Course Details

1. Examine important terms and the various concepts related to the phenomenon of education, including the terms paideia, learning, education, socialization and various ways to examine the phenomenon of paideia.
2. Apply in practice the knowledge gained from the examination of pedagogy, suggesting the usefulness of having such knowledge and different ways of exploitation.
3. Engage into critical thinking, contemplation, reflection, analysis and synthesis of information regarding issues of pedagogical science, leading to a critical view.
4. Review various directions of pedagogical science to explore the methodological challenges it faces and discuss the epistemological problems of Pedagogy.
5. Evaluate and critically assess contemporary pedagogical problems in the new era.

·         The objectives and orientations of Pedagogical Sciences: The pedagogical science as a distinct science. The objectives and methods of pedagogical science. The significance of, and the various concepts related to the phenomenon of pedagogy. The main directions of Pedagogy: hermeneutics, empirical and critical.

·         Development of pedagogical thinking: The significance of the development of the pedagogical thought. The characteristics of important periods that contributed to the evolution of educational thought: Renaissance, Humanism, Enlightenment, Classical era, new era. The work of important philosophers and educators: Comenius, John Locke, Rousseau, as well as Pestalozzi, Fröbel and Montessori in the classical era and Herbart and his followers. The characteristics of the Educational Reform. Thoughts on the work of important educators.

·         Contemporary issues: Pedagogy within the contemporary context. The current state of pedagogy. Factors that affect and influence the phenomenon of pedagogy in modern times. The school in relation to pedagogy in the light of the old and the new school. A personal pedagogical model.

• J. Dewey, Το παιδαγωγικό μου πιστεύω.
• Reble, A. (2005). Ιστορία της Παιδαγωγικής, Αθήνα: Παπαδήμας.
• Χριστιάς, Ι. (2001). Εισαγωγή στην Επιστήμη της Αγωγής, Αθήνα: Γρηγόρης.
• Flitner, Α. (1998). Αυταρχική ή φιλελεύθερη αγωγή; Αθήνα: Τυπωθήτω – Γ. Δαρδανός (Gutenberg).

• Ayers, W. (2004). Teaching toward freedom: Moral commitment and ethical action in the classroom, Boston, MA: Beacon Press.
• Dewey, J. (1982). Το σχολείο και η κοινωνία [Μετάφραση: Μόσχα Μιχαλοπούλου]. Αθήνα: Γλάρος.
• Dewey J. (2004). In D. J. Flinders, S. J. Thornton (Eds.), The curriculum studies reader (2nd ed.). (pp. 17-25). NY: Routledge.
• Freire, P. (1970). Pedagogy of the oppressed, New York: The Continuum International Publishing Group Inc.
• Houssaye, J. (Επ.). (2000). Δεκαπέντε παιδαγωγοί: Σταθμοί στην ιστορία της παιδαγωγικής σκέψης (μτφρ. Δ. Καρακατσάνη), Αθήνα: Μεταίχμιο.
• Ξωχέλλης, Π. Δ. (1993). Θεμελιώδη προβλήματα της Παιδαγωγικής Επιστήμης: Εισαγωγή στην Παιδαγωγική, Θεσσαλονίκη: Αφοί Κυριακίδη.
• Χριστιάς, Ι. (1998). Από την πατριδογνωσία στη μελέτη περιβάλλοντος, Αθήνα: Τυπωθήτω – Γ. Δαρδανός.

The taught part of the course is delivered to students through lectures by the instructor, using technology and other conventional material. Lecture notes and presentations are available through the web for students to use in combination with the textbooks. Lectures are supported with in-classroom assignments, group work and presentations by the students, as well as various hands-on activities. There is extended use of technology in the classroom and Moodle as an additional teaching and learning platform in and out of the classroom.