of education.

- Positive, dialectic and rhetoric dimensions of education: circularity, recurrence and urgency of antinomies in education: identification and study of some of the classical contemporary antinomies. The place for metaphors in educational speech.

- Role and status of philosophy in education, in the context of philosophical subjects and education sciences: ethics, aesthetics, ontology, phenomenology, epistemology, hermeneutics and anthropology in education.

Mandatory literature

REBOUL, Olivier - La Philosophie de l' Éducation, Paris: PUF, 1971
CARVALHO, A. (org.), Filosofia da Educação: temas e problemas, Porto, Afrontamento, 2001
JOLIBERT, Bernard, : Raison et Éducation. Paris, Éditions Klincksieck, 1987
FULLAT, Octavi, Filosofias de la Educación. Paideia, Barcelona, Ediciones C.E.A.C., 1992
HOUSSAYE, Jean, (sous la dir.), Éducation et philosophie. Approches contemporaines, E.S.F. Éditeur
ULMANN, Jacques - La Pensée Éducative Contemporaine, Paris: Vrin, 1982
CARVALHO, A. Dias de, Epistemologia das Ciências da Educação, 3ª ed., Porto, Afrontamento, 1996
A.A.V.V.., Filosofía de la Educación hoy. Conceptos, autores, temas, Madrid, Editorial Dykinson, 1991
CARVALHO, A, A Educação como Projecto Antropológico, Porto, Afrontamento, 1993
RORTY, A. Philosophers on Education. London / New york: Routledge, 1998
GARANDERIE, Antoine, Crítica da razão pedagógica, Edições Instituto Piaget, 2000
POMBO, Olga - Quatro Textos Excêntricos (Hannah Arendt, Eric Weil, Bertrand Russell e Ortega Y Gasset), Lisboa: Relógio d'Água, 2000

Teaching methods and learning activities

Theoretical exposition of the content’s program, text analysis, individual and/or group research works’ presentation and debate, supervised by the teacher, about one of the themes from the program.

keywords

Humanities > Philosophy > Epistemology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	45,00
	Trabalho escrito	120,00		2011-02-15
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
	Estudo autónomo	105	2011-02-01
	Total:	105,00

Eligibility for exams

Each student must attend at 75% of the seminar sessions, except in cases foreseen by law.

Calculation formula of final grade

The final classification is an outcome of the calculated arithmetic average or all evaluation components:
Participation in seminar debates (25%)
Critical reviews of recommended readings (25%)
Final research work (50%)