Theories and History of Education
Code: 101662 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500260 Social Education | OB | 1 | 1 |
| 2500261 Education Studies | OB | 1 | 1 |
Contact
- Name:
- José Antonio Jordán Sierra
- Email:
- Josep.Jordan@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- No
Teachers
- Joan-Carles Mčlich Sangrŕ
Prerequisites
Preferably, students should have review the basic themes of Philosophy (Higher Education).
Objectives and Contextualisation
The course aims to study the main theories of contemporary education and to analyse the historical evolution of these theories and their implementation.
At the first part, Educational Theory, the students analyse the sense and meaning of education, the relationship between education and Western culture, the epistemological role of pedagogy within the set of sciences of education. Also, the course aims to study different educational theories with a critical perspective. The second part, History of Education, aims to analyse different perspectives and historically relevant authors in order to understand their present contribution.
This course complements other courses of the first year: “Sociedad, Ciencia y Cultura”, “Contextos educativos”, “Aspectos biopsicológicos de la persona”, and supplements the course of the second year: “Bases sociopolíticas de la educación”. Also, this course establishes the epistemological base of the course “Research in education” and establishes the philosophical and historical aims of “Anthropology and philosophy of education”.
Competences
- Social Education
- Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
- Develop critical thought and reasoning and be able to communicate them effectively, both in your own language and second or third languages.
- Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
- Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
- Education Studies
- Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
- Develop critical thinking and reasoning and know how to communicate effectively both in your own tongues and in other languages.
- Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
- Understand the processes that occur in educational and training activities and their impact on learning.
Learning Outcomes
- Acquire the main conceptual and epistemological references that make up the main theories of education.
- Critically accept the historical trajectory of educational thinking and action.
- Demonstrating personal educational thinking based on the knowledge of the theoretical and historical references of education.
- Identifying and analysing the most relevant episodes in the history of education and pedagogical thought.
- Obtaining a historical and critical vision of the evolution of the school institution, in order to understand some of the factors that condition its renewal.
- Recognising the major educational problems and assessing the theoretical contributions and practices of educational renewal that have been adopted to deal with them in our country.
- Understand the social factors involved in the creation and development of current educational theories and currents.
Content
EDUCATIONAL THEORY
1. Concept of education and pedagogy
1.1. Sense and meaning of education
1.2. The educator’s role
1.3. Concept of pedagogy: art, science and technology
2. Teachers’ attitudes and dispositions
2.1. Pedagogical responsibility
2.2. Pedagogical hope
2.3. The tact of teaching
3. Authors
3.1. Maria Montessori
3.2. Janusz Korczak
HISTORY OF EDUCATION
4. The Greek paideia
4.1 Homer, Odyssey. The Greek Tragedy
4.2. The Sophists: Protagoras
4.3 Socrates
4.4 Plato: The Republic
5. Christianity and education
5.1 Paul of Tarsus
5.2. Clement of Alexandria
5.3. Augustine of Hippo
6. Modern pedagogy
6.1 Montaigne
6.2. Comenius
6.3 Rousseau: Emile, or Education
7. Marxist pedagogy
7.1. Marx, The Communist Manifesto
7.2 Makarenko
8. Anarchist pedagogy
8.1. Ferrer Guardia
9. Contemporary Education
9.1 Paulo Freire and Critical Pedagogy
9.2 The Free Educational Institution and Giner de los Ríos
9.3 Education in the 21st century
Methodology
The protagonist in the process of learning is the student; it is under this premise that the methodology of this course has been designed.
|
Activities |
Hours |
Methodology |
Learning outcomes |
|
Lectures |
30 |
Lectures, practices, preparation of individual works, preparation of group works, group seminars |
G1.4/ G1.5/ EP1.7/ EP1.8/ EP2.3/ TF5.4/ TF5.3 |
|
Tutorials |
15 |
Reading discussions, presentations of individual- and group works, readings, individual reflection, and individual study |
G1.4/ G1.5/ EP1.7/ EP1.8/ EP2.3/ TF5.4/ TF5.3/ G1.5/ EP1.7/ EP1.8 |
Activities
|
Title |
Hours |
Credits ECTS |
Learning results |
|
Type: Directed |
|
|
|
|
Evaluation activity |
0 |
0 |
1, 2, 3, 4, 5, 6, 7 |
|
Large group presence |
30 |
1,2 |
1, 2, 3, 4, 5, 6, 7 |
|
Seminars |
15 |
0,6 |
1, 2, 3, 4, 5, 6, 7 |
|
Title |
Hours |
Credits ECTS |
Learning results |
|
Type: Supervised |
|
|
|
|
Supervised activity |
0 |
0 |
1, 2, 3, 4, 5, 6, 7 |
|
Type: Autonomous |
30 |
1,2 |
1, 2, 3, 4, 5, 6, 7 |
|
Autonomous activity |
15 |
0,6 |
1, 2, 3, 4, 5, 6, 7 |
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Exam | 0 | 0 | 1, 4, 5 |
| Lectures | 30 | 1.2 | 1, 2, 7, 4, 3, 5, 6 |
| Tutorials | 15 | 0.6 | 1, 2, 7, 4, 3, 5, 6 |
| Type: Supervised | |||
| Supervision | 30 | 1.2 | 7, 6 |
| Type: Autonomous | |||
| Individual work | 75 | 3 | 2, 7, 4, 3, 5 |
Assessment
The exam of the subject will be carried out throughout the semester by means of the activities that are shown in the grid that appears in this section:
In order to pass the subject, the activities of both sections must be approved. From a minimum grade of 5 in either block, you can start averaging between all the proposed assessment activities. However, this average must be a minimum final grade of 5 in order to pass –well and considering– the practical works (individual, and group) and the written test (exam).
