Philosophical Foundations of Pedagogy WNP-PS-FPP-C-1z

The central question for this series of exercises is: “Why does a future educator need philosophical questions?” In order to search for answers together, the course emphasizes anthropological issues in the context of contemporary cultural changes, using the reflections of the ancient philosopher Marcus Aurelius as a starting point for contemplation (the exercise format: “excerpt → philosophical question → pedagogical problem”).
The classes are conducted in two directions. First, the goal is to introduce students to academic work. Hence, the emphasis is on developing skills in analytical listening, note-taking, and discussion, as well as reading philosophical texts, asking questions, and justifying answers. Second, the goal is to develop the ability to connect philosophical knowledge with educational and pedagogical issues.
The seminar consists of 7 sessions × 1.5 hours + session No. 8 (45 min.). Each of the seven sessions follows this structure:
• A summary of the previous session prepared by a student (5 min.)
• Joint analysis of a short excerpt from Marcus Aurelius’s *Meditations*. This consists of:
a. explanation of the terminology used in the text
b. posing one philosophical question
c. discussion
d. reference to the field of study and cultural challenges
• Summary of the class presented by the student based on their own notes (5 min.)
Note: Session No. 8: quiz (computer lab, TEAMS platform)

Term 2026/27_Z:

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

Course coordinators

Maria Boużyk

(in Polish) Opis nakładu pracy studenta w ECTS

Student activity and workload (hours): ___________________________________________ Tutorial/exercise hours.......................................... 15 Preparation for classes.......................................... 15 Reading.................................................................. 15 Preparation for the test/exam................................ 15 ____________________________________________ Total ECTS credits 2

Subject level

elementary

(in Polish) Punkty ECTS

Learning outcome code/codes

enter learning outcome code/codes

Type of subject

obligatory

Preliminary Requirements

A basic-level class.

Learning outcomes

(K) The student identifies fundamental philosophical issues concerning the human being, freedom, responsibility, and the meaning of life, as well as their significance for pedagogy; the student also knows the basic philosophical and anthropological categories used to analyze issues of upbringing and contemporary culture.
(S) The student analyzes and interprets selected educational situations and socio-cultural issues using fundamental philosophical and anthropological categories.
(A) The student is prepared to reflect critically on their own knowledge and beliefs and to engage in dialogue regarding issues concerning the human being, education, and values.

Assessment criteria

The assessment of learning outcomes is based on the degree to which the knowledge, skills, and social competencies prescribed for the course have been mastered.
Grade 2.0 – The student fails to demonstrate elementary skills in analytical listening, note-taking, discussion, reading philosophical texts, formulating questions, and justifying answers. The student does not connect philosophical knowledge with educational and upbringing issues.
Grade 3.0 – The student demonstrates elementary skills in analytical listening, note-taking, discussion, reading philosophical texts, formulating questions, and justifying answers. The student does not connect philosophical knowledge with educational and upbringing issues.
Grade 3.5 – The student demonstrates elementary skills in analytical listening, note-taking, discussion, reading philosophical texts, formulating questions, and justifying answers. The student attempts to connect philosophical knowledge with educational and upbringing issues.
Grade 4.0 – The student demonstrates skills in analytical listening, note-taking, discussion, reading philosophical texts, formulating questions, and justifying answers. The student connects philosophical knowledge with educational and upbringing issues.
Grade 4.5 – The student demonstrates skills in analytical listening, note-taking, discussion, reading philosophical texts, formulating questions, and justifying answers. The student effectively connects philosophical knowledge with educational and upbringing issues and demonstrates a critical approach to the analysis of philosophical texts. Grade 5.0 – the student demonstrates skills in analytical listening, note-taking, discussion, and the reading of philosophical texts, as well as in formulating questions and substantiating answers. They skillfully integrate philosophical knowledge with educational and upbringing-related issues. They approach the analysis of philosophical texts critically and participate actively in class.

Bibliography

The subject literature:
Marek Aureliusz, Rozmyślania, tłum. Marian Reiter, PWN, Warszawa 1984.
Textbooks: M. A. Krąpiec, S. Kamiński, Z. Zdybicka [i inni], Wprowadzenie do filozofii, Lublin 1996; R. Darowski, Filozofia człowieka. Zarys problematyki. Antologia tekstów, Kraków 2002.
Additional literature:
• M.J. Adler, Drobne błędy na początku, Nauka współczesna a mądrość starożytnych, w: Dziesięć błędów filozoficznych, br.;
• T. Biesaga, Błąd antropologiczny i jego skutki w bioetyce, w: Zadania współczesnej metafizyki, nr 5, PTTA, s. 191-199;
• M. Boużyk, Miłość – świadectwo osobowej dojrzałości. Perspektywa filozoficzno-pedagogiczna: „bouzyk_polska-myśl-pedagogiczna_7-2021”;
• E. Fromm: „Zdrowe społeczeństwo”, 2012 (trzy fragmenty: Swobodne skojarzenia a luźna paplanina, s. 162 – 164.; Anonimowy autorytet-konformizm, s. 148-149; Zasada niefrustrowania, s. 159 – 162).
• E. Gilson, Etyka studiów wyższych, „Człowiek w kulturze” nr 9 (1997).
• J. Haidt, Niespokojne pokolenie. Jak wielkie przeprogramowanie dzieciństwa wywołało epidemię chorób psychicznych, tłum. R. Filipowski, 2025.
• P. Jaroszyński, Personalizm filozoficzny - integralna wizja człowieka, w: Zadania współczesnej metafizyki, nr 9, PTTA, Lublin 2007, s. 485-473.
• D. C. Korten, Świat po kapitalizmie. Alternatywy dla globalizacji, 2002, s. 34-44 (fragment: hedonizm współczesny).
• S. Kamiński, Jak filozofować?, 1989 (fragmenty).
• M.A. Krąpiec, Ja –podmiot samodzielnie istniejący, w: Ja-człowiek, 1991, s. 126-131;
• M.A. Krąpiec, Ludzka wolność i jej granice (fragmenty), Lublin 2008.
• O poznaniu. Z cyklu: Rozmowy z Ojcem Krąpcem (rozmawia H. Kiereś), 2009 (rozdział: mózg i myślenie);
• Leon XIV, Encyklika Magnifica humanitas. W trosce o osobe ludzką w dobie sztucznej inteligencji, 2026.
• Maryniarczyk, Antropologiczno-metafizyczne podstawy adekwatnej teorii wychowania w ujęciu twórców Filozoficznej Szkoły Lubelskiej, „Polska Myśl Pedagogiczna” (2016) nr 2, 103-116;
• V. Possenti, Spór o jedność człowieka i wyzwania nowego naturalizmu: dusza – umysł – ciało, w: Zadania współczesnej metafizyki, nr 9, PTTA, 2007, s. 97-138.
• J. Ratzinger, Wiara, prawda, tolerancja, 2005, s.184-205.
• Wald B., Błąd antropologiczny i jego konsekwencje we współczesnej filozofii, w: Zadania współczesnej metafizyki, nr 5, PTTA, 2003, s. 123-138.
• J. Woroniecki, Zdolność wychowawcza szkoły publicznej i jej granice; Szkoła narodowa a nauczanie języka ojczystego, w: W szkole wychowania, 2008;
• J. Zoń, Z. Kieroń, Człowiek jako wytwór ewolucji, w: Zadania współczesnej metafizyki, nr 9, PTTA, 2007, s. 163-178.

Term 2026/27_Z:

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of WNP-PS-FPP-C-1z in USOSweb