Epistemology in Education

Code:

MFIL038

Acronym:

EE

Instance: 2013/2014 - 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	7	MFIL - Study Plan	1	-	10	58	270

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.

Learning outcomes and competences

At the end of C.U. students should be able to analyze epistemologicaly the field of education, stating the nature and evolution of different concepts, such as science, method and truth and its implications for the recognition of the status and identity of the Philosophy of Education as an area of specific knowledge. Students must still prove competences for the pursuit of a critical and investigative labor through a written work and  its oral presentation and defense.

Working method

Presencial

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

CARVALHO, A. Dias de; Epistemologia das Ciências da Educação, Afrontamento, 1996
HOUSSAYE, Jean, (sous la dir.), ; Éducation et philosophie. Approches contemporaines, E.S.F. Éditeur, 2000
JOLIBERT, Bernard; Raison et Éducation, Éditions Klincksieck, , 1987
RORTY, A. ; Philosophers on Education. , Routledge, 1998
ULMANN, Jacques ; La Pensée Éducative Contemporaine, , Vrin, 1982

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
Humanities > Philosophy
Humanities > Philosophy > Epistemology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	25,00
Prova oral	15,00
Trabalho escrito	60,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	150,00
Frequência das aulas	58,00
Trabalho de investigação	62,00
Total:	270,00

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%): 35% written work and 15% oral presentation.