Universitat Internacional de Catalunya
Anthropology: Anthropology of Education
Other languages of instruction: Spanish
Teaching staff
Teachers will attend to the students at an agreed time arranged by e-mail:
Dr. Albert Moya: amoya@uic.es
Dra. Andrea Rodriguez: arodriguezp@uic.es
Introduction
Anthropology is knowledge about human being. Education implies the development of one’s own personality and potential. The centrality of human being as a shared aspect of both Anthropology and Education is the fundamental issue that this subject develops. Retrieving and updating classic thought, we believe that both Anthropology and Education begin with the knowledge and the transformation of oneself. This necessarily means an approchement and becoming closer to other people, and a better ability to meet their needs. Refining our thinking, our attitudes and our emotions, we get closer to nature and to the social environment surrounding us. In this way we become more competent both in a professional and a human sense.
Pre-course requirements
None.
Objectives
Competences/Learning outcomes of the degree programme
- CEM-29 - To be familiar with, and know how to carry out, tutorial and counselling functions in relation to family education.
- CEM-31 - To analyse and incorporate in a critical manner the most relevant questions affecting school and family education in todays society: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.
- 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-3 - 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-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-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-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
1- Understand the centrality of the notion of person to understand education.
2-Analyze the role of human nature and culture in the learning process.
3-Lists the different levels of human development and the role that education plays in it.
4-Interprets the different ways of understanding freedom and meaning.
5-Compares the presence of affection and goodwill in the education of feelings.
6-longings contrasts with the limits of human.
7-Relates the universality of culture with the plurality of cultures.
8-Synthesizes the concepts of person, education and citizenship.
Syllabus
Teaching and learning activities
In blended
The theoretical sessions will be held in virtual mode. In this sense, the corresponding platform will be enabled and will allow the connection and monitoring of the class sessions that will take place throughout the course. This theoretical part will have spaces for questions and debates that the topic can generate, although it’s planned that it will be in the presential practical part where the most applied work will be carried out.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-31 CG-02 | Learning contract | Individual / independent study and work |
| CEM-29 CEM-31 CG-07 CG-08 | Cooperative learning Case studies Problem and exercise solving | Practical classes Individual / independent study and work Group study and work |
| CEM-29 CEM-31 CG-04 | Project-based learning Case studies Presenting method / lecture Problem and exercise solving | Practical classes Theory classes Individual / independent study and work Group study and work Seminar-workshops |
Evaluation systems and criteria
In blended
The evaluation of the theoretical part will be carried out virtually and will consist of a partial exam (20%) and a final exam (40%) that will constitute the total mark corresponding to the theoretical part of the subject (60%).
Bibliography and resources
Anthropology of Education Bibliography
Quoted passages:
Practice 1:
Nicolas Grimaldi. "Educació: Art o Artesania", a Revista Relleu, no 77. 2004. p. 4-5
Plató, Teetet 149a-151d.
Practice 2:
Balmes, J. El Criterio. Barcelona, 1996 (11a ed.), pp. 16-20.
Pico della Mirandola, G. Oratio de hominis dignitate (1496-1504). Publicacions de la Universitat
de València, 2004.
Practice 3:
Ricardo Yepes Stork: Fundamentos de antropología. EUNSA, Pamplona, 2003 (6a ed.), pp. 243-245.
Plató: Protàgores: 320c-323a
Practice 4:
Plató. La República, 369b-370c
Aristòtil, Política. llibre I, 1253b15-1253a40
Practice 5:
Sèneca. De la Ira. Ed. Bernat Metge (trad. Carles Cardó). Llibre II, caps. II-IV
Practice 6:
E. Cassirer. An Essay on Man, chapter II; trad.: Antropología Filosófica, FCE, 1997
Practice 7:
Charles Taylor. La ética de la autenticidad. Barcelona: Paidós. 1994, pp. 37-39
(traducció catalana lleugerament modificada).
Practice 8:
JAEGER, W. Paideia: los ideales de la cultura griega. Madrid, 1996. pp. 3-21.
PLATÓ, República (441c-444a)
Practice 9:
Agustín de Hipona, Confesiones. Ed. Juventud, 2002 (3a ed.), Libro XI: 18-20.
H. G. Gadamer: La actualidad de lo bello. Barcelona, 1991, pp. 103-105.
Practice 10:
Todorov. T. (2008) Discurs pronunciat en rebre el premi Príncep d’Astúries l’any 2008.
R. Puppo (ed. i traductor), Independència i Unió dels Estats Units d’Amèrica, Barcelona: Llibres
de l’Índex, 1993, p. 17-18.