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Lecturer(s)
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Jirásek Ivo, prof. PhDr. Ph.D.
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Course content
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1. From mythos to logos: the theme of human and education in the history of thought (mythology, religion, philosophy) 2. Human versus animal: culture, tradition and education as characteristics of the human way of being 3. Body, soul, spirit: ways of transcendence of animal anchoring in holistic education 4. The sacred and the profane: spiritual dimensions versus the dehumanization of materialized pedagogy 5. The nature of human as man and woman: issues of sex, gender and feminism in the pedagogical process 6. The forms of love: the pedagogical eros 7. The self and the other, face and dialogue: personal versus objectifying relationships 8. Alienation and self-realization in human work: a social critique 9. The horizon of death: pedagogical teleology and the finiteness of life 10. The meaning and absurdity of life: authentic and inauthentic existence, self-realization in work, relationships and the development of others 11. Ethics and morality: character education, ethical dilemmas in the pedagogical environment 12. In the captivity of the paradigm: basic patterns of educational philosophy
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Methods for written tasks (e.g. comprehensive exams, written tests), Text analysis
- Home preparation for classes
- 12 hours per semester
- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 30 hours per semester
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| prerequisite |
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| Skills |
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| kriticky přemýšlet |
| kriticky přemýšlet |
| to think critically |
| to think critically |
| aplikovat kritické myšlení na četbu zdrojů |
| aplikovat kritické myšlení na četbu zdrojů |
| to apply critical thinking to reading sources |
| to apply critical thinking to reading sources |
| přinášet témata pro skupinové seminární rozpravy a aktivně se jich účastnit |
| přinášet témata pro skupinové seminární rozpravy a aktivně se jich účastnit |
| to bring topics for group seminar discussions and actively participate in them |
| to bring topics for group seminar discussions and actively participate in them |
| learning outcomes |
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| Knowledge |
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| understanding the human being in the history of thought |
| understanding the human being in the history of thought |
| dimensions of the human way of being (body, soul, spirit) |
| dimensions of the human way of being (body, soul, spirit) |
| the relationship to others (man and woman, love, I and Thou) |
| the relationship to others (man and woman, love, I and Thou) |
| spirituality and religiosity, alienation and work |
| spirituality and religiosity, alienation and work |
| the horizon of death, the meaning and absurdity of life |
| the horizon of death, the meaning and absurdity of life |
| Skills |
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| reflect ethics in the form of character education |
| reflect ethics in the form of character education |
| apply philosophical reasoning to pedagogical issues |
| apply philosophical reasoning to pedagogical issues |
| think critically |
| think critically |
| underlay statement by argument |
| underlay statement by argument |
| relate own life to philosophical topics |
| relate own life to philosophical topics |
| teaching methods |
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| Knowledge |
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| Methods for written tasks (e.g. comprehensive exams, written tests) |
| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Methods for written tasks (e.g. comprehensive exams, written tests) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Written examination |
| Written examination |
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Recommended literature
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Jirásek, I. Filosofická kinantropologie: Setkání filosofie, těla a pohybu. Olomouc, 2005.
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Pelcová, N. Filozofická a pedagogická antropologie. Praha, 2000.
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Sokol, J. Filozofická antropologie. Člověk jako osoba..
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