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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods učenika. U knjizi Vrjednovanje obrazovanja. (23-35). Osijek: Pedagoški fakultet. Pilić, Š. (1996). Društveni ugled profesije učitelj. U Mihaljević-Falak, Lj. (Ed.). Tučepi – stogodišnjica škole. (212-225). Split: Tiskara Poljica. Strugar, V. (2000). Društveni ugled učitelja. Napredak, 141, 1, 26-34. Strugar, V. (1993). Biti učitelj. Zagreb: HPKZ. Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs: Prentice-Hall. Cindrić, M. (1998). Pripravnici u školskom sustavu. Zagreb: Empirija. Levinson, L. at all. (Rfs.) (2001). Education and Sociology. In An Encyclopedia. Routledge Falmer. Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska obilježja i proces školovanja. Školski vjesnik, 49, 1, 21-33. Pilić, Š. (1999). Čitalačka kultura nastavnika. Školski vjesnik, 46, 1, 17-30. Šporer, Ž. (1990). Sociologija profesija. Zagreb: SDH. Županov, J. (1995). Poslije potopa. Zagreb: Globus. Lectures, research-oriented seminar, project work, field work, etc. Competence assessment through grading of project work and other forms of participation in research projects. Oral examination. Croatian language. Students' evaluation, examination results analysis, results of long-term monitoring, exchange of experience with other universities. Course title Philosophy of education Course code HZE006 Type of course Lecture Level of course Basic level course Year of study Second Semestar Three ECTS (Number of credits allocated) 3 ECTS Contact hours (30 lectures) = 0.75 ECTS Student study time (67.5 hours) = 2.25 ECTS Name of lecturer Prof. Dr Berislav Žarnić An undergraduate teaching assistant will be engaged to help in the Learning outcomes and competences organisation of teaching as well as to help his/her fellow students. The competencies achieved are both general and specific. Given its philosophical content and methods, the course facilitates reflection, critical thinking and higher order thinking. Specifically, the course enables the student to recognize philosophical background within differing pedagogical 73
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S choices, orientations and systems. The student improves skills in the logical analysis. Prerequisites Competences and skills acquired upon the completion of the first year graduate study programme (teacher education). Prerequisites defined by the Faculty Statute. Course contents Recommended reading The course covers the following units: (a) the relations between contemporary philosophy and educational theory, (b) anthropological basis of education and the idea of natural development in contemporary philosophy of education, Unit (a) covers main schools in contemporary philosophy, and reveals how the understanding of basic notions («man», «language», «and knowledge») shapes contemporary educational theories. Topic (a) comprises four thematic circles. The first covers «phenomenological» orientation in philosophy (historicism, existentialism, hermeneutics) and hermeneutical orientation in educational theory. The second thematic circle covers «analytical» schools in philosophy (neopositivism, critical rationalism) and empirical orientation in the educational theory. The third thematic circle covers critical theory and critical orientation in educational theory. The fourth thematic block examines roots of post-modern philosophy (psychoanalysis, structuralism), and discusses the reception of post-modern philosophy in educational theory. Unit (b) gives short introduction to educational anthropology covering: anthropological basis of education and educational import of the notion of natural development. Student must read (a) one introductory text in philosophy, (b) one text discussing relations between philosophy and educational theory, (c) one original text pertaining to philosophy of education and, if the student has no prior education in informal logic, (d) one introductory text in informal logic. (a) Introduction to philosophy Anzenbacher, A. (1992). Filozofija: uvod u filozofiju. Zagreb: Školska knjiga. Warburton, N. (1999). Filozofija: osnove. Zagreb: Kruzak. (b) Correlation between philosophy and education science Gudjons, H. (1994). Pedagogija: temeljna znanja. Zagreb: Educa. König, E. i Zedler, P. (2001). Teorije znanosti o odgoju. Zagreb: Educa. Lenzen, D. (2002). Vodič za studij znanosti o odgoju - što može, što želi. Zagreb: Educa. (c) Research in the philosophy of education Bereiter, C. (2002). Education and Mind in the Knowledge Age. Mahwah: Lawrence Erlbaum Associates. Bruner, J. (2000). Kultura obrazovanja. Zagreb: Educa. Čehok, I. (Ed.). (1997). Filozofija odgoja: izbor tekstova hrvatskih pisaca. Zagreb: Školska knjiga. (d) Basics of logic and logic in education Kovač, S. (2004). Logika. Zagreb: Hrvatska sveučilišna naklada. 74
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