The Philosophical Foundations of Pedagogy WNP-PE-PS-PPW-F-W

This lecture addresses the following two sets of issues:
1. Meta-subject: philosophy as wisdom-based knowledge; philosophical disciplines; philosophy and other types of knowledge: science (humanities, natural sciences, social sciences, and in particular pedagogy), wisdom (practical and theoretical), faith, worldview, ideology; the formal subject matter of philosophy, philosophical methods, and the goal of philosophical inquiry; philosophical eras, movements, trends, and schools
2. Subject-Specific (selected philosophical problems in the field of anthropology), e.g., education and upbringing (the subject of upbringing, types of knowledge, emotions, and moral competencies): human freedom (the volitional aspect of decision-making, responsibility, the value of the human person); human cognition (scope, types, the relationship between faith and reason; language and communication, the rational aspect of decision-making); the good of the person versus the common good; the ontological structure of the human person, including the relationship between spirit, psyche, and body; areas of culture: science, morality, art, and religion; personal values (truth, goodness, beauty, holiness) versus transcendental values.
A problem-based lecture with discussion elements. Each class consists of approximately 60 minutes of lecture and approximately 30 minutes of discussion. The first discussion, conducted in the form of a case study, introduces students to the topics covered in the course. The second, held at the end of the lecture in a Q&A format, serves to deepen students’ understanding of the issues discussed and to clarify any questions that arise.

The goal of the discussions is to develop students’ ability to identify philosophical and pedagogical problems, apply philosophical concepts to interpret them, formulate independent conclusions, and justify their own positions. These methods prepare students to participate in academic discussions, analyze case studies, and solve exam questions based on case studies.

For each lecture, required and supplementary reading is assigned to help students prepare for class and to reinforce and deepen their understanding of the discussed topics.

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

Course coordinators

Maria Boużyk

(in Polish) Opis nakładu pracy studenta w ECTS

Subject level

elementary

(in Polish) Punkty ECTS

PE: 3 / PS, PPiW: 4

Learning outcome code/codes

enter learning outcome code/codes

Type of subject

obligatory

Preliminary Requirements

lecture at the basic level.

Learning outcomes

(K) The student defines the essence of philosophical inquiry (purpose, method, subject matter); distinguishes between types of scientific inquiry (social sciences, humanities, and natural sciences) and types of knowledge (scientific, worldview-based, and ideological); identifies changes that have occurred in philosophy throughout its history; explains the relationship between philosophical and pedagogical knowledge; understands the basic concepts of philosophical anthropology and their implications for educational and self-educational practice (the ontological structure of the human being, the spirit-psyche-body relationship, the value of the person and personal values, practical and theoretical cognition, freedom, decision-making, nature, and culture)
(S) The student analyzes and interprets educational, pedagogical, and sociocultural issues using basic philosophical categories; applies philosophical terminology to describe and explain pedagogical phenomena; and formulates and justifies his or her own position on selected philosophical and pedagogical issues
(C) The student recognizes the importance of philosophical reflection for understanding humanity, education, and culture; and demonstrates a willingness to critically analyze pedagogical issues, taking into account their axiological and anthropological foundations.

Assessment criteria

Assessment of learning outcomes is based on the degree to which students have mastered the knowledge, skills, and social competencies specified for the course.
• Grade 2.0 – the student is unfamiliar with basic philosophical concepts, cannot distinguish between fundamental facts in the history of philosophy (periods, movements, schools, philosophers), and is unable to apply philosophical concepts to the interpretation of pedagogical problems.
• Grade 3.0 – The student is familiar with basic philosophical concepts and issues and can define them correctly, but only to a limited extent recognizes their significance for pedagogy and education
• Grade 3.5 – The student correctly uses basic philosophical terminology, understands the connections between selected philosophical and pedagogical issues, and attempts to interpret them in relation to educational problems.
• Grade 4.0 – the student correctly analyzes basic philosophical problems, interprets them using appropriate terminology, and identifies their significance for pedagogy.
• Grade 4.5 – The student accurately analyzes and compares various interpretations of philosophical problems, correctly argues their position, and recognizes the implications of specific philosophical concepts for the theory and practice of education.
• Grade 5.0 – The student independently interprets philosophical problems, formulates in-depth arguments, and applies philosophical knowledge to critically analyze pedagogical and sociocultural issues.
The grading criteria relate to the level of achievement of the learning outcomes, while the final grade is determined based on the number of points earned on the test in accordance with the adopted grading scale.

