Decision-making in education is a complex process that entails the interaction of individuals in consultation, guided by educational policies shaped by prevalent social discourses. These practices require conscious reflection within a community of practitioners specially to avoid the dangers of arbitrariness. It is critical that key ideas are produced for a constructive discussion and the making of educational practice.
In this two-part course, we go over the concepts, methodologies and interdisciplinary intersections that determine educational action in various contexts. We cover thematic areas such as the aims of education, curriculum, pedagogy, notions of school, teaching, learning and teacher. We discuss the place of education in the life of society and the individual and ask what is necessary for a good human life. The purpose of this course is not the ‘application of philosophical methods, tools and a body of knowledge’ to education, but as actively thinking philosophically on issues and problems presented by study and practice of education; and thereby simultaneously modifying existing tools of philosophy in general as well as creating new tools, methods and body of knowledge. You will develop a comprehensive and critical perspective on foundational issues in education and create a theoretical framework for future informed and reasoned judgement in educational thought and practice. We begin with mapping approaches to education, the aims of curricular framework in the classroom, and understand the nature of the human learner. We locate all of these in the context of democracy, digging into epistemic, ethical and aesthetic foundations of education. This course includes readings, discussions and debate.