Background, GeneralKnowledge, Scientific Area, Skill Development

– Understand and distinguish the role of education in the ontological formation of man

– Identify the dialectical relationship between the sciences of education and primary branches of philosophy (anthropology, axiology, ethics, epistemology, etc.)

– Philosophically explore various pedagogical questions, problems, and dilemmas

– Illuminate the dark and controversial points of contemporary pedagogy

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

Decision making

Autonomous work

Working in an interdisciplinary environment

Production of new research ideas

Critical thinking

Promoting free, creative and inductive reasoning

1. Introduction – Philosophy of Education (Necessity and Definition)

2. Man as Homo Educandus

3. Paideia & Democracy

4. Agwgh I (Definition and Purpose)

5. Agwgh II (Unstable Forms / Guilt)

6. Agwgh III (Unstable Forms / The Pedagogy of Death)

7. Agwgh IV (Implicit Character)

8. Education

9. Learning (Relationship of Paedeia, Agwgh & Education)

10. The Journey of Knowledge: from the Premodern, to the Modern & Postmodern

11. The School as a Prison (The Dark Spots of Modern Pedagogy)

12. Philosophizing about Education in Practice (Attempt at a Didactic Proposal)

13. Review

·         Useofe-classelectronicplatform

·         Electroniccommunicationviae-mail

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Student evaluation languages: Greek

Method: (Formative or Concluding) Summative

Student evaluation methods                                 Rate

Writtenfinal Exam with Essay Development Questions70 Writtenmid-term Exam with Essay Development Questions  30

Recommended textbooks

1.Δημόπουλος, Β. (2018) Φιλοσοφία της Παιδείας, Θεσσαλονίκη: Αφοί Κυριακίδη

2. Καρακατσάνης, Π. (2015) Φιλοσοφία της Παιδείας, Αθήνα: Gutenberg

Suggestedbibliography

Bollnow,  Ο. (1986). Φιλοσοφική Παιδαγωγική, Αθήνα: Γρηγόρη.

Θεοδωρόπουλος, Ι. Ε (1998) Μεταξύ Φιλοσοφίας και Παιδαγωγικής, Αθήνα: Γρηγόρης.

Θεοδωροπούλου, Ε. (2004). Η Εγκοπή της φιλοσοφίας της παιδείας, Αθήνα: Ατραπός

Καζεπίδης, Τ. (1991) Η Φιλοσοφία της Παιδείας, Θεσσαλονίκη: Βάνιας.

Καραβάκου, Β. (2019) Η Εκ-παίδευση και η φιλοσοφία της, Αθήνα: Gutenberg

Τζαβάρας, Γ. (2000) Προβλήματα Φιλοσοφίας της παιδείας, Ρέθυμνο

RelatedScientificJournals

Ελληνική Φιλοσοφική Επιθεώρηση

Φιλοσοφείν

Journal of Philosophy of Education

Studies in Philosophy and Education

Educational Philosophy and Theory

Philosophy of Education

Philosophical Inquiry in Education

TEACHING ACTIVITIES

If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc.If the ECTS Credits are awarded to the whole course, then please in dicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURSPER WEEK

 ECTS CREDITS

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area

COURSE URL:

Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course

Upon completion of the course, students should be able to:

·         know the most important pedagogical theories and pedagogical movements from the Middle Ages to the modern era, also in relation to the most important personalities of the European elite

·         know the evolution of educational history on European level

·         know the most important stages of Pedagogy

·         know Pedagogical Science as future teachers

·         transfer pedagogical data from previous years to modern reality.

Promoting, creative and inductive reasoning

Face to face, Distance learning, etc.

Use of ICT in Teaching, in Laboratory Education, in Communication with students

Use of ICT in Laboratory Education

Use of ICT in Communication with students

The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study/creation, project, creation, project. Etc.

20

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards

Description of the evaluation process

Greek

Method (Formative or Concluding)

Summative

Student evaluation methods

Percent

20