1. GENERAL INFORMATION
1.1.
nstructor
Marko Pranjić
I
1.2.
ourse title
EMOTIONS
AND MORAL
C
EDUCATION
1.3. Associates
Lovorka
Mađarević
1.4.
tudy programme
(undergraduate,
graduate,
integrated)
1.5. Course status
Second year, first
semester
1.6.
ear of study
Y
1.7.
redit units (ECTS)
C 3 ECTS
1.8.
C
ourse teaching delivery
15+15+0
(number of hours of
lectures+practice+seminars
+e-learning)
S
Graduate
Elective
1.9.
E
Around 20 students
xpected number of students
in the course
1.10. E-learning application
level (1, 2, 3), percentage
of online teaching (max.
20%)
1st level
2. COURSE DESCRIPTION
 Course
objectives
 Prerequisites
for enrolling
the course and
input
competences
necessary for
the course
 Learning
outcomes at
the level of the
programme
that the course
contributes to
The goal of the course is to introduce the students to the main issues appearing
within the framework of classical and contemporary philosophical and
pedagogical discussions on emotions.
Completed corresponding graduate study. Knowledge of English.

- present basic philosophical views on emotions;
- define individual educational approaches and models that rely on the
cultivation of emotions.

 Expected
learning
outcomes on
the level of the
course (6-10
learning
outcomes)
The students will be able to:
The students will be able to:
- compare the status of emotions during the history of philosophy (their
subordinate status compared to reason in Greek philosophy, the paradigm
shift with Hume, the new “fall” with Kant and the revival of their position in
contemporary discussions);
- present basic affective and cognitive theories of emotions;
- identify differences and links between emotions and feelings and the
distinction between occurrent emotions and emotions as dispositions;
- provide arguments for or against the view that sees emotions as rational
states;
– interpret the attitudes to emotions held by the representatives of dominant
ethical theories.
- state the main points of divergence between developmental
 The course
content
elaborated
according to
the lecture time
schedule (one
to three lines
for a one-hour
lesson)
psychologists when it comes to moral development (emotional vs.
cognitive development);
- analyze the main characteristics of character-centred teaching and the
role that emotions play within such an approach to education.
The course programme consists of the following four respective but mutually
connected thematic units: (i) Affective theories on emotions and cognitive
theories on emotions, (iii) Emotions and rationality, (iv) Emotions and values,
(v) Emotions and moral education.
 For the first encounter with the students, a short lecture is envisaged
aimed at introducing them to the course subject and the main issues that
will be discussed during the semester. Also, the students will be given
the subjects of their individual presentations.
 The course will begin with a general overview of the role of emotions in
the history of philosophy, from Greek philosophers (Plato, Aristotle),
Hellenism (Stoicism) and Modern Age philosophy (Descartes, Spinoza,
Hume) to some contemporary discussions.
 The course will deal with a specific definition of emotions. What are
emotions anyway? An examination of the nature of emotions includes the
examination of their constituent elements. A discussion on these
elements will allow a discussion on a closer examination of some of the
most influential theories of emotions.
 The course will cover the James-Lange theory of emotions as one of the
most widely known theories of emotions of the first half of the 20th
century.
 As part of the examination of the nature of emotions, we will deal with
cognitive theories according to which the deciding factor in the
constitution of emotions is a certain cognition (perception, judgement,
belief...).
 On the basis of the knowledge of the main postulates and ideas of the
theories of emotions considered, we will discuss the difference between
emotions and feelings, emotions as dispositions and emotions as
occurrent states.
 Attention will be given to the problem of irrationality; emotions are always
about something, that is emotions are always directed at something. (as
part of this question, we will deal with the difference between the cause
and object of an emotion.)
 Following the traditional “conflict” between emotions and rationality, we
will deal with the issue of the rationality of emotions and will differentiate
between the rational appropriateness and strategic rationality of
emotions.
 Relying on the discussion on rational emotions by the prominent
philosopher Martha Nussbaum, we will discuss how emotions can
represent significant factors in public rationality.
 The course will include a basic examination of the role of emotions in
dominant ethical theories and the view according to which this role has
been disregarded. This view points to a gap that exists between a
significant part of our personality (emotionality) and moral demands.
 Special attention will be given to the question of the role of emotions in
Aristotle’s ethics. This theory is particularly significant since emotions
comprise an inseparable part of the virtue ethics. This theory postulates
that the concept of virtue cannot be examined without referring to
emotions.