Bibliography

1. textbooks: M. A. Krąpiec, S. Kamiński, Z. Zdybicka [& others], Wprowadzenie do filozofii, Lublin 1996; R. Darowski, Filozofia człowieka. Zarys problematyki. Antologia tekstów, Kraków 2002;
2. Source literature: M.M. Boużyk Wychowanie otwarte na religię, Warszawa 2013; A. Bronk, Nauka wobec religii, Lublin 1996; S. Kamiński, Jak filozofować? Lublin 1989; Jan Paweł II, Encyklika Fides et Ratio, Watykan 1998; B. Kiereś, U podstaw pedagogiki personalistycznej. Filozoficzny kontekst sporu o wychowanie, PTTA, Lublin 2015; B. Kiereś, Człowiek i wychowanie. Od osoby do osobowości, Lublin 2017; H. Kiereś, Spór o sztukę, Lublin 1996;S. Kowalczyk, Człowiek w poszukiwaniu wartości. Elementy aksjologii personalistycznej, Lublin 2006; M.A. Krąpiec, Dlaczego zło?, Lublin 1995; M. A. Krąpiec, Suwerenność- czyja? Lublin 1996; M. A. Krąpiec, Ja- człowiek, Lublin 1991; M. A. Krąpiec, Język i świat realny, Lublin 1985; M. A. Krąpiec, U podstaw rozumienia kultury, Lublin 1991;J. Ratzinger, Wiara, prawda, tolerancja, Kielce 2005; T. Stępień, Wprowadzenie do antropologii filozoficznej św. Tomasza z Akwinu, Warszawa 2013; W. Vossenkuhl, Możliwość dobra. Etyka XXI wieku, Kraków 2012; Leksykon filozofii klasycznej, Lublin 1997

Term 2026/27_Z:

1. Textbooks: M. A. Krąpiec, S. Kamiński, Z. Zdybicka [et al.], Introduction to Philosophy, Lublin 1996; R. Darowski, The Philosophy of Man: An Outline of Issues and an Anthology of Texts, Kraków 2002.
2. Related literature: M.M. Boużyk, Man—Myth—Upbringing, Warsaw 2025;
M.M. Boużyk, Education Open to Religion, Warsaw 2013; A. Bronk, Science and Religion, Lublin 1996; S. Kamiński, How to Philosophize?, Lublin 1989; John Paul II, Encyclical Fides et Ratio, Vatican 1998; B. Kiereś, The Foundations of Personalist Pedagogy: The Philosophical Context of the Debate on Education, PTTA, Lublin 2015; B. Kiereś, Man and Education: From Person to Personality, Lublin 2017; H. Kiereś, The Debate on Art, Lublin 1996; S. Kowalczyk, Man in Search of Values: Elements of Personalist Axiology, Lublin 2006; M.A. Krąpiec, Why Evil?, Lublin 1995; M. A. Krąpiec, Sovereignty—Whose?, Lublin 1996; M. A. Krąpiec, I—the Human Being, Lublin 1991; M. A. Krąpiec, Language and the Real World, Lublin 1985; M. A. Krąpiec, The Foundations of Understanding Culture, Lublin 1991; J. Ratzinger, Faith, Truth, Tolerance, Kielce 2005; T. Stępień, An Introduction to the Philosophical Anthropology of St. Thomas Aquinas, Warsaw 2013; W. Vossenkuhl, The Possibility of Good: Ethics of the 21st Century, Kraków 2012; Lexicon of Classical Philosophy, Lublin 1997.
St. Augustine, “On Free Will,” in *Philosophical Dialogues*, Znak Publishers, pp. 507–513.
S. Kamiński, *How to Philosophize?*, Lublin 1989 (excerpts).
M.A. Krąpiec, *Human Freedom and Its Limits* (excerpts), Lublin 2008.
Lexicon of Classical Philosophy: Entries on Ontological Compositions, Cognition, Truth, Conscience, Praxis, RW KUL, Lublin 1997
M.A. Krąpiec, “I—the Independently Existing Subject,” in: I—the Human Being, Lublin 1991, pp. 126–131;
A. Maryniarczyk, (1) Original Cognition—Metaphysics; (2) The Dispute Over Philosophy, in: At the Sources of European Cultural Identity, Lublin 1994;
A. Maryniarczyk, Metaphysics Notebooks No. 4: Rationality and Purposefulness of the World of Persons and Things. (Transcendentalia—Excerpts), Lublin 2000;
A. Maryniarczyk, “The Anthropological and Metaphysical Foundations of an Adequate Theory of Education According to the Founders of the Lublin School of Philosophy,” *Polska Myśl Pedagogiczna* (2016), no. 2, 103–116.
V. Possenti, “The Debate on Human Unity and the Challenges of New Naturalism: Soul—Mind—Body,” in *The Tasks of Contemporary Metaphysics*, No. 9, PTTA, Lublin 2007, pp. 97–138.
T. Stępień, An Introduction to the Philosophical Anthropology of St. Thomas Aquinas, Warsaw 2013
Conversations with Father Krąpiec (interviewed by H. Kiereś), Lublin 2009
Thomas Aquinas, On Free Will, Sth. 1, q. 83, a. 1.
J. Zoń, Z. Kieroń, “Man as a Product of Evolution,” in: Tasks of Contemporary Metaphysics, No. 9, PTTA, Lublin 2007, pp. 163–178.
4. Documents of the Catholic Church: Selected Papal Encyclicals (John Paul II, Benedict XVI, Francis, Leo XIV)
5. Popular science literature:
W. Chudy, Lunch with Socrates, Warsaw 2004; M. A. Krąpiec, Abandoning the World of Absurdities, Lublin 2002; M. Adler, Ten Philosophical Errors, Warsaw, no date; S. Swieżawski, Existence and Mystery, Lublin 1993; K. Wojtyła, Reflections on the Nature of Man, Kraków 1999.

Additional information

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

Description of WNP-PE-PS-PPW-F-W in USOSweb