This course elucidates the early Chinese philosophy of education with a focus on Confucianism and its response from Daoism. We will begin with discussing conceptions of education and personal cultivation in the Confucian Analects (Lunyu 论语), then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi, the Xunzi, writings by Zhu Xi and special educational manuals for women. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education. Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and reducing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.
Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy? Can Daoism be a useful critic of Confucianism? An effort will be made to contextualize the discussion in contemporary philosophies of education.

Approach and readings
Our main reading is Confucian Philosophy for Contemporary Education by Charlene Tan (Routledge 2020). Apart from that,we will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts but instructor will provide other versions. No prior knowledge of Chinese philosophy is expected.

Main objectives:

The course is aimed at students who are interested in international development, especially the educational aspects of development cooperation. Course participants will have the opportunity - individually and in groups - to reflect and process their own experiences of these aspects. The course is organised around case studies on education in international development contexts.

Content:

The course will provide a comprehensive introduction to the field, giving an overview of its history, influential theories and important concepts. Areas of achievement and challenges will also be discussed through a critical reflection on emerging trends in international policy, practice and research.

This course explores the meaning and practice of professionalism within education, with a focus on both traditional and contemporary understandings of the teaching profession. Students will examine the social, cultural, economic, political, and environmental factors that influence teacher professionalism. Emphasis is placed on developing the skills to critically analyse and reflect on professionalism from a global perspective, and to apply this knowledge in shaping school visions and professional learning communities. Through collaborative learning and critical inquiry, students will strengthen their ability to act with integrity, fairness, and respect while promoting growth, compassion, and excellence in education. 

Learning Experience 

The course is designed as a vibrant learning community where every participant is both a contributor and a recipient, sharing responsibilities and privileges. Learning follows a primarily constructivist approach: students engage in experiences and reflective activities that enable them to construct understanding for themselves, often followed by interactive presentations that connect their insights with theory and assigned readings. A central focus is the development of reflective practice, with competence built through ongoing reflective conversations in class and structured journaling that fosters metacognitive awareness and professional growth. 

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

This course emphasizes the process of identifying a research topic, positioning yourself in relation to it, developing the core research components (research questions, research problem, and research objectives), and exploring approaches and methods that align with your research focus. The course also highlights the importance of critically examining the relevance of your topic, situating it within existing scholarship, identifying gaps in knowledge, and considering its broader academic and societal implications. Teaching is conducted through lectures, activities, and interactive discussions between instructors and students. The course follows a workshop-oriented format, in which students actively develop their research components with the guidance of instructors and through peer feedback, idea sharing, and practical exercises during sessions. Active participation is essential to this process. By the end of the course, students will have refined their research direction and gained practical experience in both presenting their work and critically reflecting on it. 

This course elucidates the early Chinese philosophy of education with a focus on Confucianism and its response from Daoism. We will begin with discussing conceptions of education and personal cultivation in the Confucian Analects (Lunyu 论语), then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi, the Xunzi, writings by Zhu Xi and special educational manuals for women. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education. Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and reducing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.
Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy? Can Daoism be a useful critic of Confucianism? An effort will be made to contextualize the discussion in contemporary philosophies of education.

Approach and readings
Our main reading is Confucian Philosophy for Contemporary Education by Charlene Tan (Routledge 2020). Apart from that,we will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts but instructor will provide other versions. No prior knowledge of Chinese philosophy is expected.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects, which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

This course explores what it means to speak of a Buddhist philosophy of education - or, more precisely, a Buddhist pedagogy of education. While still examining what Buddhism teaches – compassion, wisdom, peace – our primary focus will be on how Buddhism teaches, and how its pedagogical strategies have shifted across cultures, traditions, and historical contexts.

