Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to provide students with a more comprehensive and deeper insight into the different theoretical approaches within the humanities. In the course, the main theories that have influenced theoretical discussion in the humanities over the last decades will be presented and discussed, and the students are taught how to apply them in their own research.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Humans have long been concerned with the notion of humanity, whether we call it human nature, the meaning of being human, or something else. We demand human rights on the basis of our humanity, which suggests that this is a normative or ethically laden notion. On the other hand, dehumanization can have horrendous consequences, when marginalized persons or groups are denied full access to human society, and this used to justify oppression and violent acts. In this seminar we will consider several possible definitions of humanity and dehumanization, theories about them and different approaches to them. While there will be some readings from different periods in the history of philosophy, the main emphasis will be on materials from recent decades, which will be put in context with current events.

Direct study in seminar: Humanity and dehumanization. Students must finish related seminar to finish the direct study.

The course will cover some of the philosophical and ethical issues raised by climate change. Some of these concern the choices of private individuals. We will for instance consider what duties climate change imposes on private individuals, and whether greenhouse gas offsetting can be a way of satisfying these duties. Most of the focus will however be on climate policy choice.  We will for instance discuss how to evaluate climate policies in light of the considerable uncertainty involved, and how to navigate the tradeoffs between current and future generations that such choices give rise to. We will also consider in detail some specific policy proposals, such as solar radiation management and a world climate bank. 

Direct study in seminar: Topics in climate ethics. Students must finish related seminar to finish the direct study.

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.

The instruction takes the form of lectures and discussion. The course is viewed as an academic community where students are actively engaged in a focused dialogue about  the topics. Each student (working as a member of a two-person team) gives a presentation according to a plan designed at the beginning of the course, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led discussion.

This is a project that can be chosen as an addition to HSP806F Ethics of Science and Research and can only be taken along with that course.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

This course brings together world views and anthropologies that appear very far apart: the thought of classical German mystics like Meister Eckhart and Jakob Boehme, who deeply influenced German philosophy (e.g., Hegel, Schelling), and contemporary process philosophy exemplified by Alfred North Whitehead and Eugene Gendlin. Despite their obvious differences, these philosophies share implications that resonate with and can be interpreted through each other. They address concepts such as co-creation, ethical know-how, and an open-ended ontological understanding of the world. Humans play a decisive role—not as agents pushing agendas, but through their transformative potential. We will study the frameworks of each school of thought: the mystical tradition, using Christian language while radically reinterpreting it, and process philosophy, which embraces and spells out the complexity of an open-ended, interactional world. Engagement with the texts will include close reading, discussion, and philosophical practices derived from these traditions.

Direct study in seminar: Mystical medieval philosophy meets process philosophy. Students must finish related seminar to finish the direct study.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

This is a project that can be chosen as an addition to HSP715F Introduction to philosophy of science and can only be taken along with that course.

Through the phenomenology of the body, the aim is to explore the nature of self-affection in the formation of meaning in the philosophy of Irigaray. Self-affection is linked to her concept of sexual difference, embodiment, and action in perception, and how interaction and inter-affection bring forth the knowable world. The aim is to investigate how sexual difference is intrinsically linked to affect, having transcendental, spiritual, and ethical implications based on our desire and how it functions as a political power to transform and overcome dualisms in Western culture. Finally, her works will be assessed and discussed in light of Hegel´s phenomenology of the spirit and Merleau-Ponty´s idea of the flesh of the world, as well as other writers. 

Direct study in seminar: The power of self-affection in the philosophy of Luce Irigaray. Students must finish related seminar to finish the direct study.

The course addresses ethical challenges in business operations and how they manifest within companies and in their interactions with stakeholders, public authorities, and society at large. Emphasis is placed on students analysing, applying, evaluating, arguing for, and developing ethical solutions to real business issues based on theories in business ethics.
Teaching materials and assignments are based on realistic case studies, academic texts, and collaboration with industry partners. Students work systematically on identifying ethical dilemmas, applying theoretical approaches, evaluating different corporate responses, justifying their own ethical positions, and formulating practical proposals for processes and/or policies within complex societal contexts.
The course also emphasises that students develop a conscious and responsible attitude toward their own role as professionals and managers, in line with the University of Iceland’s values of social responsibility, equality, sustainability, and innovation, guided by sound ethical principles.
Students choose the course scope based on ECTS credits. The course may be taken as 7.5 ECTS, 6 ECTS (students from Philosophy), 3 ECTS, or 1.5 ECTS.
Please note that the course is taught in the first teaching block of the autumn semester, according to the block structure of the Master’s programme at the School of Business.

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundamental difference in men's and women's relations to Nature? And, what is the ethical basis of sustainable development?

