1. Characterize education and educational processes.
2. Clarify the meaning of concepts used in the educational universe.
3. Reflect on epistemological, anthropological ontological and axiologic currents in the educational field.
4. Understand the attitudes of philosophical education and philosophizing in children.
5. Question the relationship between education, culture and citizenship.
6. Associate, in a reflective way, interdisciplinary knowledge.
7. Conceptualize a School Philosophy
8. Configure the basic elements for a philosophy of the curriculum.
9. Reflect on pictures, themes and problems of education of the contemporary world
10. Establish a relationship between philosophical education and lifelong learning.
11. Reflect upon world issues and paradoxes involving various generations, describing them in different ways.
12. Analyse the desirable relationship and connections between Philosophy of Education, teaching methodologies and didactics.
1. Philosophy of Education: assumptions, functions, methods, status
2. The Philosophy of Education in the training of Educators and Teachers
3. Philosophy of Education and educational knowledge building
4. Lifelong education and anthropology
5. Conceptions and dimensions of Education
6. Education as a Antinomic space
7. Education and Autonomy: philosophical-pedagogical perspectives
8. Philosophical education attitude in different age ranges
9. From knowledge of experiences and experiments to scholastic: what relationships and connections?
10. Philosophizing in children: multiple forms of expression
11. People, places, times and ages: how are we being, growing and co-existing?
12. Educational Ontology and Language
13. Intersubjectivity, communicational action and construction of the human being
The classroom is, to a large extent, a place of analysis, reflection, research, sharing and critical (re)construction of knowledge. A variety of methodologies is promoted with particular emphasis on processes of analysis – based, for example, on texts, books, documents and other sources of knowledge – purporting to facilitate personal and intersubjective questioning. The adopted methologies are in accordance with contemporary conceptions of adult education and with current pratice in university teaching metodology.
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