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Course Description
This course introduces basic philosophical foundations in general philosophy and philosophy of language education covering basic principles of the philosophy of language as they relate to how language is taught and learned. This course also provides the students with some understanding that the relationship between philosophy and language education is a complex system which connects to other systems: social, political, and cultural. Topics commonly covered will be dealt with within the framework of English education and teacher professionalism. Students taking this course are introduced to the fact that language is a characteristic of human beings and is expected to look into certain philosophical problems and activities in language teaching and learning. Lecture activities are carried out through group presentations, discussions, and workshops on cases of philosophy of language education. This course uses Case-Method Learning.
Program Objectives (PO)
- Students are able to analyze the relationship between philosophical theories of language and cultural identity, power relations, and postcolonial contexts.
- Students are able to critically evaluate the role of language in promoting inclusivity, diversity, and sustainability in educational settings.
- Students are able to apply philosophical insights to develop a language teaching philosophy that integrates green teaching and ethical considerations.
- Students are able to examine the philosophical underpinnings of curriculum development, particularly in relation to literature and linguistic studies in schools and universities.
Aktifitas Pembelajaran
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Pertemuan 1 By the end of the course, the students are able to discuss key philosophical theories of meaning, reference, and language use. -
Pertemuan 2 By the end of the course, the students are able to discuss key philosophical theories of meaning, reference, and language use. -
Pertemuan 3 By the end of the course, the students are able to analyze the role of language in shaping cultural identity and power relations. -
Pertemuan 4 By the end of the course, the students are able to analyze the role of language in shaping cultural identity and power relations. -
Pertemuan 5 By the end of the course, the students are able to evaluate postcolonial critiques of language education and their implications. -
Pertemuan 6 By the end of the course, the students are able to evaluate postcolonial critiques of language education and their implications. -
Pertemuan 7 By the end of the course, the students are able to explore the philosophical foundations of green teaching in the context of language education. -
Pertemuan 8 By the end of the course, the students are able to explore the philosophical foundations of green teaching in the context of language education. -
Pertemuan 9 By the end of the course, the students are able to critically examine the philosophical arguments for inclusivity and diversity in language teaching. -
Pertemuan 10 By the end of the course, the students are able to critically examine the philosophical arguments for inclusivity and diversity in language teaching. -
Pertemuan 11 By the end of the course, the students are able to investigate the role of literature in language education from a philosophical perspective. -
Pertemuan 12 By the end of the course, the students are able to investigate the role of literature in language education from a philosophical perspective. -
Pertemuan 13 By the end of the course, students are able to examine the philosophical foundations of curriculum development in language education. -
Pertemuan 14 By the end of the course, students are able to examine the philosophical foundations of curriculum development in language education. -
Pertemuan 15 Students are able to examine the philosophical underpinnings of curriculum development, particularly in relation with literature and linguistics -
Pertemuan 16 The students can demonstrate comprehensive understanding of course materials.
References
- Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge University Press.
- Keeney, B. (2006). The Philosophy of Education: An Introduction. Routledge
- Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings 1972-1977. Pantheon Books.
- Spivak, G. C. (1988). Can the Subaltern Speak? In Marxism and the Interpretation of Culture, edited by C. Nelson & L. Grossberg. University of Illinois Press.
- Sterling, S. (2011). Sustainable Education: Re-visioning Learning and Change. Green Books.
- Noddings, N. (2012). Education and Democracy in the 21st Century. Teachers College Press.
- Eagleton, T. (1983). Literary Theory: An Introduction.
- Miller, J. L. (2017). Educational Philosophy and Theory: Current Issues and Debates. Springer.
- Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
- Apple, M. W., & Au, W. (Eds.). (2019). The Routledge International Handbook of Critical Education. Routledge.
Lecturer
Difficult Things About Education.
$75$10
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