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This course acts as an introduction to the philosophical foundations of eco-pedagogy and critical pedagogy, which respond to the current developments of society on the local and global scale. These disciplines use the latest findings in the social sciences and humanities and seek to interconnect them. Their main goal is to prepare pupils and students for a life in the contemporary world by teaching them to understand the mechanisms of power, the problems that the ecological crisis is bringing, and the basics of critical thinking. The philosophical starting points of these directions are the critical theory of society (in a broader definition) and postcolonialism. In this course, emphasis is placed on the philosophical basis of the most important aspects of eco-pedagogy and critical pedagogy, as well as on the content, goal, structure and methods used in these disciplines.
Last update: Hauser Michael, doc. Mgr., Ph.D. (23.11.2020)
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Oral exam from assigned literature. Last update: Hauser Michael, doc. Mgr., Ph.D. (17.11.2020)
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Obligatory literature:
CAPRA, Fritjof. Tkáň života: nová syntéza mysli a hmoty. Praha: Academia, 2004. ISBN 80-200-1169-2. FREIRE, Paulo. Pedagogy of hope: reliving pedagogy of the oppressed. London: Bloomsbury, 2014. ISBN 978-1-4725-3340-1. GIROUX, Henry. A. On Critical Pedagogy. New York: Continuum 2011. ISBN 978-1441116222. KAHN, Peter. Critical Pedagogy, Ecoliteracy, and Planetary Crisis. The Ecopedagogy Movement. New York & Frankfurt am Main: Peter Lang Publishing, 2010. ISBN 978-1433105456. KINCHELOE, Joe L. Critical pedagogy. New York: Peter Lang, 2008. ISBN 978-1433101823. LÁNSKÝ, Ondřej. Postkolonialismus a dekolonizace: základní vymezení a inspirace pro sociální vědy. Sociální studia. 2014, 11 (1), 41–60. ISSN 1214-813X. MORTON, Timothy. Dark Ecology. For a Logic of Future Coexistence. New York: Columbia University Press, 2016. ISBN 978-0-231-17752-8.
Recommended literature:
GIROUX, Henry A. Pedagogy and the politics of hope: theory, culture, and schooling. A critical reader. Boulder, Colo.: WestviewPress, 1997. ISBN 0-8133-3274-5. KANPOL, Barry. Critical Pedagogy. An Introduction. Westport, Conn. : Bergin & Garvey, 1999. ISBN 0-89789-552-5. KINCHELOE, Joe L. Knowledge and Critical Pedagogy. An Introduction. New York: Springer, 2008. ISBN 978-1-4020-8223-8. LÁNSKÝ, Ondřej. Je třeba zavrhnout liberalismus? K jednomu problému modernity. Praha: Filosofia, 2015. ISBN 978-80-7007-439-8. WILLIS, Paul E. Learning to labour: how working class kids get working class jobs. Aldreshot: Ashgate, 2003. ISBN 1-85742-170-1. Last update: Hauser Michael, doc. Mgr., Ph.D. (23.11.2020)
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Seminars, consultations Last update: Hauser Michael, doc. Mgr., Ph.D. (23.11.2020)
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Mandatory participation in working meetings. Last update: Hauser Michael, doc. Mgr., Ph.D. (23.11.2020)
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Study areas: • Social and political contexts of thinking: philosophy and colonization, Hitlerism, violence, etc. • A synthesis of the concepts of mind and matter: the philosophical concept of the "great" theory. • Postcolonialism as a reaction to the ethnocentrism of Western thinking: a challenge for the pedagogy of the oppressed. • Limits and promises of liberalism: the concept of critical citizens, borderline thinking. • Political and economic geography: center and periphery, power. • Ecological crises and philosophy: humans and nature, the climate crisis and the basis of dark ecology. Last update: Hauser Michael, doc. Mgr., Ph.D. (23.11.2020)
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