 Teaching
delivery forms
2.7. Student
obligations
2.8. Monitoring the
work of
students
(distribute the
share of ECTS
units for each
activity so that
the total
number of
ECTS units
corresponds to
the ECTS
value of the
course)
2.9. MMarking and
evaluating the
work of
students during
the instruction
period and the
final exam
We give some values (for instance, those that occur within biased
relations) precedence over moral values. Can the values that we build
and recognise on the basis of emotions receive the status of moral
values?
Emphasis will be given to the ideas of certain developmental
psychologists according to which it is precisely emotions that have a key
role in the process of moral development, contrary to the dominant
Kohlbergian understanding.
The implications of such concepts of moral development for moral
education will be examined as well as the status of emotions in
character-centred education as one of the most dominant educational
approaches.
For the last class, discussion and revision as well as a review of the
entire course are envisaged.
lectures
seminars and
workshops
practice
on line entirely
mixed elearning
field
instruction
 Comments:
individual assignments
multimedia and network
laboratory
tutorial work
something else (write
what)
The students’ obligations will consist of the regular attendance of lectures and
participation in discussions, reading of the obligatory literature and one
independent presentation of one of the envisaged subjects.
Lecture
attendance
Experimental
work
1
ECTS
Essay
Continuous
assessment
exam
1
ECTS
(0.5+0.
5)
Written
exam
Project
Research
Practical work
Report
(something
else)
Seminar
paper
Oral
exam
1 ECTS
(something
else)
(something
else)
The final grade will be given based on the attendance of classes and participation
in discussions (10%), the preparation and performance of the presentation (10%)
as well as the grades of the continuous assessment exams (40%+40%). The
students will have the opportunity to discuss their work and grade as well as
other aspects of the course within office hours agreed with the professor.
Title
2.10.
Obligatory
literature
(available in
the library and
on other
media)
2.11. Additional
literature (at
the moment of
the study
programme
proposal
application)
2.12. Quality
monitoring
The
number
of copies
in the
library
Availability
on other
media
Aristotel 2001. Nikomahova etika In J. Talanga (ed.)
Klasični tekstovi iz etike (Zagreb: Hrvatski studiji), II.
book, 25–38.
De Sousa, R. 2003. “Rationality of Emotions” In R. C.
Solomon (ed.), What Is an Emotion: Classic and
Contemporary Readings (Oxford: Oxford University
Press), 248–257.
James, W. 2003. “What Is an Emotion?” In R. C.
Solomon (ed.), What Is an Emotion: Classic and
It is
Contemporary Readings (Oxford: Oxford University
mostly
Press), 66–76.
literature
O
Noddings, N. 2002. Educating Moral People: A
not
Caring Alternative to Character Education (New
available
York: Teachers College Press), izabrani odlomci.
in the
Solomon, R. C. 1993. “A Subjective Theory of the
library,
Passions” In Solomon, The Passions: Emotions and
but the
the Meaning of Life (Indianapolis: Hackett Publishing
students
Company), 111–132.
will
Nussbaum, M. C. 2003. “Emotions as Judgements of
receive
Value” In Nussbaum, Upheavals of Thought: The
copies of
Intelligence of Emotions (Cambridge: Cambridge
it at the
University Press), 37–56, izabrani odlomci.
beginning
Nussbaum, M. 2005. “Racionalne emocije” In
of the
Nussbaum, Pjesnička pravda: književna imaginacija i
course.
javni život (Zagreb: Deltakont), 81–110.
Stocker, M. 2003. “How Emotions Reveal Value and
Help Cure the Schizophrenia of Modern Ethical
Theories” In R. Crisp (ed.), How Should One Live?
Essays on the Virtues (Oxford: Oxford University
Press), 173–190.
Williams, B. 1973. “Morality and the Emotions” In
Williams, Problems of the Self (Cambridge:
Cambridge University Press), 207–229.
Ben-Ze’ev, A. 2000. The Subtlety of Emotions (Cambridge, MA: The MIT Press).
Gregorić, P. (ed.) 2006. Epiktet: Priručnik (Zagreb: KruZak).
Hoffman, M. L. 2000. Empathy and Moral Development: Implications for Caring
and Justice (Cambridge: Cambridge University Press), selected parts
Kohlberg, L. 1980. [1971] “Stages of Moral Development as a Basis for Moral
Education” In B. Munsey, Moral Development, Moral Education, and Kohlberg:
Basic Issues in Philosophy, Psychology. Religion, and Education (Birmingham,
Al.: Religious Education Press), 15–98, selected parts
Solomon, R. C. 2000. “The Philosophy of Emotions” In M. Lewis and J. M.
Haviland-Jones (ed.), Handbook of Emotions (New York: The Guilford Press), 3–
15.
The course quality will be monitored on two levels: (i) based on the success of
forms that
ensure the
acquisition of
output
knowledge,
skills, and
competences
the students at their continuous assessment exams and in final discussions; (ii)
via an anonymous survey at the end of the semester in which the students will be
able to give their criticism and suggestions for improving the teaching methods
and the course as a whole.