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

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Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to provide students with a more comprehensive and deeper insight into the different theoretical approaches within the humanities. In the course, the main theories that have influenced theoretical discussion in the humanities over the last decades will be presented and discussed, and the students are taught how to apply them in their own research.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Humans have long been concerned with the notion of humanity, whether we call it human nature, the meaning of being human, or something else. We demand human rights on the basis of our humanity, which suggests that this is a normative or ethically laden notion. On the other hand, dehumanization can have horrendous consequences, when marginalized persons or groups are denied full access to human society, and this used to justify oppression and violent acts. In this seminar we will consider several possible definitions of humanity and dehumanization, theories about them and different approaches to them. While there will be some readings from different periods in the history of philosophy, the main emphasis will be on materials from recent decades, which will be put in context with current events.

Direct study in seminar: Humanity and dehumanization. Students must finish related seminar to finish the direct study.

The course will cover some of the philosophical and ethical issues raised by climate change. Some of these concern the choices of private individuals. We will for instance consider what duties climate change imposes on private individuals, and whether greenhouse gas offsetting can be a way of satisfying these duties. Most of the focus will however be on climate policy choice.  We will for instance discuss how to evaluate climate policies in light of the considerable uncertainty involved, and how to navigate the tradeoffs between current and future generations that such choices give rise to. We will also consider in detail some specific policy proposals, such as solar radiation management and a world climate bank. 

Direct study in seminar: Topics in climate ethics. Students must finish related seminar to finish the direct study.

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.

The instruction takes the form of lectures and discussion. The course is viewed as an academic community where students are actively engaged in a focused dialogue about  the topics. Each student (working as a member of a two-person team) gives a presentation according to a plan designed at the beginning of the course, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led discussion.

This is a project that can be chosen as an addition to HSP806F Ethics of Science and Research and can only be taken along with that course.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

This course brings together world views and anthropologies that appear very far apart: the thought of classical German mystics like Meister Eckhart and Jakob Boehme, who deeply influenced German philosophy (e.g., Hegel, Schelling), and contemporary process philosophy exemplified by Alfred North Whitehead and Eugene Gendlin. Despite their obvious differences, these philosophies share implications that resonate with and can be interpreted through each other. They address concepts such as co-creation, ethical know-how, and an open-ended ontological understanding of the world. Humans play a decisive role—not as agents pushing agendas, but through their transformative potential. We will study the frameworks of each school of thought: the mystical tradition, using Christian language while radically reinterpreting it, and process philosophy, which embraces and spells out the complexity of an open-ended, interactional world. Engagement with the texts will include close reading, discussion, and philosophical practices derived from these traditions.

Direct study in seminar: Mystical medieval philosophy meets process philosophy. Students must finish related seminar to finish the direct study.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

This is a project that can be chosen as an addition to HSP715F Introduction to philosophy of science and can only be taken along with that course.

Through the phenomenology of the body, the aim is to explore the nature of self-affection in the formation of meaning in the philosophy of Irigaray. Self-affection is linked to her concept of sexual difference, embodiment, and action in perception, and how interaction and inter-affection bring forth the knowable world. The aim is to investigate how sexual difference is intrinsically linked to affect, having transcendental, spiritual, and ethical implications based on our desire and how it functions as a political power to transform and overcome dualisms in Western culture. Finally, her works will be assessed and discussed in light of Hegel´s phenomenology of the spirit and Merleau-Ponty´s idea of the flesh of the world, as well as other writers. 

Direct study in seminar: The power of self-affection in the philosophy of Luce Irigaray. Students must finish related seminar to finish the direct study.

The course addresses ethical challenges in business operations and how they manifest within companies and in their interactions with stakeholders, public authorities, and society at large. Emphasis is placed on students analysing, applying, evaluating, arguing for, and developing ethical solutions to real business issues based on theories in business ethics.
Teaching materials and assignments are based on realistic case studies, academic texts, and collaboration with industry partners. Students work systematically on identifying ethical dilemmas, applying theoretical approaches, evaluating different corporate responses, justifying their own ethical positions, and formulating practical proposals for processes and/or policies within complex societal contexts.
The course also emphasises that students develop a conscious and responsible attitude toward their own role as professionals and managers, in line with the University of Iceland’s values of social responsibility, equality, sustainability, and innovation, guided by sound ethical principles.
Students choose the course scope based on ECTS credits. The course may be taken as 7.5 ECTS, 6 ECTS (students from Philosophy), 3 ECTS, or 1.5 ECTS.
Please note that the course is taught in the first teaching block of the autumn semester, according to the block structure of the Master’s programme at the School of Business.

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundamental difference in men's and women's relations to Nature? And, what is the ethical basis of sustainable development?

