Universitat Internacional de Catalunya - BarcelonaEducation II: the Fundamentals and History of Education
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dr. Bernat TORRES - btorres@uic.es
Office hours
For any questions or to arrange an interview, please contact teachers via email.
The course Fundamentals and historical development of education consists of two distinct parts or sections: Philosophy of Education (6 credits) and Theories and Contemporary Educational Institutions (TICE) (3 credits) are taken in the second half.
Philosophy of Education, in clear continuity with the subject of Anthropology of Education, reflects on the idea and practice of education understood as an artistic activity and analyses anthropological, ethical and political aspects of this activity. Philosophy of Education is about the nature of educational action: to what extent is a thoerical or a practical action?; if it is more like a scientific or technical or rather resembles art? etc.
Section of Theory and Contemporary Educational Institutions presented the concept of education and their historical development, taking into account the different educational models and pedagogical thoughts that have arisen in every age until the contemporary world. We study in depth the pedagogical theories, different educational institutions and legislation, with particular attention to our state and national framework.
The program that is described below are the basic aspects of the subject, the distintinction between the two of its parts s added in some points.
The aim of the course is to bring the student towards a Knowledge of himself, of others and the Environment (ecological, social, historical, cultural). This type of Human progress, which is the basis for a good performance of the educational tasc, helps the students understanding the same values that the teacher is using to understand himself.
I order to do that one must think beyond ideological (stereotypical), proper from teenagers, breacking critically many schemes and mechanically recived opinions through the Media or the unilinear systems of thought. In this way, the student learn how to develope creativelly his reflexion and critical perspective, discovering in this sense his own way of thinking, in tune with the social and cultural environment. Being educated in this manner through freedom, the student will bne able to educate others.
EDUCATION PHILOSOPHY
24. Identify, describe and understand the concept of education.
25. Be aware of the complexity of the term educational and face analysis.
26. Match the conceptions of the human being to education, recognizing the principles of equality, freedom and human dignity, and educational assumptions.
27. Relates, understands and appreciates the idea of authority related to the freedom to guide educational activities, noting the limits of tolerance education.
28. Take the commitment to engage in their training to reach the achievement of development of their life projects.
29. It is argued that there are different laws, rules and guidelines for the development of educational activities based on each particular educational context.
30. Analyzes the need for rigidity and flexibility in educational contexts for the development of the educational activity.
31. Assesses the impact of new technologies in education
TICE
32. Scan teaching practice and the institutional conditions that surround it.
33. Meet the historical evolution of the education system in Spain and Catalonia.
34. Identify and related political and legislative conditions of educational activity in Spain and Catalonia today.
35. Scan from a critical perspective the current educational reality in order to understand and be able to raise new action plans.
36. Meet, analyzes and applies contemporary educational thinking
PHILOSOPHY OF EDUCATION:
General Works and Manuals
Classic works (most available online):
Aristòtil, Ètica a Nicòmac. Fundació Bernat Metge.
Ciceró, De l'amistat. Fundació Bernat Metge.
Cicerón (2002) Sobre la amistad. Palma de Mallorca: Editor José J. de Olañeta.
Plató, Fedre. Fundació Bernat Metge.
Plató, Teetet. Fundació Bernat Metge.
Plató, La república. Fundació Bernat Metge.
Plató, Critó. Fundació Bernat Metge.
Sòfocles: Antígona. Fundació Bernat Metge.
Sèneca, Els beneficis. Fundació Bernat Metge.
Xenofont, Hieró. Fundació Bernat Metge.
Modern Works:
Dreyfus, H. L. (2003). Acerca de Internet. Barcelona: EdiUOC.
Ferguson, N. (2007). La guerra del mundo. Barcelona: Debate.
Frankl, V. (1979). El hombre en busca de sentido, Barcelona: Herder.
Frankl, V. (2005). En el principio era el sentido. Reflexiones en torno al ser humano. Barcelona: Paidós 2005.
Guardini, R. (2003). Cartas sobre la formación de sí mismo. Madrid: Palabra.
Jaeger, W. (1996). Paideia: los ideales de la cultura griega. Madrid.
Maritain, J. (2008). La educación en la encrucijada. Madrid: Palabra.
Olives, J. (2006). La ciudad cautiva., Madrid: Siruela.
Ortega y Gasset, J. (2005). La rebelión de las masas., Madrid: Alianza.
Patocka, J. (1991). Platón y Europa., Barcelona: Península.
Wells, H. G. (1998). La guerra dels mons. Quaderns, Barcelona: Crema.
Specific literature:
Works cited in the practices and issues (passages used)
Practice 1 (Unit 1: Philosophy of education as a reflection on the act of educating)
Grimaldi, N. (2004). «Educació: Art o Artesania». Revista Relleu, num. 77, p. 4.
Maritain, J. (2008). La educación en la encrucijada. Madrid, pp. 19-21.
