Critical Areas in the Teaching of Philosophy – their Causes and Options of Solution

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73617708" target="_blank" >RIV/61989592:15410/22:73617708 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/publications/EDULEARN22" target="_blank" >https://library.iated.org/publications/EDULEARN22</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2022.1675" target="_blank" >10.21125/edulearn.2022.1675</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Critical Areas in the Teaching of Philosophy – their Causes and Options of Solution

Popis výsledku v původním jazyce

The contribution presents the results of the research focused on identification of critical areas in philosophy, i. e. areas in the educational content of philosophy that are considered critical by teachers and students.The existing literature characterizes critical areas as curriculum parts where students manifest the greatest failure rate or which they fail to learn sufficiently. Based on our findings, however, these parts of the curriculum are demanding for teachers as well, since they are required to professionally manage the didactic transformation. We therefore understand critical areas as the curriculum parts whose didactic transformation is difficult to process for both participants of the education process.This contribution identifies critical areas, specifies them, and analyses the causes of their occurrence, using both qualitative and quantitative methodology. Data collection was done through semi-structured interviews with active secondary-grammar-school teachers of the subject Introduction to Social Sciences, primarily ones from the Czech Republic (in the Czech Republic this subject includes contents of disciplines such as philosophy, economics, law, psychology, sociology, ethics, political studies and religion). Throughout their career, these teachers have taught at least once the grade where classes are focused on topics in philosophy, and they fulfil the prerequisite of at least two years’ practice according to the proposed professional standard. Additionally, the research also determined the extent and particular types of utilization of education materials (textbooks, worksheets, etc.) and the methods and forms of education that are considered suitable by both groups of respondents.The results of the qualitative survey were used to design a questionnaire intended for students of Palacký University Olomouc, Faculty of Education, who previously studied at a secondary grammar school. The contribution also presents the results of this questionnaire survey and points out the significant correlation of data obtained from the teachers and the students with regard to critical areas in philosophy.

Název v anglickém jazyce

Critical Areas in the Teaching of Philosophy – their Causes and Options of Solution

Popis výsledku anglicky

The contribution presents the results of the research focused on identification of critical areas in philosophy, i. e. areas in the educational content of philosophy that are considered critical by teachers and students.The existing literature characterizes critical areas as curriculum parts where students manifest the greatest failure rate or which they fail to learn sufficiently. Based on our findings, however, these parts of the curriculum are demanding for teachers as well, since they are required to professionally manage the didactic transformation. We therefore understand critical areas as the curriculum parts whose didactic transformation is difficult to process for both participants of the education process.This contribution identifies critical areas, specifies them, and analyses the causes of their occurrence, using both qualitative and quantitative methodology. Data collection was done through semi-structured interviews with active secondary-grammar-school teachers of the subject Introduction to Social Sciences, primarily ones from the Czech Republic (in the Czech Republic this subject includes contents of disciplines such as philosophy, economics, law, psychology, sociology, ethics, political studies and religion). Throughout their career, these teachers have taught at least once the grade where classes are focused on topics in philosophy, and they fulfil the prerequisite of at least two years’ practice according to the proposed professional standard. Additionally, the research also determined the extent and particular types of utilization of education materials (textbooks, worksheets, etc.) and the methods and forms of education that are considered suitable by both groups of respondents.The results of the qualitative survey were used to design a questionnaire intended for students of Palacký University Olomouc, Faculty of Education, who previously studied at a secondary grammar school. The contribution also presents the results of this questionnaire survey and points out the significant correlation of data obtained from the teachers and the students with regard to critical areas in philosophy.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN22 Proceedings

ISBN

978-84-09-42484-9

ISSN

2340-1117

e-ISSN

2340-1117

Počet stran výsledku

7

Strana od-do

7142-7148

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

4. 7. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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