Philosophical Anthropology of Education

Code:

MFIL002

Acronym:

AFE

Instance: 2013/2014 - 2S

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	8	MFIL - Study Plan	1	-	10	58	270

Teaching language

Portuguese

Objectives

Main objective: Taking the human being as the subject and the basis of education, the objective of this seminar is to provide a critical understanding of connections between philosophical anthropology and philosophical issues of education. Specific objectives: - To analyse the status of philosophical anthropology, of educational anthropology and of pedagogical anthropology; - To deepen the knowledge of relations between man, culture and education; - To have a perspective of education as an anthropological project - To reflect upon the philosophical presuppositions of a pedagogical anthropology as experiential anthropology; - To promote reflection upon themes and issues of Philosophical Anthropology of Education.

Learning outcomes and competences

At the end of the semester students should be are capable of understanding the  importance of education as anthropological project; critically articulate philosophical anthropology to the philosophy of education; develop research skills required  for configuring problematic philosophical anthropology of education, identifying the philosophy of education as a specific field of knowledge

Working method

Presencial

Program

1. Philosophical anthropology, educational anthropology, pedagogical anthropology and philosophy of education. - Anthropology as knowledge about man. 2. Education as anthropological project. - Identification of the main anthropological and historical references of philosophy history. - Human nature and the educative nature of the human condition. - The man as "homo educandus": educability, perfectibility, complex anthropogenesis and liberty. 3. The construction of the human in association (and affinity) with meanings. - An anthropology of meaning: dramaticity and experience in making the world (of theatre). - The educative experience as experience in feeling: trans-positivity of sense construction with senses. 4. Construction of the human in contemporary public space 4.1. Democracy and citizenship. 4.1.1. The complex construction of identity. Diversity and urbanity.

Mandatory literature

— "De la spécificité philosophique de l'éducation", Penser l’éducation, Revue International, Université de Rouen, n°23, Avril 2008, pp. 77-87.
Carvalho, A. Dias de, A Educação como Projecto Antropológico, Porto, Afrontamento, 1993.
Hamann, Bruno, Antropología Pedagógica. Introducción a sus teorías, modelos y estruturas, Barcelona, Vicens Vives, versión castellana José M. Quintana, 1992
Perniola, Mario, Do Sentir, Presença, trad. António Guerreiro, Lisboa, 1993.
— (coord.), Dicionário Temático de Filosofia da Educação, Porto, Gabinete de Filosofia da Educação do Instituto de Filosofia e Edições Afrontamento. 2006.
Pereira, Paula Cristina, «Filosofia da Educação: evidências, vidências e vivências», in Utopia e Pragmatismo em Educação: Desafios e Perspectivas, Actas do II Colóquio de Filosofia da Educação, Universidade dos Açores, Ponta Delgada, 2002, pp. 115-124.
— Do Sentir e do Pensar. Ensaio para uma antropologia (experiencial) de matriz poética Porto, Afrontamento, 2006.
Couto, M. João, Da Comunicação entre as diferenças. Reflexões em torno da educação social e do seu sentido contemporâneo, Porto, ed. fotocopiada, Gráfica da Faculdade de Letras da Universidade do Porto, 1996
— "La diferencia como primado de lo humano", Revista ESPÍRITU, Barcelona, 135-LVI, 2007, pp. 227-236.
— “Da sensibilidade como acolhimento”, in Sentidos Contemporâneos da Educação, org. Adalberto Dias de Carvalho, Afrontamento, Porto, 2002, pp. 219-238.
Vilela, Eugénia, Do Corpo Equívoco. Reflexões sobre a Verdade e a educação nas Narrativas Epistemológicas da Modernidade, Braga, Angelus Novus, 1998.
Jolibert, Bernard, Raison et Éducation, Paris, Éditions Klincksieck, 1987.
Pereira, Paula Cristina (org.), A Filosofia e a Cidade, Porto, Campo das Letras, 2008

Teaching methods and learning activities

Theoretical analysis, critical reading of some basic texts, bibliographic research, book reviews, and progressive involvement of students in the discussion of issues and problems.

keywords

Humanities > Philosophy > Epistemology
Humanities > Philosophy > Philosophical anthropology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	30,00
Trabalho escrito	70,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	132,00
Frequência das aulas	58,00
Trabalho de investigação	80,00
Total:	270,00

Eligibility for exams

Compliance with the rules relating to attendance, participation in research tasks, preparation of written work and discussion.

Calculation formula of final grade

- Intervention oral and critical response to the issues presented: 30% - written paper, oral presentation and defense: 70%.