At the heart of this inquiry lies the Buddhist concept of “upaya” or, “skillful means”: the idea that the form of any teaching must be adapted to the capacities, needs, and unique conditions of learners. From the highly structured monastic curriculum of early Theravada to the imaginative parables of Mahayana; from the silence and paradoxes of Zen to the magico-ritual performance of Vajrayana, Buddhism demonstrates a remarkable diversity of educational strategies. Each is less a fixed doctrine than a pedagogical gesture: a way of opening students to the possibility of enormous spiritual transformation.

We will also encourage an experiential engagement with Buddhism. First, through field visits to three different local Buddhist communities: to Wat Thai, to Nátthagi, and to Hugleiðslu og friðarmiðstöðin, which covers Theravada, Zen, and Tibetan Buddhist schools, respectively. Students will be given specific questions to ask their hosts as well as reflection questions concerning the nature of teaching at each center.

Secondly, students are invited to participate in weekly meditation classes taught by José as part of the Hugleiðsluhópur Háskólans group. This is an optional component and not assessed for the course. However, for those seeking additional academic credit, a two ECTS Meditation Practicum involving attendance at eight of ten successive sessions during the course is being applied for. If approved, this would grant students a seven-ECTS total credit immersion in Buddhist studies.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects, which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Social Entrepreneurship Education

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

This course elucidates the early Chinese philosophy of education with a focus on Confucianism and its response from Daoism. We will begin with discussing conceptions of education and personal cultivation in the Confucian Analects (Lunyu 论语), then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi, the Xunzi, writings by Zhu Xi and special educational manuals for women. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education. Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and reducing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.
Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy? Can Daoism be a useful critic of Confucianism? An effort will be made to contextualize the discussion in contemporary philosophies of education.

Approach and readings
Our main reading is Confucian Philosophy for Contemporary Education by Charlene Tan (Routledge 2020). Apart from that,we will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts but instructor will provide other versions. No prior knowledge of Chinese philosophy is expected.

Main objectives:

The course is aimed at students who are interested in international development, especially the educational aspects of development cooperation. Course participants will have the opportunity - individually and in groups - to reflect and process their own experiences of these aspects. The course is organised around case studies on education in international development contexts.

Content:

The course will provide a comprehensive introduction to the field, giving an overview of its history, influential theories and important concepts. Areas of achievement and challenges will also be discussed through a critical reflection on emerging trends in international policy, practice and research.

This course explores the meaning and practice of professionalism within education, with a focus on both traditional and contemporary understandings of the teaching profession. Students will examine the social, cultural, economic, political, and environmental factors that influence teacher professionalism. Emphasis is placed on developing the skills to critically analyse and reflect on professionalism from a global perspective, and to apply this knowledge in shaping school visions and professional learning communities. Through collaborative learning and critical inquiry, students will strengthen their ability to act with integrity, fairness, and respect while promoting growth, compassion, and excellence in education. 

Learning Experience 

The course is designed as a vibrant learning community where every participant is both a contributor and a recipient, sharing responsibilities and privileges. Learning follows a primarily constructivist approach: students engage in experiences and reflective activities that enable them to construct understanding for themselves, often followed by interactive presentations that connect their insights with theory and assigned readings. A central focus is the development of reflective practice, with competence built through ongoing reflective conversations in class and structured journaling that fosters metacognitive awareness and professional growth. 

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

This course emphasizes the process of identifying a research topic, positioning yourself in relation to it, developing the core research components (research questions, research problem, and research objectives), and exploring approaches and methods that align with your research focus. The course also highlights the importance of critically examining the relevance of your topic, situating it within existing scholarship, identifying gaps in knowledge, and considering its broader academic and societal implications. Teaching is conducted through lectures, activities, and interactive discussions between instructors and students. The course follows a workshop-oriented format, in which students actively develop their research components with the guidance of instructors and through peer feedback, idea sharing, and practical exercises during sessions. Active participation is essential to this process. By the end of the course, students will have refined their research direction and gained practical experience in both presenting their work and critically reflecting on it. 

This course elucidates the early Chinese philosophy of education with a focus on Confucianism and its response from Daoism. We will begin with discussing conceptions of education and personal cultivation in the Confucian Analects (Lunyu 论语), then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi, the Xunzi, writings by Zhu Xi and special educational manuals for women. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education. Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and reducing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.
Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy? Can Daoism be a useful critic of Confucianism? An effort will be made to contextualize the discussion in contemporary philosophies of education.

Approach and readings
Our main reading is Confucian Philosophy for Contemporary Education by Charlene Tan (Routledge 2020). Apart from that,we will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts but instructor will provide other versions. No prior knowledge of Chinese philosophy is expected.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects, which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

This course explores what it means to speak of a Buddhist philosophy of education - or, more precisely, a Buddhist pedagogy of education. While still examining what Buddhism teaches – compassion, wisdom, peace – our primary focus will be on how Buddhism teaches, and how its pedagogical strategies have shifted across cultures, traditions, and historical contexts.

At the heart of this inquiry lies the Buddhist concept of “upaya” or, “skillful means”: the idea that the form of any teaching must be adapted to the capacities, needs, and unique conditions of learners. From the highly structured monastic curriculum of early Theravada to the imaginative parables of Mahayana; from the silence and paradoxes of Zen to the magico-ritual performance of Vajrayana, Buddhism demonstrates a remarkable diversity of educational strategies. Each is less a fixed doctrine than a pedagogical gesture: a way of opening students to the possibility of enormous spiritual transformation.

We will also encourage an experiential engagement with Buddhism. First, through field visits to three different local Buddhist communities: to Wat Thai, to Nátthagi, and to Hugleiðslu og friðarmiðstöðin, which covers Theravada, Zen, and Tibetan Buddhist schools, respectively. Students will be given specific questions to ask their hosts as well as reflection questions concerning the nature of teaching at each center.

Secondly, students are invited to participate in weekly meditation classes taught by José as part of the Hugleiðsluhópur Háskólans group. This is an optional component and not assessed for the course. However, for those seeking additional academic credit, a two ECTS Meditation Practicum involving attendance at eight of ten successive sessions during the course is being applied for. If approved, this would grant students a seven-ECTS total credit immersion in Buddhist studies.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects, which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Social Entrepreneurship Education

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

This course elucidates the early Chinese philosophy of education with a focus on Confucianism and its response from Daoism. We will begin with discussing conceptions of education and personal cultivation in the Confucian Analects (Lunyu 论语), then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi, the Xunzi, writings by Zhu Xi and special educational manuals for women. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education. Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and reducing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.
Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy? Can Daoism be a useful critic of Confucianism? An effort will be made to contextualize the discussion in contemporary philosophies of education.

Approach and readings
Our main reading is Confucian Philosophy for Contemporary Education by Charlene Tan (Routledge 2020). Apart from that,we will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts but instructor will provide other versions. No prior knowledge of Chinese philosophy is expected.

Main objectives:

The course is aimed at students who are interested in international development, especially the educational aspects of development cooperation. Course participants will have the opportunity - individually and in groups - to reflect and process their own experiences of these aspects. The course is organised around case studies on education in international development contexts.

Content:

The course will provide a comprehensive introduction to the field, giving an overview of its history, influential theories and important concepts. Areas of achievement and challenges will also be discussed through a critical reflection on emerging trends in international policy, practice and research.

This course explores the meaning and practice of professionalism within education, with a focus on both traditional and contemporary understandings of the teaching profession. Students will examine the social, cultural, economic, political, and environmental factors that influence teacher professionalism. Emphasis is placed on developing the skills to critically analyse and reflect on professionalism from a global perspective, and to apply this knowledge in shaping school visions and professional learning communities. Through collaborative learning and critical inquiry, students will strengthen their ability to act with integrity, fairness, and respect while promoting growth, compassion, and excellence in education. 