The grades obtained in each of the assessment activities will be delivered to the student within a maximum of 20/25 days by publishing the results on the Virtual Campus or in the classroom.
To pass the subject you must have passed the two parts of the subject. Students who have to retake one of the follow-up tests will have the opportunity to do so in the following days.
Copying or plagiarizing material, both in the case of assignments and in the case of exams, will involve a zero in the exercise.
Failure to submit any of the required works eliminates the option of "not submitted" in the call.
Likewise, the reasoning capacity of the main ideas in the exam and in the works, the linguistic correction, the writing and the formal aspects of presentation in all the activities (individual and group) will also be considered in an important qualitative percentage. In addition, each student must express themselves fluently, correctly and show mastery in the comprehension of academic texts. In this sense, an activity maybe returned (not evaluated) or even suspended ... if the teacher considers these basic aspects of verbal expression and, above all, written in the evaluation tests and in the works remarkably insufficient. (individual and group).
The dates on which the exams will take place and the deliveries of the individual and / or group activities of practical work are also detailed below.
Specifically, with regard to the Group (1), degree in Pedagogy (of this subject), the exam of the First Part will take place on November 19, 2020; and the exam of the Second Part will be done on January 21, 2021. As for the recovery of the whole subject (for this group of [1]) it will be done on February 4, 2021.
With regard to the Group (2), degree in Social Education (of this subject), the exam of the First Part will take place on November 10, 2020; and the examination of the Second Part will take place on January 26, 2021. The recovery of the whole subject (for this group [2]) will be on February 2, 2021.
Regarding the delivery of the individual and group works, regarding the Group (1), degree of Pedagogy (of this subject), the day of the delivery of the individual and group works of the First Part will be the 7 of January of 2021 ... and the day of the delivery of the individual and group works of the Second Part of the subject will be the 12 of January of 2021.
As for the delivery of the individual and group works, with regard to the Group (2), degree in Social Education (of this subject) the day of delivery of these of the First Part will be on January 12, 2021 ... and the delivery of these individual and group works of the Second Part of the course will be on January 14, 2021.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exam | 50% | 0 | 0 | 1, 2, 7, 4, 3, 5, 6 |
| Group works | 20% | 0 | 0 | 2, 7, 3, 6 |
| Individual works | 30% | 0 | 0 | 2, 7, 4, 3, 5 |
Bibliography
EDUCATIONAL THEORY
Bauman, Z. (2007): Els reptes de l’educació en la modernitat líquida, Barcelona, Arcàdia
Duch, Ll. (1997): La educación y la crisis de la modernidad, Barcelona, Paidós
Meirieu, P. (1998): Frankenstein educador, Barcelona, Laertes
Rancière, J. (2003): El maestro ignorante, Barcelona, Laertes
Steiner, G. (2004): Lecciones de los maestros, Madrid, Siruela
Steiner, G./Ladjali, C. (2005): Elogio de la transmisión. Maestro y alumno, Madrid, Siruela
Van Manen, M.(1998). El tacto en la enseñanza. Hacia una pedagogía de la sensibilidad. Barcelona, Paidós
Van Manen, M. (2004): El tono en la enseñanza. El lenguaje de la pedagogía, Barcelona, Paidós
HISTORY OF EDUCATION
Bowen, J. (1985). Historia de la Educación occidental (3 vols.), Barcelona, Herder
Foucault, M. (2005). Hermenéutica del sujeto, Madrid, Akal.
Marrou, H. I. (2004): Historia de la educación en la Antigüedad, Madrid, Akal.
Links
http://www.sc.ehu.es/sfwsedhe/
http://www.iecat.net/institucio/societats/SHistoriaEducacioPaisosLlenguaCatalana/inici.htm
http://www.inrp.fr/she/histed_accueil.htm