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Anthropology and Philosophy of Education

Code: 103520 ECTS Credits: 9
Degree Type Year Semester
2500260 Social Education FB 2 A
2500261 Education Studies FB 2 A
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Joan-Carles Mčlich Sangrŕ

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Marta Bertrán Tarrés
Roser Girós Calpe


No prerequisites.


Objectives and Contextualisation

"Anthropology and Philosophy of Education" includes the fields of anthropology and philosophy of education needed on the training of pedagogues and social workers.

First, we will discuss basic topics of pedagogy from a philosophical and anthropological perspective and, second, we study contemporary authors and papers about thought and research in education. Finally, the course also aims to critically analyze contemporary society from philosophical and anthropological perspectives, and also from a gender perspective.



    Social Education
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • 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.
  • Develop strategies for autonomous learning.
  • Know and apply information collection, analysis, processing and evaluation processes, to improve professional practice itself and the foundation of professional action.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Respect the diversity and plurality of ideas, people and situations.
  • Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.
    Education Studies
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • 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.
  • Develop strategies for autonomous learning.
  • Identify educational approaches and problems, inquire about them: obtain, record, process and interpret relevant information to issue supported judgments that enhance education and training.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • Respect the diversity and plurality of ideas, people and situations.
  • Understand the processes that occur in educational and training activities and their impact on learning.

Learning Outcomes

  1. Adopt ethical behaviour and attitudes in relation to sources of knowledge and primary data collection.
  2. Analyse the current educational reality by properly applying the philosophical and anthropological concepts.
  3. Approach educational contexts through sources of philosophical and anthropological theories.
  4. Approach educational reality through the application of techniques for obtaining primary data on educational activities, describe them ethnographically and analyse them critically.
  5. Demonstrate academic knowledge of different languages in use.
  6. Demonstrating knowledge of socio-cultural diversities and the possibilities of an anthropological approach.
  7. Develop assays or expositions that reflect the creation of one’s own independent and well informed thinking through different sources of knowledge.
  8. Discern the educational particularities of environments and subjects according to different variables (life cycle, sex, social group).
  9. Having a respectful attitude and using language that respects all diversities.
  10. Know the main philosophical and anthropological theories and their most important concepts.
  11. Knowing how to defend one’s own ideas without the use of evaluative elements.
  12. Knowing how to defend or refute the assigning or use of philosophical and anthropological paradigms based on one’s own interests and objects of educational interest.
  13. Maintaining a reflective and critical attitude towards limits in professional performance.
  14. Making philosophical-pedagogical proposals for improving the educational action.
  15. Master different techniques for obtaining primary or secondary information.
  16. Using appropriate and respectful language with the multiplicity of social and cultural minorities.
  17. Using diverse and appropriate information sources.




1. The cultural transmission in complex societies
1.1 Anthropology and culture
1.2 Enculturation and life cycle
1.3 Cultural Transmission and education
2. Acculturation and inequalities in education
2.1 Education, migrations and minorities
2.2 Gender and identity in educational institutions
2.3 Peer group and school culture
3. Ethnography and education
3.1 Ethnographic research
3.2 Ethnography for educational improvement
3.3 Ethnographic texts


1. Metaphysics and genealogy: Nietzsche and Freud.
2. Education and memory
3. Pedagogy of death
4. The making of identity
5. Ethics and Education


The methodology is based on the premise that students may be active on their learning process.


Title Hours ECTS Learning Outcomes
Type: Directed      
Full class 45 1.8 2, 4, 3, 10, 14
Small class group 23 0.92 5, 7, 15, 11, 17, 16
Type: Supervised      
Supervised work 45 1.8 2, 5, 7, 8, 15, 6, 11, 12, 17, 16
Type: Autonomous      
Authonomous work 112 4.48 1, 2, 4, 3, 10, 8, 13, 6, 14, 12, 9


Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

In order to pass the subject, it is necessary to obtain at least 5 out of 10 in each of the two written exams (Anthropology and Philosophy). There will be a recovery for written exams in June. The note of recovery may not be greater than 5. First day of class will be indicated the work to pass the subject. There will be no recovery of these works. Professors will upload qualifications in Moodle in a maximum of three weeks. Copying or plagiarism on an examination or work will be considered a 0 at the activity.


