Universitat Internacional de Catalunya

Education II: the Fundamentals and History of Education

Education II: the Fundamentals and History of Education
9
10598
1
Second semester
FB
Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


Dr. CAMPS BANSELL, Jaime - jaumecamps@uic.es

For any questions or to arrange an interview, please contact teachers via email.

Introduction

Professional activity, like our personal life, involves morality and personal responsibility. Ethics seeks to reflect on this by providing concepts and a framework for moral behaviour. Formally, ethics is the branch of philosophy that considers what is good and bad in human life and which actions are right or wrong. In a more general sense, ethics tries to determine how we ought to live.

In this course we will firstly explore the history of ethical thought. Secondly, we will discuss some key ethical concepts and issues that can help to shape sound moral reasoning and correct behaviour in professional life. Thirdly, we will study a branch of ethics termed “areteology”, in which the central claim is that certain traits of character (virtues) are essential for good behaviour. We also discuss how character has an influence on business leadership.

Section of TICE (Theory and Contemporary Educational Institutions) presented the concept of education and their historical development, taking into account the different educational models and pedagogical thoughts that have arisen in every age until the contemporary world. We study in depth the pedagogical theories, different educational institutions and legislation, with particular attention to our state and national framework.

The program that is described below are the basic aspects of the subject, the distintinction between the two of its parts s added in some points.

Pre-course requirements

There are no previous requirement

Objectives

To understand the essencial elements that compound the human action

To develop the capaciti of analize actions

To acquire the skill of ethical judgement issues

 

Competences/Learning outcomes of the degree programme

  • CEM-01 - To analyze and understand the educational processes inside and outside the classroom regarding the 6-12 age period.
  • CEM-02 - To be familiar with the basics of primary education.
  • CEM-03 - To analyze teaching practice and the institutional conditions in which it takes place.
  • CEM-04 - To be familiar with the processes of interaction and communication in the classroom.
  • CEM-05 - To know how to promote the acquisition of habits concerning independence, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, and symbolic and heuristic play.
  • CEM-06 - To address and resolve discipline problems.
  • CEM-07 - To promote cooperation and individual work and effort.
  • CEM-10 - To design, plan and evaluate teaching activity and learning in the classroom.
  • CEM-12 - To participate in the definition of the educational project and the general activities of the school in compliance with quality-management criteria.
  • CEM-24 - To be aware of the basic principles of healthy development and behaviour.
  • CEM-37 - To acquire knowledge on the evolution of thought, customs, beliefs and social and political movements throughout history.
  • CEM-43 - To foment speaking and writing skills.
  • CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

To acquire the best knowledge about human action and human behaviour

To acquier the skills of critical, analytical, synthetical and reflexive thought

 

 

TICE

32. Scan teaching practice and the institutional conditions that surround it. 

33. Meet the historical evolution of the education system in Spain and Catalonia. 

34. Identify and related political and legislative conditions of educational activity in Spain and Catalonia today. 

35. Scan from a critical perspective the current educational reality in order to understand and be able to raise new action plans. 

36. Meet, analyzes and applies contemporary educational thinking

 

Syllabus

Temari

Introducció. 

Tema 1. Què és la Ética

Tema 2. Integritat

Tema 3. Referències històriques

Tema 4.Fonaments d ela Ètica (I)

Tema 5. Fonaments de la Ètica (II)

 Tema 6. Acció humana i llibertat

Tema 7.  La Felicitat

Tema 8. Fortalesa i Temprança

Tema 9. Prudència y Judici Moral

Tema 10. Justícia i llei natural, drets humans

Tema 11. Virtuts intel·lectuals i presa de decisions

Tema 12. L'amistat i l'amor  

Tema 13. La veritat i la relació amb els altres

Tema 14. El mal menor i la cooperació al mal

Tema 15. Trascendència

 

TICE   
  1. Terminology, scientific and teaching problematic. 
  2. The movement of the New School. 
  3. Pedagogical thinking of the late nineteenth and early twentieth century. 
  4. Antiauthoritarian theories. 
  5. Trends and educational achievements of the second half of the twentieth century. 
  6. Theories of unschooling. 
  7. Critical pedagogies. 
  8. Formal and non-formal educational institutions contemporary. 
  9. Historical development of the education system in Spain and Catalonia.