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

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Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to provide students with a more comprehensive and deeper insight into the different theoretical approaches within the humanities. In the course, the main theories that have influenced theoretical discussion in the humanities over the last decades will be presented and discussed, and the students are taught how to apply them in their own research.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Humans have long been concerned with the notion of humanity, whether we call it human nature, the meaning of being human, or something else. We demand human rights on the basis of our humanity, which suggests that this is a normative or ethically laden notion. On the other hand, dehumanization can have horrendous consequences, when marginalized persons or groups are denied full access to human society, and this used to justify oppression and violent acts. In this seminar we will consider several possible definitions of humanity and dehumanization, theories about them and different approaches to them. While there will be some readings from different periods in the history of philosophy, the main emphasis will be on materials from recent decades, which will be put in context with current events.

Direct study in seminar: Humanity and dehumanization. Students must finish related seminar to finish the direct study.

The course will cover some of the philosophical and ethical issues raised by climate change. Some of these concern the choices of private individuals. We will for instance consider what duties climate change imposes on private individuals, and whether greenhouse gas offsetting can be a way of satisfying these duties. Most of the focus will however be on climate policy choice.  We will for instance discuss how to evaluate climate policies in light of the considerable uncertainty involved, and how to navigate the tradeoffs between current and future generations that such choices give rise to. We will also consider in detail some specific policy proposals, such as solar radiation management and a world climate bank. 

Direct study in seminar: Topics in climate ethics. Students must finish related seminar to finish the direct study.

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.

The instruction takes the form of lectures and discussion. The course is viewed as an academic community where students are actively engaged in a focused dialogue about  the topics. Each student (working as a member of a two-person team) gives a presentation according to a plan designed at the beginning of the course, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led discussion.

This is a project that can be chosen as an addition to HSP806F Ethics of Science and Research and can only be taken along with that course.

A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible effects upon medical services and health care policy.

This course brings together world views and anthropologies that appear very far apart: the thought of classical German mystics like Meister Eckhart and Jakob Boehme, who deeply influenced German philosophy (e.g., Hegel, Schelling), and contemporary process philosophy exemplified by Alfred North Whitehead and Eugene Gendlin. Despite their obvious differences, these philosophies share implications that resonate with and can be interpreted through each other. They address concepts such as co-creation, ethical know-how, and an open-ended ontological understanding of the world. Humans play a decisive role—not as agents pushing agendas, but through their transformative potential. We will study the frameworks of each school of thought: the mystical tradition, using Christian language while radically reinterpreting it, and process philosophy, which embraces and spells out the complexity of an open-ended, interactional world. Engagement with the texts will include close reading, discussion, and philosophical practices derived from these traditions.

Direct study in seminar: Mystical medieval philosophy meets process philosophy. Students must finish related seminar to finish the direct study.

In this course we will consider many of the most prominent problems in the philosophy of science of the 20^th and 21^st century. How are scientific theories confirmed by experiments and observations? What is it for something to be a law of nature? Why should we trust scientific research more than other methods for obtaining knowledge? Is scientific research value-laden? And what is involved in the claim that science is objective?

This is a project that can be chosen as an addition to HSP715F Introduction to philosophy of science and can only be taken along with that course.

Through the phenomenology of the body, the aim is to explore the nature of self-affection in the formation of meaning in the philosophy of Irigaray. Self-affection is linked to her concept of sexual difference, embodiment, and action in perception, and how interaction and inter-affection bring forth the knowable world. The aim is to investigate how sexual difference is intrinsically linked to affect, having transcendental, spiritual, and ethical implications based on our desire and how it functions as a political power to transform and overcome dualisms in Western culture. Finally, her works will be assessed and discussed in light of Hegel´s phenomenology of the spirit and Merleau-Ponty´s idea of the flesh of the world, as well as other writers. 

Direct study in seminar: The power of self-affection in the philosophy of Luce Irigaray. Students must finish related seminar to finish the direct study.

The course addresses ethical challenges in business operations and how they manifest within companies and in their interactions with stakeholders, public authorities, and society at large. Emphasis is placed on students analysing, applying, evaluating, arguing for, and developing ethical solutions to real business issues based on theories in business ethics.
Teaching materials and assignments are based on realistic case studies, academic texts, and collaboration with industry partners. Students work systematically on identifying ethical dilemmas, applying theoretical approaches, evaluating different corporate responses, justifying their own ethical positions, and formulating practical proposals for processes and/or policies within complex societal contexts.
The course also emphasises that students develop a conscious and responsible attitude toward their own role as professionals and managers, in line with the University of Iceland’s values of social responsibility, equality, sustainability, and innovation, guided by sound ethical principles.
Students choose the course scope based on ECTS credits. The course may be taken as 7.5 ECTS, 6 ECTS (students from Philosophy), 3 ECTS, or 1.5 ECTS.
Please note that the course is taught in the first teaching block of the autumn semester, according to the block structure of the Master’s programme at the School of Business.

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundamental difference in men's and women's relations to Nature? And, what is the ethical basis of sustainable development?

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

.

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.