a) Written test GROUP 1: Anthropology content: 21/01/2021; Philosophy content: 06/5/2021. Recovery (Anthropology and Philosophy): 03/06/2021 GROUP 2: Anthropology content: 08/01/2021; Philosophy content: 07/5/2021. Recovery (Anthropology and Philosophy): 04/06/2021


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Essay on Anthropology 30% 0 0 1, 2, 4, 3, 10, 5, 7, 8, 15, 13, 6, 14, 11, 12, 9, 17, 16
Exam on Philosophy 50% 0 0 1, 3, 10, 5, 13, 12, 9, 16
Papers' work 20% 0 0 1, 4, 5, 7, 15, 6, 11, 12, 17, 16


Alcalde, José Eugenio Abajo, i Silvia Carrasco Pons. "La situación escolar del alumnado de minorías étnicas: el modelo explicativo ecológico-cultural de John Ogbu." RECERCA. Revista de Pensament y Anàlisi 11 (2011): 71-92.

Adorno, Theodor W. Consignas. La educación después de Auschwitz. Buenos Aires: Amorrortu, 1988.
Baier, Annette. Moral prejudices. Essays on Ethics. Harvard University Press: Cambridge. 1993.
Beauvoir, Simone.  El segundo sexo. Madrid: Cátedra, 2017.

Braidotti, Rosi. Por una política afirmativa. Itinerarios éticos. Barcelona: Gedisa, 2018.
Butler, Judith. Deshacer el género. Barcelona: Paidós, 2006.
Foucault, Michel. El orden del discurso. Barcelona: Tusquets, 1999.
Foucault, Michel. La voluntad de saber. Madrid: Siglo XXI, 1993.
Freud, Sigmund. El malestar en la cultura. Madrid: Alianza, 2005.
Heidegger, Martin. Ser y tiempo. Madrid: Trotta, 2005.

Helller, Agnès. El món, el nostre món. Barcelona: Arcàdia, 2020.
Hustvedt, Siri. La mujer que mira a los hombres que miran a las mujeres. Barcelona: Seix Barral, 2017.

Jordan, Ellen. "Los niños peleones y sus fantasías lúdicas: La construcción de la masculinidad en la temprana edad escolar." Géneros prófugos: feminismo y educación. Universidad Nacional Autónoma de México, 1999.
Joyce, James. Dublineses. Los muertos. Madrid: Alianza, 2011.
Lévinas, Emmanuel. Ética e infinito. Madrid: Trotta, 2015.
Mead, Margaret. Adolescencia y cultura en Samoa. Barcelona: Paidós, 1990.
Mèlich, Joan-Carles. La sabiduría de lo incierto. Lectura y condición humana . Barcelona: Tusquets, 2019.

Nietzsche, Friedrich. Así habló Zaratustra. Madrid: Alianza, 2011.

Pagès, Anna. Cenar con Diotima. Filosofía y feminidad. Barcelona: Herder, 2018.
Proust, Marcel. Por el camino de Swann. En busca del tiempo perdido 1. Madrid: Alianza, 2011.

Rockwell, Elsie. La relación entre etnografía y teoría en la investigación educativa. México: Dirección de Investigación en Educación (die), CINVESTAV,1980.

Velasco, Hononio, F. Javier García, i Ángel Díaz de Rada. Lecturas de antropología para educadores. El ámbito de la Antropología de la Educación y de la etnografía escolar. Madrid: Trotta, 1993.

Whiting, Beatrice B. Six cultures: studies of child rearing. Nueva York: Wiley & Sons, 1963.

Willis, Paul. Aprendiendo a trabajar. Cómo los chicos de la clase obrera consiguen trabajos de la clase obrera. Madrid: Akal 1977.

Woods, Peter. Género, cultura y etnia en la escuela. Informes etnográficos.Barcelona: Paidós, 1995.
Woolf, Virginia. Les ones. Sabadell: La Temerària, 2016.
Woolf, Virgina. La senyora Dalloway. Barcelona: La Magrana, 2013.
Zambrano, María. Filosofía y poesía. Madrid: Fondo de Cultura Económica, 1993.