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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Teaching Training - Diploma
Semester:
1st and/or 2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Prof. Tsabar Boaz
Coordinator Office Hours:
needs to be arranged in advance
Teaching Staff:
Dr. Boaz Tsabar
Course/Module description:
The course will address various theoretical–philosophical issues in the field of education: definitions, aims, and major ideological perspectives, including acculturation, individuation, socialization, and dialogical pedagogy. The course will also examine the current crisis in education and the interesting attempts to cope with it.
Course/Module aims:
Course Objectives:
A. To become familiar with the complexity of educational discourse, as reflected in the thought of major philosophers throughout the history of philosophy.
B. To critically illuminate the logic of concepts and ideas within Israeli educational discourse.
C. To encourage reasoned, political, and critical reflection on the nature and implications of educational concepts.
Learning outcomes - On successful completion of this module, students should be able to:
By the end of the course, students will be familiar with the overarching ideological approaches to education and their key thinkers, and will be able to analyze educational concepts based on the logics studied.
Attendance requirements(%):
80
Teaching arrangement and method of instruction:
Lectures, joint discussions, and reading.
During the first semester, the lessons will conduct online.
Course/Module Content:
A. Introduction: Education – definition of the concept.
C. Ideology in education: socialization, acculturation, individuation.
E. Thinkers in education: Plato and the Allegory of the Cave; J.-J. Rousseau and his book Émile; John Dewey – Democracy and Education; Janusz Korczak – How to Love Children; Martin Buber and the logic of dialogical pedagogy; the logics of critical pedagogy.
Required Reading:
Peters, R., Ethics and Education, London: George Allen & Unwin, (1970), Ch. 1.
Lamm, Z. (2000). Pressure and Resistance in Education – Articles and Conversations. Jerusalem: Sifriat Poalim Press (In Hebrew).
Lamm, Z. (2002). In the Whirlpool of Ideologies – Education in the Twentieth Century,
Ideologies and Educational Thought. Jerusalem: Hebrew University, Magnes Press (In Hebrew).
Plato. The Republic. Translated by Tom Griffith. Edited by G. R. F. Ferrari. Cambridge, UK: Cambridge University Press, 2000.
Movie: "Dead poet Society" Directed by Peter Weir (1989).
Dewey, J., My Pedagogic Creed School Journal vol. 54 (January 1897), pp. 77-80 (http://dewey.pragmatism.org/creed.htm)
Freire, P. (2006) Pedagogy of the Oppressed, 30th Anniversary Edition. Translated by Myra Bergman Ramos. London.
Nei Postman, The end of education, 1984.
Alfred Whitehead, The aims of education, 1929.
Gale Macleod &als.2012. Toward a broader understanding of authority, Oxford Review of Education,38 (4).pp.493- 508.
In Hare W.& Portelli J.P.(eds), Mary Warnock is the neutral teacher. Philosophy of education –introductory readings, Alberta,Canada ,1988.pp.177-186.
Israel Scheffler, In praise of cognitive emotions.
The film:"Browning Version" 1994 by Mike Figgies
Additional Reading Material:
Grading Scheme :
Home Exam % 50
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 50 %
Additional information:
The final grade will be composed of two assignments:
50%: Mid-term assignment
50%: Final course assignment.
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