 

Teaching and learning activities

In person



Clases teóricas

Clases prácticas

Discusión en clase

Ejercicios en el aula

Trabajo en clase

 

 

Evaluation systems and criteria

In person



40% Work in the classroom and practical exercicies delivered

10% Partial exam

50% Final exam

 

TICE:

Different evaluation systems, we include them into 4 sections:

EXAMS: 80%

ACTIVITIES and COURSE PROJECT: 20%

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To pass the subject 'Education II: Fundamentals and Historical Development of education', consideration will be given to the weighting of both parts: Philosophy (66.66%) and TICE (33.33%). At first sitting (or third or fifth) will only be done if the two parties are approved. However, in the second sitting (or fourth or sixth), it will only be necessary for the note of one of the parties to be equal to or greater than 4 to be able to make a half avegare between the two parts. If the note from one of the two parts does not reach a 4, the whole subkject will be suspended.

Bibliography and resources


ARENDT, H. , La condición humana, Paidós, Barcelona, 1993.
ARISTÓTELES, Ética a Nicómaco. Ed. bilingüe, Instituto de Estudios Políticos,       Madrid, 1970.

BOSCH, M; La ética amable, Eunsa, Pamplona 2015
GRISEZ, G., y SHAW, R., Ser persona. Curso de Ética, Rialp, Madrid, (reedición).
MACINTYRE, A., Tras la virtud, Crítica, Barcelona, 1987.
MARÍAS, J. La felicidad humana, Alianza, Madrid, 1989.
PIEPER, J. Las virtudes fundamentales, Rialp, Madrid, (reedición).
RODRÍGUEZ LUÑO, A. Ética, Eunsa, Pamplona, (reedición).
SPAEMANN, R., Ética. Cuestiones fundamentales, Eunsa, Pamplona, (reedición).
YEPES, R. Fundamentos de antropología. Un ideal de la existencia humana. Eunsa. Pamplona. (reedición).

TICE:

  • Alumnes de l’escola Barbiana.: Carta a una mestra. Vic, Eumo, 2002.
  • AAVV.: Pedagogías del siglo XX. Barcelona, Praxis, 2000.
  • AAVV: Monográfico “Tendencias educativas hoy” en Cuadernos de Pedagogía, nº253, Barcelona, Praxis, diciembre, 1996.
  • AAVV. : “Aulas con vida. Un recorrido por las posibilidades que ofrece este espacio: quince buenas prácticas” Monogràfic a Cuadernos de Pedagogía, nº 325, Barcelona, Praxis, diciembre, 2003.
  • Apple, M. W. y Beane, J. A. (comps.) (1997). Escuelas democráticas. Morata.
  • Camps Bansell, J. (2016). Evolución del entorno de socialización de los niños y adolescentes: un análisis sociohistórico. Educationis Momentum, 2(1), LINK
  • Camps Bansell, J. (2018). Educacióin personalizada y diferenciada. Digital Reasons.
  • Carr, W. i Kemmis, S. (1988). Teoría crítica de la enseñanza: la investigación-acción en la formación del profesorado. Morata.
  • Cela, J. (1996). Amb lletra petita. Edicions 62.
  • Cela, J. i Palou, J. (2004). Va de mestres. Carta als mestres que comencen. Associació de Mestres Rosa Sensat (Testimonis).
  • Colom, A.; Bernabeu, J.L., Domínguez, E. i Sarramona, J. (2002). Teorías e instituciones contemporáneas de la educación. Ariel.
  • De la Torre, S., Fortuny, M., Millán, D., Puig J., Raventós, F. i Trilla, J. (1985). Textos de Pedagogía. Conceptos y tendencias en las ciencias de la educación. PPU.
  • Dewey, J. (1971). Democracia y educación. Losada.
  • Freinet, C. (1986). Per l’escola del poble. S. XXI.
  • García Hoz, V. (1970). Educación personalizada. Miñón.
  • Houssaye, J. (1995). Quinze pedagogs. La seva influència avui. Proa.
  • Manen, M. Van (1998).  El tacto en la enseñanza. Paidós.
  • Makarenko, A. (1983). Poema pedagógico. Planeta.
  • Meirieu, P. (2002). Aprender, sí. ¿Per cómo? Octaedro.
  • Neill, A. S. (1992). Summerhill. FCE.
  • Quintana, J. M. (1988). Teoría de la educación. Dykinson.
  • Peirone, H. (2001). Célestin Freient. Pedagogía y emancipación. Siglo XXI.
  • Puig, J. M. (1998). Feina d’educar. Edicions 62.
  • Rogers, C. i Freiberg, J. (1996). Libertad y creatividad en la educación. Paidós.
  • Sarramona, J. (ed.) (1994). Fundamentos de la educación. CEAC.
  • Segers, J.A. (1985). En torno a Decroly. Ministerio de Educación y Ciencia. ENLLAÇ
  • Trilla, J.(1993). La educación fuera de la escuela.  Ariel.
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