The programme is designed for students who have completed a BA degree in philosophy and want to work in teaching. Students on the MT programme do not write a final thesis.
The programme is 120 ECTS and is organised as two years of full-time study.
The programme is made up of:
This is a two year programme divided into 60 ECTS in pedagogy at the School of Education and 60 ECTS in philosophy. Students complete the pedagogy part of the programme in the first year and the philosophy part in the second year.
This programme is taught in Icelandic but most textbooks are in English.
Courses in core academic subjects and training placements require physical attendance. Students are expected to attend weekly classes as well as placements, totalling around 30 hours per semester plus meetings at the student’s host school.
Vocational training takes place during the school day at the upper secondary schools where student teachers are allocated places – this is organised in consideration of their timetables. Attendance is compulsory for placements and core courses.
See more information on the Upper Secondary School Teaching, MT
The programme aims to provide students with insight into and understanding of the development and state of knowledge in philosophy teaching for children and teenagers. Students learn to prepare philosophy lesson plans for upper secondary schools, find teaching material, select teaching methods, prepare assignments and determine assessment methods.
Completing the programme grants a student access to Master's programmes at stage 2.2 (Master's degrees)
Students who have completed a BA programme in Philosophy with a first class grade and have written a final project worth at least 10 ECTS, also awarded a first class grade, from a recognised university may apply for admission to the MT programme in Philosophy Teaching. Students must have completed at least 120 ECTS at the BA level in the relevant field.
Two year full time studies. 60 ECTS in pedagogy at the School of Education and 60 ECTS in philosophy.
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
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 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.
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 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.
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 course focuses on:
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.
This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics 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.
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.
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is 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, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
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.
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.
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.
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.
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain 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 tehniques that has 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 discussons such as independend and critical thinking, creativity, toleerance, 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.
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
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.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on 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).
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.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.
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 as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as 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 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.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
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 seminar will be dedicated to a thorough reading and discussion of several of Merleau-Ponty’s key texts. His emphasis on perception, embodiment, intertwining and responsiveness will be studied in a phenomenological context. Attention will also be paid to his philosophy of art and nature. Finally, his works will be assessed and discussed in light of contemporary engagements with them.
Direct study in seminar: Body, intertwining, responsiveness: Aspects of Merleau-Ponty’s phenomenology. Students must finish related seminar to finish the direct study.
What is artificial intelligence (AI), and how – if at all – does it differ from ordinary (human) intelligence? Are there any inherent limitations to AI, or could AI systems one day become superior to human agents in every way that matters? What ethical problems arise from the ever-growing use of AI, and from the possibility of creating entirely autonomous AI systems? And what role does and will AI play in the progress of science, in philosophical research, and other types of systematic inquiry? This seminar explores philosophical questions of this sort, raised by the emergence of increasingly powerful AI technologies.
Direct study in seminar: The Philosophy of Artificial Intelligence. Students must finish related seminar to finish the direct study.
This course provides an introduction to contemporary issues in the social epistemology of science. On the one hand, we will address questions about the relationship between science and values: do ethical, political, and social values play a legitimate role in scientific research? Or do they endanger the objectivity of science, so their influence should be eliminated or curtailed? On the other hand, we will discuss questions about the nature of group knowledge: can groups or communities know more than what the individuals within them do? Or does the knowledge of a group reduce to individual knowledge? In a society where science produces both technological goods and wields political power, this course aims to equip students with tools for thinking critically about science in society, values in science, and the social nature of scientific research by drawing on the growing field of social epistemology of science.
Direct study in seminar: The social side of science. Students must finish related seminar to finish the direct study.
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 fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?
An individual project on the ethics of nature.
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.
This course is a comprehensive examination into the major components of ethical and social responsibility including economic, legal, political, ethical and societal issues involving the interaction of business, government and society.
The course will introduce three main traditions of medieval philosophy (Arabic, Jewish and Latin), their origin and background, their contributions and their interconnections. Readings will consist in representative texts by philosophers of the three traditions. The first part of the course will provide context and overview, while in the second part, students will give an in-class presentation of a selected text that they contextualise, analyse and evaluate.
