Aristotle (2004). The Nichomachean Ethics. London: Penguin Classics (336 p.)
Dewey, John (1916/1997). Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press (360 p.)
Friesen, Norm (2020). ´Education as a Geistewissenschaf´: an introduction to human science pedagogy, Journal of Curriculum Studies, 52:3, 307-322 (15 p.)
Godfrey-Smith, Peter (2021). Theory and reality: an introduction to the philosophy of science. New ed. Chicago: University of Chicago Press (288 p.)
Grayling, Anthony C. (2020). The History of Philosophy. London: Penguin Books (720 p.)
Illich, Ivan (1971/1996). Deschooling Society. London: Marion Boyars (116 p.)
Kant, Immanuel (1784/2009). An Answer to the Question: ‘What is Enlightenment?’ London: Penguin Books (121 p.)
Masschelein, Jan (2018). An Educational Cave Story (on animals that go to 'school'). In P. Smeyers (ed.) International Handbook of Philosophy of Education. Dordrecht: Springer (pp. 1185-1200) (15 p.)
Mollenhauer, Klaus (1983/2014). Forgotten Connections: On Culture and Upbringing (trans. and ed. N. Friesen). Abingdon: Routledge (135 p.)
Peters, Richard S. (1963). Education as Initiation. London: The University of London Institute of Education (pp. 7-48) (41 p.)
Plato (1963). The allegory of the cave. In Collected Dialogues of Plato. Princeton: University Press (pp. 747-752) (6 p.)
Rousseau, Jean-Jacques (1762/1979). Emile or On Education. New York: Basic Books (501 p.)
Suissa, Judith (2019). Anarchist education. In C. Levy, M. Adams (Eds.) The Palgrave Handbook of Anarchism. Switzerland: Palgrave MacMillan (pp. 511-529) (19 p.)
EduSinglePage
This course is offered as part of programme:
Course content
The course intends to enable students to develop broad knowledge of the history of ideas and theoretical foundations of the philosophy of science, pedagogy and various educational aims and teaching forms. Furthermore, students will develop an understanding of recurrent debates and controversies about, and within, educational theory and engage with them.
The course applies the perspective of the history of ideas to address practices in education. A central component of the course content focuses on how educational theories have developed in relation to other fields of study in various cultural contexts, and how related controversies have arisen. In addition, the course critically assesses perspectives in philosophy of science in relation to pedagogy and educational sciences.
Entry requirements
Degree of Bachelor in education, social sciences or the humanities, and the equivalent of Swedish secondary school English 6alternativelyA professional qualification specialising in teaching that comprises 180 credits, of which 15 credits from an independent project, and the equivalent of Swedish secondary school English 6
Course literature
Course evaluation
Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).