Guardini, R. (1999). «El acto pedagógico y su ethos», a R. Guardini, Ética, Madrid, pp. 700-702.
Jaeger, W. (1996). Paideia: los ideales de la cultura griega. Madrid, pp. 3-21.
Practice 2 (Unit 2: Progress and educational tool)
Ferrés, J, (2008). La educación como industria del deseo, Barcelona: Gedisa, pp. 30-33.
Altisent, A, (1990). Reflexiones de un monje, Salamanca: Sígueme, pp. 192-194; 211-214.
Practice 3 (Unit 3: Education and Freedom II)
Xenofont, Hieró VII, 1-10.
Llano, A. (2003). La vida lograda. Barcelona: Ed. Ariel, pp. 11-20.
Fita, D. «Art i realitat». Revista Relleu, num. 101, pp. 1-4.
Practice 4 (Unit 4: education, commetiement and educational community)
Plató, La República, IV 433a-434c.
Fukuyama, F. (2000). La gran ruptura, Barcelona: Ediciones B, pp. 28-31.
Luri, G, (2010). L’escola contra el món, Barcelona: La Campana, pp. 143-145.
Luri, G, (2010). L’escola contra el món, Barcelona: La Campana, pp. 95-98.
Marina, J. A. (2010). Las culturas fracasadas, Barcelona: Anagrama, pp. 45-47.
Marina, J.A. (2010). Las culturas fracasadas, Anagrama, Barcelona, pp. 93-94
Maragall, J. (1981). Obres Completes. Barcelona: Selecta, pp. 67-70.
Ortega y Gasset, J. (1998). Meditación de la técnica y otros ensayos sobre ciencia y filosofía. Madrid: Alianza Editorial, pp. 43-44, 48-49.
Wilde, O. (1976). El Retrat de Dorian Gray. Barcelona: Proa, pp. 36-38.
Patocka, J. (1991). Platón y Europa, Barcelona: Península, pp. 9-10.
Practice 5 (Unit 5: Authority, power and freedom leadership in educational activities)
Arendt, H. (1996). «Qué es la Autoridad». Entre el pasado y el futuro, Barcelona: Península, p. 133.
Arendt, H. (1996). «La crisis de la Educación». Entre el pasado y el futuro, Barcelona: Península, pp. 200-201.
Gadamer, H. G. (1984). Verdad y Método, Salamanca: Ed. Sígueme, pp. 347-349.
Marina, J. A. (2009). Article publicat a El mundo, 01.10.2009.
Clastres, P. (1986). Crónica de los indios guayaquis, Barcelona: Alta-Fulla.
Saint-Exupéry, A. (2007). El Petit Príncep. Barcelona: Ed. Empúries, cap. X.
Plató, La república, 443b-444a.
Plató, Fedre, 246b; 253d-254b.
Roca, E. (2011). Article digital: web EDU21. 1 d'abril de 2011.
Pieper, J. (2001). Las virtudes fundamentales. Barcelona: Ed. Rialp, pp. 85-87, 123-125.
Practice 6 (Unit 6: Laws, rules and regulations in the educational activity)
Plató, Critó, 49a-52b.
Sófocles, Antígona, 440-525.
Aristòtil, Ètica Nicomàquea X, 1179b32-1180b28.
Rouseau, J. J. (2011). Emilio, Libro I, Madrid: Alianza editorial, pp. 48-54.
Montesquieu. L'esperit de les lleis, Llibre XI (1748).
Gonzalez-Simancas, J. L. (1992). Educación, libertad y compromiso. Pamplona: EUNSA, pp. 192-197.
Mora, F. (2001). Diccionari de Filosofia. Barcelona: Ariel, pp. 2129-2130.
Practice 7 (Unit 7: Education and Tolerance)
Sotelo, I. (1991). Article de premsa: «El Estado y la Educación», El País, 11/VII/1991.
Olives, J. (2005). Idees de tolerància, Barcelona: INHECA, pp. 310-315.
Practice 8 (Unit 8: Education, Equality and Dignity)
Luri, G, (2010). L’escola contra el món, Barcelona: La Campana, pp. 95-98.
Innerarity, D, (2001). Ética de la hospitalidad, Barcelona: Península, pp.23-29.
Practice 9 (Unit 9: Educating as a benefit)
Sèneca, Els beneficis, Fundació Bernat Metge, 1993, pp. 11-14.
La Biblia, Sir 6, 5-17.
La Biblia, Lc. 21, 1-4.
Cervantes, M. Quijote, II, 74.
Cervantes, M. Quijote, II, 58.
Practice 10 (Unit 10: Education and friendship)
Aristòtil. Ètica a Nicòmac. Llibre VIII, 1155a5-1159b8.
Lewis, C. S. (1991). Los cuatro amores, Madrid: Rialp.
TICE: