Universitat Internacional de Catalunya - Barcelona

Education II: the Fundamentals and History of Education

• code 10619
• course 1
• term Semester 2
• type FB
• credits 9

Main language of instruction: Catalan

Other languages of instruction: Spanish

Head instructor

Dr. Jaime CAMPS - jaumecamps@uic.es

Office hours

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

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.

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.

• 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.
• 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.
• 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.

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

1. The idea of education and conceptions of the human being. 
2. The recognition of equality and human dignity as educational assumptions. 
3. Human freedom and the need for guidance, advice and counsel. 
4. Authority and freedom: guide and autonomy of action. 
5. The commitment to self-development: vital project and human formation. 
6. Education for tolerance as civic virtue and finding its limits. 
7. Laws, regulations and guidelines: rigidity and flexibility in educational contexts. 
8. Friendship and benevolence on the basis of personal development. 
9. Solidarity, generosity and mutual aid. Educational action as an act of benefit. 
10. Leadership and coordination of action: clues and ideas of government for education. 
11. And counter values in the technological society: education critically. 
12. Discover the common good and a sense of community formation. 

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.

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:

 The subject structure is divided in theoretical and practical sessions. It implies that students must show they have achieved a minimum level of competence in the learning outcomes of the 2 blocks. The contents of the theoretical part will be evaluated in written form, on a partial test (20%) and a final exam (40%). The practical part will require present two written works proposed by the teacher (10%+10%) and a specific test to evaluate the skills acquired in practical sessions (20%). Equally, to have success in this subject it will be necessary to pass the both parts (the theoretical and the practical one). The final mark will be the average of these two parts. Attendance and participation in class are fundamental for passing the course and will be considered as important element in defining the final grade.

TICE:

Different evaluation systems we include them into 4 sections:

PRUEBAS ESCRITAS: 80%

ACTIVIDADES y TRABAJOS: 20%

La buena actitud se da por supuesta (corrección, participación, veracidad, etc.). En caso contrario, puede hacer bajar la nota de la parte de TICE hasta 5 puntos

PHILOSOPHY OF EDUCATION:

General Works and Manuals

Classic works (most available online):

Aristòtil, Ètica a Nicòmac. Fundació Bernat Metge.  

Ciceró, De l'amistat. Fundació Bernat Metge.

Cicerón (2002) Sobre la amistad. Palma de Mallorca: Editor José J. de Olañeta.

Plató, Fedre. Fundació Bernat Metge.

Plató, Teetet. Fundació Bernat Metge.

Plató, La república. Fundació Bernat Metge.

Plató, Critó. Fundació Bernat Metge.

Sòfocles: Antígona. Fundació Bernat Metge.  

Sèneca, Els beneficis. Fundació Bernat Metge.

Xenofont, Hieró. Fundació Bernat Metge.

Modern Works:

Dreyfus, H. L. (2003). Acerca de Internet. Barcelona: EdiUOC.

Ferguson, N. (2007). La guerra del mundo. Barcelona: Debate.

Frankl, V. (1979). El hombre en busca de sentido, Barcelona: Herder.

Frankl, V. (2005). En el principio era el sentido. Reflexiones en torno al ser humano. Barcelona: Paidós 2005.

Guardini, R. (2003). Cartas sobre la formación de sí mismo. Madrid: Palabra.

Jaeger, W. (1996). Paideia: los ideales de la cultura griega. Madrid.

Maritain, J. (2008). La educación en la encrucijada. Madrid: Palabra.

Olives, J. (2006). La ciudad cautiva., Madrid: Siruela.

Ortega y Gasset, J. (2005). La rebelión de las masas., Madrid: Alianza.

Patocka, J. (1991). Platón y Europa., Barcelona: Península.

Wells, H. G. (1998). La guerra dels mons. Quaderns, Barcelona: Crema. 

Specific literature:

Works cited in the practices and issues (passages used)

Practice 1 (Unit 1: Philosophy of education as a reflection on the act of educating) 

Grimaldi, N. (2004). «Educació: Art o Artesania». Revista Relleu, num. 77, p. 4.

Maritain, J. (2008). La educación en la encrucijada. Madrid, pp. 19-21.

Guardini, R. (1999). «El acto pedagógico y su ethos», a R. Guardini, Ética, Madrid, pp. 700-702.

Jaeger, W. (1996). Paideia: los ideales de la cultura griega. Madrid, pp. 3-21.

Practice 2 (Unit 2: Progress and educational tool) 

Ferrés, J, (2008). La educación como industria del deseo, Barcelona: Gedisa, pp. 30-33.

Altisent, A, (1990). Reflexiones de un monje, Salamanca: Sígueme, pp. 192-194; 211-214.

Practice 3 (Unit 3: Education and Freedom II) 

Xenofont, Hieró VII, 1-10.

Llano, A. (2003). La vida lograda. Barcelona: Ed. Ariel, pp. 11-20.

Fita, D. «Art i realitat». Revista Relleu, num. 101, pp. 1-4.

Practice 4 (Unit 4: education, commetiement and educational community)

Plató, La República, IV 433a-434c.

Fukuyama, F. (2000). La gran ruptura, Barcelona: Ediciones B, pp. 28-31.

Luri, G, (2010). L’escola contra el món, Barcelona: La Campana, pp. 143-145.

Luri, G, (2010). L’escola contra el món, Barcelona: La Campana, pp. 95-98.

Marina, J. A. (2010). Las culturas fracasadas, Barcelona: Anagrama, pp. 45-47.

Marina, J.A. (2010). Las culturas fracasadas, Anagrama, Barcelona, pp. 93-94

Maragall, J. (1981). Obres Completes. Barcelona: Selecta, pp. 67-70.

Ortega y Gasset, J. (1998). Meditación de la técnica y otros ensayos sobre ciencia y filosofía. Madrid: Alianza Editorial, pp. 43-44, 48-49.

Wilde, O. (1976). El Retrat de Dorian Gray. Barcelona: Proa, pp. 36-38.

Patocka, J. (1991). Platón y Europa, Barcelona: Península, pp. 9-10.

Practice 5 (Unit 5: Authority, power and freedom leadership in educational activities) 

Arendt, H. (1996). «Qué es la Autoridad». Entre el pasado y el futuro, Barcelona: Península, p. 133.

Arendt, H. (1996). «La crisis de la Educación». Entre el pasado y el futuro, Barcelona: Península, pp. 200-201.

Gadamer, H. G. (1984). Verdad y Método, Salamanca: Ed. Sígueme, pp. 347-349.

Marina, J. A. (2009). Article publicat a El mundo, 01.10.2009.

Clastres, P. (1986). Crónica de los indios guayaquis, Barcelona: Alta-Fulla.

Saint-Exupéry, A. (2007). El Petit Príncep. Barcelona: Ed. Empúries, cap. X.

Plató, La república, 443b-444a.

Plató, Fedre, 246b; 253d-254b.

Roca, E. (2011). Article digital: web EDU21. 1 d'abril de 2011.

Pieper, J. (2001). Las virtudes fundamentales. Barcelona: Ed. Rialp, pp. 85-87, 123-125.

Practice 6 (Unit 6: Laws, rules and regulations in the educational activity)

Plató, Critó, 49a-52b.

Sófocles, Antígona, 440-525.

Aristòtil, Ètica Nicomàquea X, 1179b32-1180b28.

Rouseau, J. J. (2011). Emilio, Libro I, Madrid: Alianza editorial, pp. 48-54.

Montesquieu.  L'esperit de les lleis, Llibre XI (1748).

Gonzalez-Simancas, J. L. (1992). Educación, libertad y compromiso. Pamplona: EUNSA, pp. 192-197.

Mora, F. (2001). Diccionari de Filosofia. Barcelona: Ariel, pp. 2129-2130.

Practice 7 (Unit 7: Education and Tolerance) 

Sotelo, I. (1991). Article de premsa: «El Estado y la Educación», El País, 11/VII/1991.

Olives, J. (2005). Idees de tolerància, Barcelona: INHECA, pp. 310-315.

Practice 8 (Unit 8: Education, Equality and Dignity) 

Luri, G, (2010). L’escola contra el món, Barcelona: La Campana, pp. 95-98.

Innerarity, D, (2001). Ética de la hospitalidad, Barcelona: Península, pp.23-29.

Practice 9 (Unit 9: Educating as a benefit) 

Sèneca, Els beneficis, Fundació Bernat Metge, 1993, pp. 11-14.

La Biblia, Sir 6, 5-17.

La Biblia, Lc. 21, 1-4.

Cervantes, M. Quijote, II, 74.

Cervantes, M. Quijote, II, 58.

Practice 10 (Unit 10: Education and friendship) 

Aristòtil. Ètica a Nicòmac. Llibre VIII, 1155a5-1159b8.

Lewis, C. S. (1991). Los cuatro amores, Madrid: Rialp.

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.): Escuelas democráticas. Madrid, Morata, 1997.

ARREGUI, F. (coord): Ciudadanía y educación. Aportaciones para la práctica civil. Donosita, Erein, 2004.

BACH, E. i DARDER, P.: Des-edúcate. Una propuesta para vivir y convivir mejor. Barcelona, Paidós, 2004. 

