Class Phylosophy of Education

The UC has Philosophy as its matrix field, being its area of action the critical-philosophical thought in contemporary times. It aims to intervene in the formation of the Visual Arts Teacher to identify and ponder the philosophical dilemmas of Education: really, what does it mean to educate? What¿s the success? How is it measured or valued? To what extent are we "educable"? And to what extent can (or not) affect our spontaneity and free will? Without falling into the error of walking the path of the History of Education, this UC of a critical-philosophical matrix intends to go to the foundation of pedagogy. It is born in the Greek moment of Paideia as a universal proposal of "reflexive life, virtuous life": it seeks to find its echo in the global and complex contemporaneity. Its purpose is to provide the AV Teacher with tools of critical and creative analysis in the production of arts and aesthetic feeling, which - in a certain way - escape the possibility of being "educated".

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1. (Im)Possibility of Educational Science. Pedagogical requirements of scientific basis. The systemic-systematic role of Education Theories and their limits. Difficulties of an "educable" epistemology.  2. Education and Spontaneity. The schools of spontaneity as philosophies of the sensory-empirical-existential. Matrices of non-formalized knowledge. Epistemological path of human complexity  3. Education and Formality. The schools of formality as philosophies of the concept-reflexivory-rigoro-moral. Matrices of formalized knowledge Epistemological path of human simplicity 4. Education and Philosophy. Education as a philosophical proposal: the school of critical thinking, safeguarding the autarchy, coherence and depth as educational paradigms. Socrates and today's teacher: mayeutic dialogue as utopia?  5. Possibility and necessity of a Philosophy of Education. Epistemological profiles for full education. The educational anthropology of freedom and responsibility  

Innovative modalities that facilitate the learning objectives are practised, ensuring the respective acquisition of competences. Specifically, each class uses: 1. the dialogic method (commonly known as "Debate Club"), starting each weekly session with the selection (made by the class in the first 10 minutes) of the most media case (at national or world level) that has effects (direct or indirect) in this scientific area, provoking the attention of professionals in it 2. at the end of the lesson, after the initial discussion, the course of this and the subsequent presentation (in charge of the teacher), a critical synthesis of the results, observations and suggestions is made (together with the class) in a short collective thematic text 3. this text is published on Moodle every week and, under the aegis of Critical Thinking, is included as the final assessment for each student 4. this text is included, from year to year, in the UC Handbook (published as a technical book by the teacher)

ARNHEIM, R. (1969).Visual thinking. Berkeley: Univ. California BLACKBURN, S. (2007), Dicionario Oxford de Filosofia, Lisboa, Gradiva CAMARGO, D. (2008). A perspectiva estética e expressiva na escola na psicologia sócio-histórica. Psicologia em Estudo, n.13 GIDDENS, A. (1997), As Consequências da Modernidade, Lisboa, Celta GONÇALVES, R. (1997) Ciência, Pós-Ciência, Metaciência, Lisboa, Terramar HEIDEGGER, M. (1984), Carta sobre o Humanismo, Lisboa, Ed.Guimarães JONAS, H. (2004), El principio de responsabilidad. Ensayo de una ética para la civilización tecnológica, Madrid, Herder MORIN, E. e PRIGOGINE, I. (2000), A Sociedade em Busca de Valores, Lisboa, Piaget POPPER, K. (1991), Sociedade Aberta, Universo Aberto, Lisboa, D. Quixote. SCHWANITZ, D. (2003), Cultura. Tudo o que é preciso saber, Lisboa, D.Quixote SKINNER, Q.(1992), As Ciências Humanas e os Seus Grandes Pensadores, Lisboa, D.Quixote VATTIMO, G., O fim da modernidade. Niilismo e hermenêutica na cultura pós-moderna, Lisboa, Presença