URL study guide
https://studiegids.vu.nl/en/courses/2024-2025/P_BVLPHEDCourse Objective
At the end of the course students have gained an understanding and knowledge of: 1. Central aspects and problems of schooling and how to position these according to various (cultural) assumptions, values and norms and moral propositions (Centrale aspecten en problemen in pedagogische praktijken binnen opvoeding en onderwijs en de diversiteit aan (culturele) vooronderstellingen (waarden en normen) en invloeden op deze praktijken). 2. Relevant theory and approaches (including the empirical and normative underpinnings) of the subdisciplines of the pedagogical sciences. (Relevante theorieën en benaderingswijzen (en de empirische en normatief-ethische onderbouwing ervan) van de subdisciplines binnen de pedagogiek). 3. Theoretical concepts from other disciplines, relevant to the study of education, particularly the philosophy of education. (Centrale theorieën van voor de pedagogiek aanverwante disciplines, met name de filosofie). At the end of the course students are able to: 4. Develop and present a clear, cohesive and structured argument, using empirical research and theory, and showcasing a good understanding of both current societal and scientific issues and questions. (Standpunten te formuleren en onderbouwen met behulp van analytisch redeneren en wetenschappelijke kennis en inzicht in de context van zowel maatschappelijke als wetenschappelijke vraagstukken.) 5. Structure their own learning of subdomains of the educational sciences (master level). (Zich verder te verdiepen in een deelgebied van de pedagogische wetenschappen (op het niveau van de masteropleiding) of een aanverwant deelgebied.)Course Content
In most countries around the world, but particularly in Western countries, we find diversity in ideas about the value of education. This module will introduce you to key debates in education with a particular focus on personal and institutional value systems in educational contexts and current normative debates on the purposes and values of education. The issues we debate revolve around questions such as: Should we fund religious schools? Should schools teach patriotism? Should parents have a say in sex education? Should we teach climate activism? These questions have no right or wrong answer but rather require normative enquiry and a clear, sound and relevant argument which is located in context and related to educational practice as we observe and experience it. A good argument is inseparable from an analysis of context, and an awareness of who is arguing and how they conduct themselves. In this module you will therefore learn to develop an argument in the weekly masterclasses and in tutor groups. In both types of sessions, you will argue with peers to advance your own thinking and stance on matters of educational importance. We will develop both your oral and written skills as both of these are highly valued, not just in universities but in schools, business and civic life. In other words, the skills you learn on this module are highly transferable- they are life skills. The course has a ‘Capita Selecta’ structure where each session covers a specific topic, taught by an expert in the field from various disciplinary backgrounds; philosophy of education, developmental psychology and education science. Each week will see an on campus masterclass of 2 hours (combined lecture and group work) with a 2-hour tutor group on campus later in the week. During these tutor groups you will discuss a question with peers and learn to develop a structured and coherent argument. You will need to prepare for both masterclass and tutor groups through a structured assignment which is posted on Canvas a week in advance of the session (or sooner). These assignments and active participation in both masterclass and tutor groups are a requirement for passing the module.
Teaching Methods
2 hour online masterclass and 2 hour tutor groups on campus every weekMethod of Assessment
An open book exam will be conducted on campus during the exam week and will consist of essay questions on the readings and lectures.Literature
Bailey, R. (2010). The philosophy of education : an introduction. Continuum. Please note: this title needs to be purchased as printed copy, not as e-book. All the other literature will be made available online.Target Audience
This course is part of the minor ‘Pedagogues for good education’. The course builds onto two courses of the first two years of the Bachelor programme: Leerling, Onderwijs en Begeleiding and Samenleving, Opvoeding en Onderwijs. However, it is not necessary to have followed these courses to enter this course. For Premaster students following the track Education & Innovation this course is facultative. This course is also open to exchange and Semester in Amsterdam students of any background.Entry Requirements
There are no entrance requirements. However, students are reminded that this is a third-year course in the bachelor programme ‘Pedagogische wetenschappen’ thus are expected to have a basic knowledge of education and educational theories as well as philosophy and philosophical theories. Moreover, as the course is taught in English, the students are expected to be able to read, speak and write in English. You are allowed to submit your exam in Dutch.Language of Tuition
- English
Study type
- Premaster
- Bachelor