BERSNSTEIN, B.: La estructura del discurso pedagógico. Madrid, Morata, 1993.

CAMPS, J.: Evolución del entorno de socialización de los niños y adolescentes: un análisis sociohistórico, Educationis Momentum, 2(1), 2016, LINK

CAMPS, V. i GINER, S.: Manual de civismo. Barcelona, Ariel, 2001.

CARR, W. i KEMMIS, S.: Teoría crítica de la enseñanza: la investigación-acción en la formación del profesorado. Madrid, Morata, 1988.

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.

De la TORRE, S., FORTUNY, M., MILLÁN, D., PUIG, J., RAVENTÓS, F. i TRILLA, J.: Textos de Pedagogía. Conceptos y tendencias en las ciencias de la educación. Barcelona, PPU, 1985.

DEWEY, J.: Democracia y educación. Buenos Aires, Losada, 1971.

DEWEY, J.: Experiencia y educación. Madrid, Biblioteca Nueva, 2004.

ESCARDÍBUL, S.; MARTÍN, X.; NOVELLA, A. i PUIG, J. M.: Com fomentar la participació a l’escola. Barcelona, Graó, 2000.

EDWARDS, D. y  MERCER,  N.: El conocimiento compartido. Barcelona, Paidós, 1999 

ESTEVE, J. M.: El árbol del bien y del mal. Barcelona, Octaedro, 1998.

FREINET, C.: Per l’escola del poble. Buenos Aires, S. XXI, 1986.

FULLAT, O.: Filosofías de la educación. Barcelona, Paideia CEAC, 1992.

GIJON, M.: Encuentros cara a cara. Relaciones interpersoanles y educación en valores. Barcelona, Graó, 2004.

GIMENO SACRISTÁN, J.: Educar y convivir en la cultura global. Madrid, Morata. 2001.

GROS, B. i  ROMAÑÁ, T.: Ser professor. Palabras sobre la docencia universitaria. Barcelona, Octaedro, 2004.

HENDERSON, N. i MILSTEIN, M.: Resiliencia en la escuela. Barcelona, Paidós, 2003

HOUSSAYE, J.: Quinze pedagogs. La seva influència avui. Barcelona, Proa, 1995.

LARA, F. La escuela como compromiso. Madrid, Editorial Popular, 2004

LÉVINAS, E.: Humanismo del otro hombre. Madrid, Caparrós, 1993;

LÓPEZ, A. i ZAFRA, M.: La atención a la diversidad en la educación secundaria obligatoria. Barcelona, Octaedro, 2003.

MANEM, M.: El tacto en la enseñanza. Barcelona, Paidós, 1998.

MAKARENKO, A.: Poema pedagógico. Barcelona, Planeta, 1983.

MEIRIEU, P.:  Aprender, sí. ¿Per cómo? Barcelona, Octaedro, 2002.

MOORE, T. W.: Introducción a la teoría de la educación. Madrid, Alianza, 1980.

MOLINOS TEJADA, M. (2002)  Concepto de práctica  y currículo en John Dewey. Navarra, Eunsa.

NEILL, A. S.: Summerhill. México, FCE, 1992.

QUINTANA, J. M.: Teoría de la educación. Madrid, Dykinson, 1988.

PEIRONE, H.: Célestin Freient. Pedagogía y emancipación. Buenos Aires, Siglo XXI, 2001.

PIAGET, J.: De la pedagogía. Barcelona, Paidós, 1999.

PIAGET, J.: El criterio moral en el niño. Barcelona, Martínez Roca, 1984.

PUIG, J. M.: Teoría de la educación. Una aproximación sistémico-cibernética. Barcelona, PPU, 1987.

PUIG, J. M.: Feina d’educar. Barcelona, Edicions 62, “Premi Rosa Sensat” de pedagogía 1998.

PUIG, J.: Prácticas morales. Una aproximación a la educación moral. Barcelona, Paidós, 2003..

ROGERS, C. i FREIBERG, J.: Libertad y creatividad en la educación. Barcelona, Paidós, 1996.

ROGOFF, B.: Aprendices del pensamiento. Barcelona, Piados, 1993

SARRAMONA, J. (ed.): Fundamentos de la educación. Barcelona, CEAC, 1994.

TONUCCI, F.:  La ciudad de los niños. Buenos Aires, Losada, 1996.

TOMLINSON, CAROL ANN. El aula diversificada. Dar respuestas a todos los estudiantes. Barcelona, Octaedro, 2001.

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.

VYGOTSKY, L.S.: El desarrollo de los procesos psicológicos superiores. Barcelona, Crítica, 1979