Study Cycle: 2
Lecturer(s): doc. dr. Jeznik Katja
• Definition of key concepts: pedagogy as a science, theory (philosophy), art and ideology and as an applicative and interdisciplinary approach. Moral education as intentional cultural factor, its relation to socialization, manipulation and indoctrination.
• School as a social institution
School and ideology:
School as ideological state apparatus and the occurrence of hidden curriculum. Potential ideological factors at school: educational subjects, subjects designed for moral and civic education, teaching methods, teacher, classroom and school community, school culture, marginal organizational factors. Systemic measures for diminishing ideological pressures on public education (a right for privat education, laicite/secularity and autonomy of public schools). Ethical and professional responsibility of a teacher for diminishing the influence of ideology.
• Dimensions of moral education in educational program:
Dualistic role of school in contemporary society- moral and educational perspective.
Legal and pedagogical perspective on a demand for a moral education concept in public schools.
Minimal and maximal concept of moral education (between preventive discipline and responsible synthesis of ethical and informational dimensions of knowledge).
Models of school socialization (moral education): direct, indirect and combined.
• School as a institution with explicit rules and school as a community.
Contemporary principles of establishing school community: equity, solidarity and inclusion.
Ethical models of school socialization: deontological versus discursive ethics, ethics of justice, ethics of care and communitarian ethics.
Moral education between ethical and legal frames.
Following fundamental human right and psychological rights of a child in institutional moral education
• Theoretical and practical problems of moral education:
Development of morality between heteronomy and autonomy. Basic goals of moral education: the development of social cognition and emotional aspect of subjectivity. Identification as a medium of moral education. Basic principles of moral reasoning. Importance of the development of empathy for moral education. Paradoxicality of phenomenon of authority in modern educational concepts. Pedagogical eros.