Modern Educational Theories (Theories of Education)

Pre-requisites: -

Course objectives: Thorough introduction into different theoretical orientations in education; understanding and critical analysis of basic assumptions of modern educational conceptions; training for research work in this field.

Course description: Theoretical course: Pedagogy of “essence“ and pedagogy of “existence“. Philosophically based conceptions of education. Naturalistic theories of education. Personalistic theories of education. Theories of free education. Theories of socially-directed education. Educational conceptions of pragmatism and progressivism. Reconstructivist educational theories. Axiologically based theories of education. Spiritual-scientific pedagogy. Functional theories of education and pedagogy of activism. Educational theories of perennialism and essentialism. Theological conceptions of education. Existentialism and education. Psychoanalysis and education. Critical theories of education. Practical course: Practice, seminars, discussions on different understandings of education and pedagogy.

Learning Outcomes: Acquired thorough knowledge of modern conceptions of education; the capacity to understand, compare and critically reflect on their theoretical-methodological basis; the capacity for research work in this field.

Literature/Reading:

• Adorno, T. (2006), Vaspitanje posle Aušvica, Pedagogija, br. 1, (5-16)
• Dmitrijev, G. D. (2008), Modernizam, postmodernizam i teorija sadržaja obrazovanja u SAD; Pedagogija, LXIII , 2, (173-182).
• Freire, P. (2002), Pedagogija obespravljenih, Zagreb, Odraz.
• Horkhajmer, M. (1976), Tradicionalna i kritička teorija, Beograd: BIGZ, (39-80)
• Klafki, V. (2007), Osnove kritičko-konstruktivističke pedagogije, Pedagogija, LXII, 4 (541-549)
• Konig, E. i Zedler, P. (2001), Teorije znanosti o odgoju, Zagreb: Educa, (236-256)
• Palekčić, M. (2002), Konstruktivizam – nova paradigma u pedagogiji, Zagreb: Napredak, Vol. 143, br. 4, (403-413).
• Ranciere, J. (2010), Učitelj neznalica, Pet lekcija iz intelektualne emancipacije, Zagreb: Multimedijalni institut.
• Roberts P. (2007), Pedagogija nade Paula Freirea, Pedagogija, LXII, 4, (529-540).
• Bingham, Ch. (2010), Settling no Conflict in the Public Place: Truth in education, and in Rancièrean scholarship, Educational Philosophy and Theory, Vol. 42, Nos. 5-6, (649-664).
• Liotar, Ž.F. (1988), Postmoderno stanje, Novi Sad: Bratstvo-Jedinstvo.
• Mijatović, A. (1999) Ishodišta i odredišta suvremene pedagogije. U: A. Mijatović (ur.) Osnove suvremene pedagogije, (13-37), Zagreb: Hrvatski pedagoško-književni zbor;
• Morrow, R. (2010), Habermas, Eurocentrism and Education, (63-74), u: Murphy, M. And Fleming, T. (Eds.), Habermas, Critical Theory and Education, Ney York and London: Rouledge.
• Palumbo-Liu, D. (2001), Fables and apedagogy, Lyotard’s relevance for a pedagogy of the Other, (194-214), in: P.A. Dhillon & P. Standish (Eds.), Lyotard, Just education, London & New York: Routledge