Education: Education and Formation

Summary

Admission requirements

Prerequisite courses for this course are: Courses: ET603E-Education: Research Methodology, Research Ethics and Academic Writing I.

Syllabus

Syllabus for students spring 2021

Course Code:
ET604E revision 1.1
Swedish name:
Pedagogik: Utbildning, fostran och bildning
Level of specialisation
A1F
Main fields of study:
Education
Language:
English
Date of ratification:
27 December 2019
Decision-making body:
Faculty of Education and Society
Enforcement date:
18 January 2021
Replaces Syllabus ratified:
24 May 2019

Entry requirements

Prerequisite courses for this course are: Courses: ET603E-Education: Research Methodology, Research Ethics and Academic Writing I.

Purpose

The purpose of the course is for the student to develop a critical understanding ofeducation as a project of formation. Furthermore, the course aims to deepen students’understanding of education as a complex process of personal change and interpersonalinfluence.

Contents

The course asks questions such as, “What is formation?”, “Who is formed, and by whom?”and “Why are we educated?”. The course provides an introduction to historical andcontemporary understandings of formation through education and fundamental ideasabout formation through education will be discussed and challenged. Formation througheducation will be addressed in relation to different power structures such as race, genderand social class. In addition, the course will critically examine established educational aimssuch as citizenship, democracy, personal autonomy and freedom.

Learning outcomes

Upon completion of the course, the student should be able to

  1. compare and discuss historical and contemporary theories of formation and howthese have been received and challenged;
  2. problematise formation through education in relation to the tension betweenpersonal autonomy and citizenship;
  3. critically analyse formation through education in relation to different power structuressuch as race, gender and social class.

Learning activities

The course is based on regular lectures, seminars, workshops and joint study. There will beopportunities for feedback between the students throughout the course.

Assessments

Test 1 (2101): Written exam (Skriftlig examination), 10 credits. This test examines learning outcomes 1 and 2.

Test 2 (2102): Oral exam (Muntlig examination), 5 credits. This test examines learning outcome 3.
The course coordinator will provide information about grading criteria at the start of the course.

It must be possible to distinguish between individual performances for all assessments.

Grading system

Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U).

Course literature and other teaching materials

Aristotle (2004). The Nichomachean Ethics. London: Penguin Classics (336 p.)
Curren, Randall (2017). Why character education? IMPACT: Philosophical Perspectives on
Education Policy, (24), pp. 1–44 (44 p.)
Dogtooth (2009) [video]. Boo Productions
Göthe, Johann Wolfgang von (2012). The Sorrows of Young Werther. Oxford: Oxford
2020-09-16 Education: Education and Formation - Utbildning - Malmö universitet
https://edu.mah.se/et604e?v=1,1&lang=sv#Syllabus 3/3
University Press (160 p.)
Gur–Ze’ev, Ilan (2002). Bildung and critical theory in the face of postmodern education.
Journal of Philosophy of Education, 36, pp. 391-408 (18 p.)
Hesse, Hermann (2000). The Glass Bead Game. London: Vintage (530 p.)
Humboldt, Wilhelm von (2000). Theory of Bildung. In: Westbury, Ian, Hopmann, Stefan &
Riquarts, Kurt (eds.), Teaching as a Reflective Practice: The German Didaktik Tradition.
London: Routledge (pp. 57-62) (5 p.)
Kenklies, Karsten (2018). (Self-)transformation as translation: the birth of the individual from
German Bildung and Japanese kata. Tetsugaku: International Journal of the philosophical
Association of Japan, 2, pp. 248-262 (15 p.)
Masschelein, Jan & Ricken, Norbert (2003). Do We (Still) Need the Concept of Bildung?
Educational Philosophy and Theory, 35:2, pp. 139-154 (15 p.)
MacIntyre, Alistair (2007). After Virtue: A Study in Moral Theory. 3. ed. Notre Dame, Ind:
University of Notre Dame Press (286 p.)
Mollenhauer, Klaus (2014). Bildsamkeit: trusting that children want to learn. In:
Mollenhauer, Klaus & Friesen, Norm (eds.), Forgotten Connections: On Culture and
Upbringing. London: Routledge (pp. 56-83) (28 p.)
Nietzsche, Friedrich (1992). Ecce Homo. London: Penguin Classics (144 pages)
Noddings, Nel (2002). Educating Moral People: A Caring Alternative to Character Education.
New York: Teachers College Press (192 s)
Rousseau, Jean-Jacques (1979). Emile or On Education. New York: Basic Books (501 p.)
Woolf, Virginia (2008). To the Lighthouse. Oxford: Oxford University Press (328 p.)

Course evaluation

Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).

Contact

The education is provided by the Faculty of Education and Society at the Childhood, Education and Society.

Further information

Application

18 January 2021 - 28 March 2021 Day-time 100% Malmö This course is offered as part of a program

Tuition fees

for non-EU students only

First instalment: 20000 SEK
Full tuition Fee: 20000 SEK