Learning Experience 

The course is designed as a vibrant learning community where every participant is both a contributor and a recipient, sharing responsibilities and privileges. Learning follows a primarily constructivist approach: students engage in experiences and reflective activities that enable them to construct understanding for themselves, often followed by interactive presentations that connect their insights with theory and assigned readings. A central focus is the development of reflective practice, with competence built through ongoing reflective conversations in class and structured journaling that fosters metacognitive awareness and professional growth. 

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

This course emphasizes the process of identifying a research topic, positioning yourself in relation to it, developing the core research components (research questions, research problem, and research objectives), and exploring approaches and methods that align with your research focus. The course also highlights the importance of critically examining the relevance of your topic, situating it within existing scholarship, identifying gaps in knowledge, and considering its broader academic and societal implications. Teaching is conducted through lectures, activities, and interactive discussions between instructors and students. The course follows a workshop-oriented format, in which students actively develop their research components with the guidance of instructors and through peer feedback, idea sharing, and practical exercises during sessions. Active participation is essential to this process. By the end of the course, students will have refined their research direction and gained practical experience in both presenting their work and critically reflecting on it. 

This course elucidates the early Chinese philosophy of education with a focus on Confucianism and its response from Daoism. We will begin with discussing conceptions of education and personal cultivation in the Confucian Analects (Lunyu 论语), then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi, the Xunzi, writings by Zhu Xi and special educational manuals for women. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education. Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and reducing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.
Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy? Can Daoism be a useful critic of Confucianism? An effort will be made to contextualize the discussion in contemporary philosophies of education.

Approach and readings
Our main reading is Confucian Philosophy for Contemporary Education by Charlene Tan (Routledge 2020). Apart from that,we will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts but instructor will provide other versions. No prior knowledge of Chinese philosophy is expected.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects, which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

The course provides theoretical grounding to support practical cultural analysis. This will be achieved through acquisition of an intercultural toolbox and activities that challenge cultural assumptions and may cause cultural dissonance. Furthermore, guided and spontaneous meta-cognitive/meta-emotional reflection has a core role throughout the course. Participating in course activities and engaging in reflection allows students to gain critical awareness of one’s own, and other, cultures.

This course explores what it means to speak of a Buddhist philosophy of education - or, more precisely, a Buddhist pedagogy of education. While still examining what Buddhism teaches – compassion, wisdom, peace – our primary focus will be on how Buddhism teaches, and how its pedagogical strategies have shifted across cultures, traditions, and historical contexts.

At the heart of this inquiry lies the Buddhist concept of “upaya” or, “skillful means”: the idea that the form of any teaching must be adapted to the capacities, needs, and unique conditions of learners. From the highly structured monastic curriculum of early Theravada to the imaginative parables of Mahayana; from the silence and paradoxes of Zen to the magico-ritual performance of Vajrayana, Buddhism demonstrates a remarkable diversity of educational strategies. Each is less a fixed doctrine than a pedagogical gesture: a way of opening students to the possibility of enormous spiritual transformation.

We will also encourage an experiential engagement with Buddhism. First, through field visits to three different local Buddhist communities: to Wat Thai, to Nátthagi, and to Hugleiðslu og friðarmiðstöðin, which covers Theravada, Zen, and Tibetan Buddhist schools, respectively. Students will be given specific questions to ask their hosts as well as reflection questions concerning the nature of teaching at each center.

Secondly, students are invited to participate in weekly meditation classes taught by José as part of the Hugleiðsluhópur Háskólans group. This is an optional component and not assessed for the course. However, for those seeking additional academic credit, a two ECTS Meditation Practicum involving attendance at eight of ten successive sessions during the course is being applied for. If approved, this would grant students a seven-ECTS total credit immersion in Buddhist studies.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects, which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992, there have been many meetings and agreements under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on writing assignments, short quizzes, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds, and you will have a chance to learn about climate change from different viewpoints.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Social Entrepreneurship Education

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.