(in Polish) Dyskursy współczesnej pedagogiki

obligatory courses

30h, Conversational

Teaching methods: analysis of the literature and discussion

The seminar is devoted to analyses of educational research and pedagogical thought in the perspective of three types of discourses based on the Jürgen Habermas’ theory of human interests.

The concept of paradigm (Kuhn) is more applicable in natural sciences and those social sciences of established methodological and subject-matter identity. In pedagogy and education that are of both an interdisciplinary and inhomogeneous character (as pedagogy represents not only social sciences but also humanities), the concepts of discourse or rationality seem to be more applicable.

The aim of the seminar is identifying and defining three types of discourses in pedagogy, on the basis of the triad of knowledge-constitutive human interests as they were described by Jürgen Habermas:

1. Technical discourse (pedagogy as an empirical-analytical science, whose aim is explanation of educational reality and control over this reality);

2. Historical hermeneutic discourse (pedagogy understood as philosophical and historical insight in the sense of education in the wider context of tradition and culture);

3. Critical discourse (pedagogy as the critique of ideology and as a theory of social change and emancipation);

These discourses are not separated by clear lines, neither are they applicable as a logical classification of educational research. A given intellectual phenomenon in pedagogy can traverse different types of discourses. They are ideal types rather than strict scientific classifications. Nevertheless, referring to the Habermasian division of sciences enables a description on a metatheoretical level and with coherent criteria, a variety of different research phenomena, which are difficult to grasp within the traditional classifications applied in the discipline.

1. Habermas J (1972) Knowledge and Human Interests, Boston; Beacon Press [Appendix].

2. Habermas, J. (1973). Theory and Practice. Boston: Beacon Press.

3. Konarzewski K. (1982), Podstawy teorii oddziaływań wychowawczych, Warszawa: PWN.

4. Booth, T., Booth, W. (1996) Sounds of Silence: Narrative research with inarticulate subjects, Disability & Society, 11:1, 55-70.

5. Traustadóttir, R. (2001) Research with others: Reflections on representation, difference and othering, Scandinavian Journal of Disability Research, 3:2, 9-28.

6. Gadamer, H.-G. (2004), Prawda i metoda. Warszawa: PWN [resp. Truth and Method].

7. Koorsgard M. (2023) Retuning Education. Bildung and Exemplarity Beyond the Logic of Progress.

8. Arendt, H. (2011), Między czasem minionym a przyszłym. Osiem ćwiczeń z myśli politycznej. Warszawa: Aletheia [resp. Between Past and Future].

9. Leder, A. (2018), Był kiedyś postmodernizm: sześć esejów o schyłku XX stulecia, Warszawa: IFiS PAN.

10. Tröhler D. (2011), Languages of Education, New York, London: Routledge.

11. Tröhler D. et al. (2011), Education Systems in Historical, Cultural and Sociological Perspectives. Rotterdam, Boston, Taipei: Sense Publishers.

12. Readings, B. (1999). The University in Ruins, Cambridge, London: Harvard University Press.

13. Biesta, G. (2013). The Beautiful Risk of Education. Boulder: Paradigm Publishers [Chapter Five: Emancipation].

14. Giroux, H. A. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning (1. publ). Granby, Mass: Bergin & Garvey.

15. Giroux, H. A. (2001). Theory and Resistance in Education: Towards a Pedagogy for the Opposition (Rev. and expanded ed). Westport, Conn: Bergin & Garvey.

16. Vlieghe, j. Zamojski P., (2017). Manifesto for Post-Critical Pedagogy, punctumbooks.

17. Lewis T., Walter Benjamin’s Antifashist Education. From Riddles to Radio, Albany: Suny Press.

18. Mollenhauer K., (2016) Forgotten Connections, Taylor & Francis.

19. Biesta G., (2017). The Rediscovery of Teaching, Routledge.

20. Szkudlarek, T. (2017). On the Politics of Educational Theory. London, New York: Routledge.

21. Biesta G. (2007). WHY ‘‘WHAT WORKS’’ WON’T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH, Educational Theory 1 (57).

22. Biesta G. (2010) Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education, Stud Philos Educ 29.

1. Learning outcomes:

Knowledge: Knows and understands:

WG_01 - World achievements, covering theoretical foundations as well as general issues and selected specific issues of a given scientific or artistic discipline, to a degree allowing

revision of existing paradigms

WG_02 - Main development trends of the scientific or artistic disciplines which are the

objects of studies

WK_01 - Fundamental dilemmas of modern civilization

WK_02 - Economic, legal, ethical and other significant determinants of academic activity

Skills: Can:

UW_02 - Make critical analyses and evaluations of the results of scientific research,

expert activity and other creative works, and their contribution to the development of

knowledge

UK_01 – Communicate on specialist topics to a degree enabling active participation in the international research community

UK_04 – Participate in scientific discourse

UU_01 - Independently plan for and act on their own development as well as inspire and

organize the development of other people;

Social competences: Is ready to:

KK_01 - Critically evaluate the achievements of a given scientific or artistic discipline

KK_02 - Critically evaluate one’s own contribution to the development of a given scientific or artistic discipline

KK_03 - Recognise the importance of science in solving cognitive and practical problems

Requirements:

Doctoral students are obliged to participate in classes (two absences are tolerated) and be prepared to discuss the literature on the subject of the particular meeting. Additional absences must be accounted for.

Methods for the verification of learning outcomes:

Doctoral students are to write an essay locating their doctoral projects within a given discourse or discourses.

Evaluation criteria

Presence, activity during discussions and the (final) essay.

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