Universitat Internacional de Catalunya
Education II: the Fundamentals and History of Education
Other languages of instruction: Spanish
Teaching staff
For any questions or to arrange an interview, please contact teachers via email.
Introduction
The course Fundamentals and historical development of education consists of two distinct parts or sections: Philosophy of Education (6 credits) and Theories and Contemporary Educational Institutions (TICE) (3 credits) are taken in the second half.
Philosophy of Education, in clear continuity with the subject of Anthropology of Education, reflects on the idea and practice of education understood as an artistic activity and analyses anthropological, ethical and political aspects of this activity. Philosophy of Education is about the nature of educational action: to what extent is a thoerical or a practical action?; if it is more like a scientific or technical or rather resembles art? etc.
Section of 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.
Objectives
The aim of the course is to bring the student towards a Knowledge of himself, of others and the Environment (ecological, social, historical, cultural). This type of Human progress, which is the basis for a good performance of the educational tasc, helps the students understanding the same values that the teacher is using to understand himself.
I order to do that one must think beyond ideological (stereotypical), proper from teenagers, breacking critically many schemes and mechanically recived opinions through the Media or the unilinear systems of thought. In this way, the student learn how to develope creativelly his reflexion and critical perspective, discovering in this sense his own way of thinking, in tune with the social and cultural environment. Being educated in this manner through freedom, the student will bne able to educate others.
Competences/Learning outcomes of the degree programme
- CEM-01 - To understand the educational and learning processes in the 0-6 year age period, in the family, social and school contexts.
- CEM-02 - To become familiar with developments in the evolutionary psychology of childhood in the 0-3 and 3-6 year age periods.
- CEM-03 - To become familiar with the basics of early care.
- CEM-04 - To recognize the characteristics of the stage and its cognitive, psychomotor, communicative, social and affective features.
- 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 know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
- CEM-07 - To identify learning difficulties and cognitive dysfunctions and their relation to attention.
- CEM-10 - To understand that the day-to-day dynamics in early childhood education is changeable depending on each student, group and situation, and to learn to be flexible when teaching.
- CEM-12 - To know how to work in a team with other professionals from inside and outside the school in the attention of each student, as well as in planning learning sequences, and organizing work in the classroom and play areas, while bearing in mind the special features of the 0-3 and 3-6 year age periods.
- 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.
Learning outcomes of the subject
EDUCATION PHILOSOPHY
24. Identify, describe and understand the concept of education.
25. Be aware of the complexity of the term educational and face analysis.
26. Match the conceptions of the human being to education, recognizing the principles of equality, freedom and human dignity, and educational assumptions.
27. Relates, understands and appreciates the idea of authority related to the freedom to guide educational activities, noting the limits of tolerance education.
28. Take the commitment to engage in their training to reach the achievement of development of their life projects.
29. It is argued that there are different laws, rules and guidelines for the development of educational activities based on each particular educational context.
30. Analyzes the need for rigidity and flexibility in educational contexts for the development of the educational activity.
31. Assesses the impact of new technologies in education
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
1. Introduction. The usefulness of the useless.
2. The Criterion as an "integral anthropology". The importance of "thinking well" in order to teach better.
3. Speculative understanding.
4. The practical understanding.
5. The problem of feelings.
6. Conclusion. Personal harmony as the ultimate goal of education.
TICE
- Terminology, scientific and teaching problematic.
- The movement of the New School.
- Pedagogical thinking of the late nineteenth and early twentieth century.
- Antiauthoritarian theories.
- Trends and educational achievements of the second half of the twentieth century.
- Theories of unschooling.
- Critical pedagogies.
- Formal and non-formal educational institutions contemporary.
- Historical development of the education system in Spain and Catalonia.
Teaching and learning activities
In person
Will develop the subject from different methodologies applied in the classroom, active and participatory, both theoretical and practical, applied through different activities depending on the content and skills:
- Lectures
- Work coopertaiu
- Collaborative work
- Workshops
- Seminars
- Methods exhibition
Evaluation systems and criteria
In person
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.
PHILOSOPHY OF EDUCATION:
Assessment procedure and criteria
30% First partial exam: 15 % theoretical part and 15 % practical part.
30% Second midterm (on the date set by the Secretary's Office): 15% theoretical part and 15% practical part. Those who have not taken the mid-term exam or have failed it, will take a final exam on the same day, which will be worth 60% of the overall mark for the course. This exam will consist of a theoretical part, which will be graded 30%, and a practical part, which will also be graded 30%.
30% Handing in the notes (10%) and the practical part (20%). The date of handing in will be the date of the final exam.
10% Attendance and active participation in class.
It is possible to obtain a higher mark by means of an optional work to be agreed with the teacher and by means of oral presentations.
Continuous assessment will not be taken into account in the second sitting.
TICE:
Different evaluation systems, we include them into 4 sections:
EXAMS: 80%
ACTIVITIES and COURSER PROJECT: 20%
Bibliography and resources
PHILOSOPHY OF EDUCATION:
BALMES, J.: El Criterio. Barcelona: Balmes, 1948.
The specific bibliography will be detailed after each chapter.
TICE:
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- Alumnes de l’escola Barbiana.: Carta a una mestra. Vic, Eumo, 2002.
- AAVV.: Pedagogías del siglo XX. Barcelona, Praxis, 2000.
- 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.
- CAMPS BANSELL, J: Educacióin personalizada y diferenciada. Madrid, Digital Reasons, 2018.
- CELA, J.: Amb lletra petita. Barcelona, Edicions 62, 1996.
- CELA, J. i PALOU, J.: Va de mestres. Carta als mestres que comencen. Barcelona: Associació de Mestres Rosa Sensat (Testimonis), 2004.
- COLOM, A.; BERNABEU, J.L., DOMÍNGUEZ, E. i SARRAMONA, J.: Teorías e instituciones contemporáneas de la educación. Barcelona, Ariel, 2002.
- DEWEY, J.: Democracia y educación. Buenos Aires, Losada, 1971.
- FREINET, C.: Per l’escola del poble. Buenos Aires, S. XXI, 1986.
- FULLAT, O.: Filosofías de la educación. Barcelona, Paideia CEAC, 1992.
- GARCÍA HOZ, V.: Educación personalizada. Madrid, Miñón, 1970.
- HOUSSAYE, J.: Quinze pedagogs. La seva influència avui. Barcelona, Proa, 1995.
- MANEN, M. VAN: El tacto en la enseñanza. Barcelona, Paidós, 1998.
- MAKARENKO, A.: Poema pedagógico. Barcelona, Planeta, 1983.
- MEIRIEU, P.: Aprender, sí. ¿Per cómo? Barcelona, Octaedro, 2002.
- NEILL, A. S.: Summerhill. México, FCE, 1992.
- PEIRONE, H.: Célestin Freient. Pedagogía y emancipación. Buenos Aires, Siglo XXI, 2001.
- PUIG, J. M.: Feina d’educar. Barcelona, Edicions 62, “Premi Rosa Sensat” de pedagogía 1998.
- TRILLA, J.: La educación fuera de la escuela. Barcelona, Ariel, 1993.
- TRILLA, J.: Ensayos sobre la escuela. Barcelona, Laertes, 1999.
- TRILLA, J. (coord.): El legado pedagógico del siglo XX para la escuela del s. XXI. Barcelona, Graó, 2001.