Direct study in seminar: Western, Islamic and Jewish philosophy in the Middle Ages. Students must finish related seminar to finish the direct study.
In the seminar we will consider contemporary philosophers who maintain that human beings are not beings whose ethical siginficance is a function of the ethical significance of some given set of attributes or capacities or interests they happen to possess. One way of phrasing this insight is to say that human beings are all inside ethics simply in virtue of being human. We will consider whether the same arguments apply to some non-human animals. We will read Alice Crary’s book Inside Ethics (Harvard Univeristy Press, 2016) and selected essays by Cora Diamond and Simone Weil, among others.
Direct study in seminar: Inside and outside 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 is taught in Icelandic and is intended for graduate students and BA students in their final year. It presents the main theories of psychoanalysis in light of philosophy and literary and cultural studies. It also concentrates on the contribution of psychoanalysis to further our understanding of culture and cultural achievements such as literature and cinema. It is taught twice a week, students give presentations and write a final essay.
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 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.
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 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.
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 course focuses on:
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.
This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics 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.
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.
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is 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, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
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.
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.
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.
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.
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain 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 tehniques that has 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 discussons such as independend and critical thinking, creativity, toleerance, 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.
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
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.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on 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).
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.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.
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 as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as 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 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.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
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 seminar will be dedicated to a thorough reading and discussion of several of Merleau-Ponty’s key texts. His emphasis on perception, embodiment, intertwining and responsiveness will be studied in a phenomenological context. Attention will also be paid to his philosophy of art and nature. Finally, his works will be assessed and discussed in light of contemporary engagements with them.
Direct study in seminar: Body, intertwining, responsiveness: Aspects of Merleau-Ponty’s phenomenology. Students must finish related seminar to finish the direct study.
What is artificial intelligence (AI), and how – if at all – does it differ from ordinary (human) intelligence? Are there any inherent limitations to AI, or could AI systems one day become superior to human agents in every way that matters? What ethical problems arise from the ever-growing use of AI, and from the possibility of creating entirely autonomous AI systems? And what role does and will AI play in the progress of science, in philosophical research, and other types of systematic inquiry? This seminar explores philosophical questions of this sort, raised by the emergence of increasingly powerful AI technologies.
Direct study in seminar: The Philosophy of Artificial Intelligence. Students must finish related seminar to finish the direct study.
This course provides an introduction to contemporary issues in the social epistemology of science. On the one hand, we will address questions about the relationship between science and values: do ethical, political, and social values play a legitimate role in scientific research? Or do they endanger the objectivity of science, so their influence should be eliminated or curtailed? On the other hand, we will discuss questions about the nature of group knowledge: can groups or communities know more than what the individuals within them do? Or does the knowledge of a group reduce to individual knowledge? In a society where science produces both technological goods and wields political power, this course aims to equip students with tools for thinking critically about science in society, values in science, and the social nature of scientific research by drawing on the growing field of social epistemology of science.
Direct study in seminar: The social side of science. Students must finish related seminar to finish the direct study.
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 fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?
An individual project on the ethics of nature.
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.
This course is a comprehensive examination into the major components of ethical and social responsibility including economic, legal, political, ethical and societal issues involving the interaction of business, government and society.
The course will introduce three main traditions of medieval philosophy (Arabic, Jewish and Latin), their origin and background, their contributions and their interconnections. Readings will consist in representative texts by philosophers of the three traditions. The first part of the course will provide context and overview, while in the second part, students will give an in-class presentation of a selected text that they contextualise, analyse and evaluate.
Direct study in seminar: Western, Islamic and Jewish philosophy in the Middle Ages. Students must finish related seminar to finish the direct study.
In the seminar we will consider contemporary philosophers who maintain that human beings are not beings whose ethical siginficance is a function of the ethical significance of some given set of attributes or capacities or interests they happen to possess. One way of phrasing this insight is to say that human beings are all inside ethics simply in virtue of being human. We will consider whether the same arguments apply to some non-human animals. We will read Alice Crary’s book Inside Ethics (Harvard Univeristy Press, 2016) and selected essays by Cora Diamond and Simone Weil, among others.
