Universität Wien

180122 SE Didactics of Ethics (2016W)

4.00 ECTS (2.00 SWS), SPL 18 - Philosophie
Continuous assessment of course work

Didactics ethics.
The causes why Sokrates educational eros generates the basis for ethical discourse

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 30 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

Friday 14.10. 15:00 - 18:15 Hörsaal. 2H NIG 2.Stock
Friday 28.10. 15:00 - 18:15 Hörsaal. 2H NIG 2.Stock
Friday 11.11. 15:00 - 18:15 Hörsaal. 2H NIG 2.Stock
Friday 25.11. 15:00 - 18:15 Hörsaal. 2H NIG 2.Stock
Friday 09.12. 15:00 - 18:15 Hörsaal. 2H NIG 2.Stock
Friday 20.01. 15:00 - 18:15 Hörsaal. 2H NIG 2.Stock

Information

Aims, contents and method of the course

Didactic planning of lesson designs with a specific focus on the competence model
In the first teaching unit we will elaborate the difference between ethics and morality as well as the basics for ethical discourse. The basics are a real interest and respect for all opinions, active and attentive listening and objective argumentation. We try to find out , how we can form an objective judgement, which is based on emphatic understanding of every opinion or conviction we meet and how we can avoid snap judgement or prejudice.
The course tries to make clear, that ethics always refer to the worth of things and life-conceptions of individuals, cultures, religions in compliance with their requirements to get a standing in the(ir) world. Referring to Sokrates conception of educational eros we try to elaborate the preconditions and conditions of ethics teachers.

Based on the curriculum I worked out for all BHS (and which you get in the first unit) you are asked to build up groups (max. 6 students), choose a theme and research referring material (films, philosophical-psychological texts, games, examples in real life), merge it to a mind map and create an educational unit. You will be asked to make a lesson out of it and teach us in our unit.
In terms of this work and your active participation you'll get a successful conclusion of the seminar.

Scientific evaluation of the lesson s thematic contents

Reflection and analysis of teaching practice

Assessment and permitted materials

Active participation during individual and group assignments throughout the entire course

Didactic planning of a lesson in a team

Written paper (methodological analysis and reflection of the lesson)

Minimum requirements and assessment criteria

Gaining an understanding of teaching and learning processes

Gaining practical, methodological experience in teaching Philosophy

Examination topics

Reading list

Platon: Apologie des Sokrates
Jonas Pfister: Fachdidaktik Philosophie

Association in the course directory

PP 57.4.4
MA Ethik M03

Last modified: Sa 08.07.2023 00:17