Required in stage
First term
Second term
Both terms
This year
Next year
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External
Prerequisites
Language of instruction
Duration
LevelEducational Science (B-KUL-P0N08A)
De Fraine Beatrijs (coordinator) |
De Fraine Beatrijs |
Ramaekers Stefan
Aims
To have insight into the proper nature of scientific pedagogics.
To be able to indicate the main themes of the content-related pedagogical discussion and justify their specific approach within the (sub)discipline.
Previous knowledge
No specific prerequisites.
Course material
Articles and literature
Slides, transparencies, courseware
Toledo / e-platform
Is also included in other courses
-
Bachelor of Psychology
180 ects.
-
Master of Speech Therapy and Audiology Sciences
60 ects.
- Bachelor of Laws (Programme being phased out as of 2012-2013) (General Option) 180 ects.
- Bachelor of Laws (HUB) (General Option) 180 ects.
- Bachelor of Laws (New Enrolments as from 2012-2013) (General Option) 180 ects.
Activities
4.0 ects. Educational Science (B-KUL-P0N08a)
Content
Firstly the proper nature of the scientific pedagogical research is investigated. Attention is spent on the questions asked there and the frames of reference within which the answers receive a place. The relation with a number of other disciplines like psychology, sociology, history and philosophy is discussed for instance. A concretization is offered through the elaboration of a number of themes which were recently in the spotlights (like multiculturalism, environment and civil education, feminist research, ICT). Because a good understanding of current pedagogical thinking is impossible without some insight into the development of this discourse in Western European society from Modern History to present, some attention is also spent on the historical dimension of upbringing, education and formation. This can be done for instance through themes like the history of sexual education, the socialization of the sex roles and the process of pedagogization which was reflected in the structure of an academic educational theory.
The question and the proper nature of pedagogical research is further developed through a thematic introduction into a number of sub disciplines. Apart from an overview of the main contemporary discussions regarding content, attention is also spent on methodological aspects here. In the section of didactics and instructional psychology for instance learning and instruction (through partial themes like learning in an educational context, powerful learning environments and assessment and evaluation) and the school organization (at micro, meso and macro level) are discussed. Further attention can be spent here on the tension between internal and external (or ecological) validity with the study of 'numerical cognition', argumentation ability and reading comprehension. With regards to the orthopedagogical perspective attention goes out to the vision on handicap (ranging from an individual to a system paradigm), to inclusive education and also to the definition of educational questions, problems and problematic educational situations. From social pedagogics and family pedagogics, themes like upbringing and divorce, the education priority policy, globalization, non-formal education, permanent education and life-long learning are highlighted.
Course material
A collection of texts is put together including outtakes from the following works:
Burbules, N., & Torres, C. (Eds.). (2000). Globalisation and education. Ethical perspectives. London. Routledge.
Depaepe, M. (1998). De pedagogisering achterna. Aanzet tot een genealogie van de pedagogische mentaliteit in de voorbije 250 jaar. Leuven: Acco.
Golombok, S. (2000). Parenting. What really counts? London: Routledge.
Lowyck, J., & Verloop, N. (Red.). (1995). Onderwijskunde. een kennisbasis voor professionals. Groningen: Wolters-Noordhoff.
Smeyers, P., & Levering, B. (2001). Grondslagen van de wetenschappelijke pedagogiek. Modern en postmodern. Amsterdam: Boom.
Van IJzendoorn, M.H., & De Frankrijker, H. (Red.). (2002). Pedagogiek in beeld. Een inleiding in de pedagogische studie van opvoeding, onderwijs en hulpverlening. Bohn Stafleu Van Loghum: Houten.
Schoorl, P.M., Van den Bergh, P.M., & Ruijssenaars, A.J.J.M. (2000) Inleiding in de theoretische orthopedagogiek. Hulpverlenen bij opvoeden. Leuven:Garant.
Merriam, S.B. & Caffarella, R.S. (1999). Learning in adulthood. San Francisco: Jossey Bass.
A book on the pedagogical paradox (Depaepe & Simon, Eds.), in preparation.