Direct study in seminar: Inside and outside 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 is taught in Icelandic and is intended for graduate students and BA students in their final year. It presents the main theories of psychoanalysis in light of philosophy and literary and cultural studies. It also concentrates on the contribution of psychoanalysis to further our understanding of culture and cultural achievements such as literature and cinema. It is taught twice a week, students give presentations and write a final essay.
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 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.
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 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.
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 course focuses on:
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.
This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the charcteristics 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.
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.
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is 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, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
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.
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.
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.
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.
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain 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 tehniques that has 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 discussons such as independend and critical thinking, creativity, toleerance, 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.
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
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.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on 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).
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.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.
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 as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as 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 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.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
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 seminar will be dedicated to a thorough reading and discussion of several of Merleau-Ponty’s key texts. His emphasis on perception, embodiment, intertwining and responsiveness will be studied in a phenomenological context. Attention will also be paid to his philosophy of art and nature. Finally, his works will be assessed and discussed in light of contemporary engagements with them.
Direct study in seminar: Body, intertwining, responsiveness: Aspects of Merleau-Ponty’s phenomenology. Students must finish related seminar to finish the direct study.
What is artificial intelligence (AI), and how – if at all – does it differ from ordinary (human) intelligence? Are there any inherent limitations to AI, or could AI systems one day become superior to human agents in every way that matters? What ethical problems arise from the ever-growing use of AI, and from the possibility of creating entirely autonomous AI systems? And what role does and will AI play in the progress of science, in philosophical research, and other types of systematic inquiry? This seminar explores philosophical questions of this sort, raised by the emergence of increasingly powerful AI technologies.
Direct study in seminar: The Philosophy of Artificial Intelligence. Students must finish related seminar to finish the direct study.
This course provides an introduction to contemporary issues in the social epistemology of science. On the one hand, we will address questions about the relationship between science and values: do ethical, political, and social values play a legitimate role in scientific research? Or do they endanger the objectivity of science, so their influence should be eliminated or curtailed? On the other hand, we will discuss questions about the nature of group knowledge: can groups or communities know more than what the individuals within them do? Or does the knowledge of a group reduce to individual knowledge? In a society where science produces both technological goods and wields political power, this course aims to equip students with tools for thinking critically about science in society, values in science, and the social nature of scientific research by drawing on the growing field of social epistemology of science.
Direct study in seminar: The social side of science. Students must finish related seminar to finish the direct study.
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 fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?
An individual project on the ethics of nature.
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.
This course is a comprehensive examination into the major components of ethical and social responsibility including economic, legal, political, ethical and societal issues involving the interaction of business, government and society.
The course will introduce three main traditions of medieval philosophy (Arabic, Jewish and Latin), their origin and background, their contributions and their interconnections. Readings will consist in representative texts by philosophers of the three traditions. The first part of the course will provide context and overview, while in the second part, students will give an in-class presentation of a selected text that they contextualise, analyse and evaluate.
Direct study in seminar: Western, Islamic and Jewish philosophy in the Middle Ages. Students must finish related seminar to finish the direct study.
In the seminar we will consider contemporary philosophers who maintain that human beings are not beings whose ethical siginficance is a function of the ethical significance of some given set of attributes or capacities or interests they happen to possess. One way of phrasing this insight is to say that human beings are all inside ethics simply in virtue of being human. We will consider whether the same arguments apply to some non-human animals. We will read Alice Crary’s book Inside Ethics (Harvard Univeristy Press, 2016) and selected essays by Cora Diamond and Simone Weil, among others.
Direct study in seminar: Inside and outside 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 is taught in Icelandic and is intended for graduate students and BA students in their final year. It presents the main theories of psychoanalysis in light of philosophy and literary and cultural studies. It also concentrates on the contribution of psychoanalysis to further our understanding of culture and cultural achievements such as literature and cinema. It is taught twice a week, students give presentations and write a final essay.
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
There are diverse career opportunities open to graduates from the programme in philosophy teaching.
An education in this area can open up opportunities in:
This list is not exhaustive.
There is no specific student organisation for this programme, but students can choose to join a student organisation that suits their subject. Students frequently meet in the Student Cellar.
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