General description

Optional course.
Students of (adult)education at advanced or doctoral level

Learning outcomes

To support engagement in philosophical discussions about lifelong learning and education and to practice critical analysis of contemporary educational discourses and practices especially from anthropological and ethical perspective.

Contents

Historicizing and contextualizing reflections on relations between educational theory, research and practice. Exercising educational and policy debates. Topics selected from students´ dissertation.

Teaching methods

Teaching method	Contact	Online
Lectures	21 h	0 h

Lectures, debates and collaborative reading and writing 21 h. Linguistic diversity will be a central resource for reflection, but English is used as a common language. Supported by learning.uta-environment (password from the teacher).

Teaching language

English

Evaluation

Numeric 1-5.

Study materials

Huhmarniemi, R. ym. (toim.), Platonista transmodernismiin. Suomen Kasvatustieteellinen Seura. 2001. Mainstream ideas of (modernist) education, the challenge of postmodernism and globalization.

Niiniluoto, I. & Sihvola, J., Nykyajan etiikka. Keskusteluja ihmisestä ja yhteisöstä. Gaudeamus. 2005. Contemporary discussions on humanness and community.

Kuhn, M. & Sultana, R., Homo Sapiens Europaeus. Peter Lang. 2006. Remarks and arguments about implications of EU educational (life long learning) policies.

Salmela, M., Suomalaisen kulttuurifilosofian vuosisata. Otava. 1998. Main figures of 20th century Finnish (cultural) philosophy. Finnish Hegelianism, existentialism and phenomenology, education and politics. esp. Jalmari Salomaa and Erik Ahlman.

Wain, K., The Learning Society in a Postmodern World: the education crisis. Peter Lang. 2004. 

Belongs to following study modules