Prerequisite course for this course is: ET603E Education: Research Methodology, Research Ethics and Academic Writing I

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.

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.

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

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

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.

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 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.)

Masschelein, Jan & Ricken, Norbert (2003). Do We (Still) Need the Concept of Bildung? Educational Philosophy and Theory, 35:2, pp. 139-154 (15 p.)

Masschelein, Jan & Simons, Maarten (2013). In Defence of the School: A Public Issue. E-ducation, Culture & Society Publishers, Leuven.

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)

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.)

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).