School Education II (curriculum and other pedagogical texts, resources and practices)

Specific Foundation / Core

The course is also offered to exchange programme students.

The purpose of this course is to introduce to the students the theory behind the design and development of school curricula. Based on the theory reference is made to the use of school textbooks, as well as other forms of educational and learning resources under the light of the traditional, the behavioral, the constructivist and the critical “paradigms”.

Learning contents, schedule Introduction to School Pedagogy: epistemological determination, subject matter, directions, research. Theories of the school, the educational system and educational reform (1st course). Section One: The “traditional” school A) Theoretical foundations: Educational Idealism and Realism. B) The birth of the “modern” school; the traditional “paradigm” and its evolution. C) Space, time, pedagogical sources and practices of the "traditional" school. Scholar Academic Ideology of curriculum (the model of subject centered curriculum, the academic disciplines, the learning, the role of school textbook, the traditional didactics and teaching, examination). D) Criticism of the traditional “paradigm” (2nd course). Section Two: The behavioral “paradigm” and its evolution A) Theoretical foundations: Behavioral Psychology and Empirical Pedagogy. Social Efficiency Ideology of curriculum. B) «Learning objectives/outcomes» approaches to curriculum design: 1) Aims and Objectives. Taxonomies of learning objectives. 2) Teaching and learning content, 3) Teaching Models: The behavioral teaching model and the Programmed Curriculum. 4) Teaching Machines and behavioral educational software. 5) Evaluation C) Criticism of Behavioral "paradigm" (3rd, 4th and 5th courses). Section Three: The constructivist "paradigm" A) Theoretical foundations: Constructivism and constructivist learning theory and pedagogy. Educational pragmatism and Learner-Centered Ideology of curriculum B) The constructivist learner and problem-centered curriculum: 1) Integrated curriculum. 2) Teaching and learning methods. 4) Multi-literacy. 5) Authentic assessment. C) Criticism of constructivist «paradigm». (6th, 7th and 8th courses). Section Four: The critical "paradigm" A) Theoretical foundations: Critical theory, Social Reconstruction Ideology of curriculum. Critical Education. B) The critical curriculum: 1) The development of the critical curriculum. 2) Teaching and learning content, 3) Critical reflective learning process. 4) Critical Multi-literacy. 5) Authentic assessment aimed at reflection and empowerment. C) Educational emancipatory action research and democratization of educational practices. D) Criticism of critical "paradigm" (9th and 10th courses). Section Five: Curriculum, learning and teaching, educational process and contemporary global problems: Introduction to Peace Education: A) Peace Research and Peace Education. B) Purpose and scope of Peace Education (pedagogical sources and practices within a democratic, anti-racist, intercultural and ecological perspective) (11th and 12th courses). Summary of Contents and evaluation of the course (13th course).

15-04-2020