الربيع ٢٠٢٤، القاهرةمختبر

Pedagogy Lab: Philosophy of the Teacher. Power of the Teacher & the Teacher-student Relationship

التسجيل مغلق

تفاصيل المقرر

الدورة: الربيع ٢٠٢٤، القاهرة
المدة: ١١ أسبوعًا
طريقة الحضور: عبر الإنترنت
لغة التدريس: الإنجليزية

ناقشه مع الذكاء الاصطناعي

اختر مساعد الذكاء الاصطناعي الذي تفضّله.
ستُفتح علامة تبويب جديدة، وستجد النص التوجيهي جاهزًا للاستخدام.
اضغط على إرسال لتبدأ استكشاف الصفحة من خلال الحوار، على طريقة سيلاس.

عن المقرر

In his Metaphysics, Aristotle writes, “it is owing to their wonder that men both now begin and at first began to philosophize” (1984, pp. Met: Book I (A), § 2, 982b12-982b13), and in this course, philosophy of the teacher will lead us down to the difficult path of asking some hard questions about the identity of the teacher.

The course is structure so us to enable us to think about the contradictions that appear in both the theory and practice of teaching, and ways in which we might begin to understand these contradictions.

Paideia (education) is claimed to be an experience by which one learns, but this experience – as any experience for that matter – does not exist/take place in a vacuum, and it is festered with ambiguity and contradictions.

The purpose here will be to let ourselves explore and discuss, to ‘experience’ these contradictions, so we may begin to better understand them and the principles at play.

مَن يقدّم المقرر

Alexandros is student of life and a pupil of Liberal Arts, driven by the ideals of the examined life. I do not merely embody my university’s values and the principles of academia but make it my vocation to continuously learn from, live by, and share them with others.
I completed my Liberal Arts BA (with hons) at the University of Winchester, and I am currently undertaking a (research) Master’s in Philosophy at the University of Amsterdam.
Throughout my educational journey, I have drawn from these ideals and principles to help establish – in both universities – the Agora society, a place for students with curious minds across disciplines to come together and ask questions, to share their ideas and thoughts with one another – to live the examined life

مسار المقرر

يُعرض ١١ جلسة

جلسات بلا تاريخ

- The RepublicPlato, 1992. Translated by A. D. Lindsay. London: Everyman's Library. Passages: (pp. 197-202: Book VII, § 514-521) for class discussion. General Background/Additional Reading: (pp. 44-61: Book II, § 368-383); (pp. 92-102: Book III, § 412-423); (pp. 156-157U167-169U174: Book V-VI, § 472-473&485-487&492).
- Phenomenology of SpiritHegel, G. W. F., 1977. Translated by A. V. Miller. Oxford: Oxford University Press. (Introduction, pp. 46-57)
- The Concept of IronyKierkegaard, S., 1992. Translated by H. Hong & E. H. Hong. Princeton: Princeton University Press. (pp. 34-36 & 175-178)
- TheaetetusAdditional Reading. Plato, 1997. Translated by M. J. Levett. & M. Burnyeat(rev.): J. M. Cooper, ed. Plato - Complete Works. Indianapolis: Hackett Publishing Company, pp. 157-234. Passages: pp. 165-181: § 148c-163d
- Pedagogy of the OppressedFreire, P., 2005. Translated by M. B. Ramos. New York: The Continuum International Publishing Group. (Chapter 2, pp. 52-67)
- ‘The Progressive Teacher’Additional Reading. Figueiredo-Cowen, M (ed.) (1995) in Paulo Freire at the Institute, London, University of London. (chapter 2)
- ParadisoRose, G., 1999. London: The Menard Press. (Dr Grove or Goodness, pp. 42-47)
- Love's WorkRose, G., 1995. New York: Schocken Books. (Chapter 8*, pp. 120-144)
- Educating the Reflective PractitionerSchön, D., 1987. San Francisco: Jossey-Bass Publishers. (pp.82-95).
- Feminist Pedagogy Theory: Reflections on Power and AuthorityLuke, 1996. In Educational Theory 46.3: 283–302.
- Plantation Pedagogy, A postcolonial and Global PerspectiveBristol, L., 2012 New York: Peter Lang Publishing, Inc. (pp, 1-20).
- Teaching to transgress: education as the practice of freedomhooks, B., 1994. London, Routledge.
- From Reflective Practitioner to Comprehensive TeacherTubbs, N., 2000. Educational Action Research, 8:1, 167-178.
Groups will be set up, aligned with the various pedagogical approaches and methods discussed in the earlier sessions. Students will form and join said groups depending on which pedagogical ‘system’ they aspire to and want to draw from for their own pedagogical method. Also, in groups, they are to prepare a poster, explaining what their pedagogical ‘system’ is inspired by and draws from, and how it is supposed to function.
في الجلسة
عرض تقديميThe last couple of sessions will be designed and run by the students themselves – they will be run in accordance to and exemplifying the pedagogical approach of their liking, based on the methods discussed in earlier sessions.