1. komponenta

Lecture type	Total
Lectures	45
Seminar	15

* Load is given in academic hour (1 academic hour = 45 minutes)

To foster reflection, critical and higher-order thinking in students by introducing them to philosophical problems and methods. To provide philosophical basis of pedagogy as the science of education.
1. Introducing students to objectives, contents, methods and requirements of the course. Socrates as the role model of the teacher.
2. Notion of philosophy of education and its systematic position within the whole of philosophical and pedagogical disciplines. The role of philosophy in reflective teaching practice and in fostering professional autonomy.
3. An overview of lines of thought in contemporary philosophy and their influences on theoretical orientations within the science of education. Historicism and Dilthey's distinction of two types of sciences. The explanation of a natural event versus understanding of the human action: didactic implications of their differences.
4. Phenomenology and intentionality. Basic features of existentialism.
5. Caring and education: Heidegger's distinction between authentic and inauthentic caring, Noddings' notion of caring as a relation.
6. Influence of existentialism on humanities, social sciences and educational philosophies with an emphasis on existentialist pedagogical psychologies. Humanistic education and existentialism.
7. Gadamer, hermeneutics and principles of interpretation. Hermeneutic orientation in the science of education. Question on interpretation as a method.
8. Wittgenstein: language and the world. Problem of value statements in Tractatus and its consequences on founding the study of education. Wittgenstein as an educator.
. Vienna Circle and philosophy of science: statement meaningfulness. K. R. Popper: falsificationism, creativity and knowledge. Pedagogical consequences of falsificationist epistemology.
10. Empirical orientation in the study of education. Critical theory: general features. Differences between indoctrination and education.
11. Habermas: interests and forms of knowledge. Critical study of education and emancipatory interest. Communicative rationality.
12. What is Postmodern? Features of postmodern philosophy
13. Lyotard: knowledge and society. Critique of Lyotars declaration of death of the Professor. Theoretical influences of Postmodern: theory of the unconscious, structuralism, postpositivist epistemology.
14. Development of idea of natural development: from Rousseau to Piaget. Developmental epistemology and constructivism in philosophy of education. Development of notion of number according to Piaget. The holistic nature of educational knowledge discussed in the context of Piagets theory: connecting logic, philosophy of mathematics, epistemology and developmental psychology.
15. Constructivism as an educational philosophy. Kohlberg and development of moral judgement. Pedagogical consequences of developmental theories. Systematization.

1. Recognition of philosophical assumptions present in pedagogical scientific orientations and practical pedagogical approaches.
2. Acquaintance with basic lines of thought in contemporary philosophy and their relation to approaches within science of education.
3. Ability to compare hermeneutic with empirical andcritical founding of pedagogy.
4. Basic ability of philosophical and logical analysis of scientific texts and their critical reflection.

1. Filozofija: uvod u filozofiju, , Arno Anzenbacher, Školska knjiga, 1992.
2. Teorije znanosti o odgoju., , Eckard König i Peter Zedler, Educa, 2001.
3. Filozofija odgoja, , Eckard König i Peter Zedler (2001), Pavao Vuk-Pavlović, 1996.
4. K filozofiji odgoja, , Milan Polić, Znamen Institut za pedagogijska istraživanja, 1993.
5. Vrč i šalica. Filozofijska vivisekcija problemâ odgoja i obrazovanja, , Tomislav Krznar, Nikolina Iris Filipović, Učiteljskog fakulteta Sveučilišta u Zagrebu, 2015.

Mandatory course - Regular studij - Teacher Education