mag. fil. in …
magister filozofije in …
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02 - Arts and humanities

0223 - Philosophy and ethics

6.3 - Philosophy, Ethics and Religion

During its 25th regular session, on 21 April 2011, the Council of the Slovenian Quality Assurance Agency for Higher Education – NAKVIS officially accredited the two-discipline postgraduate teacher-training study programme "Philosophy" (2nd Bologna cycle - MA), implemented by the Faculty of Arts of the University of Maribor, Slomškov trg 15, SI-2000 Maribor, in accordance with paragraph 7 of chapter 11 of Article 51h and chapter 7 of Article 51p of the Higher Education Act of the Republic of Slovenia (ZVis) (Official Gazette of the Republic of Slovenia, no. 119/06 – official consolidated text, 59/07 – Scholarship Act of the Republic of Slovenia (ZŠtip), 15/08 - Decision of the Constitutional Court of the Republic of Slovenia, 64/08, 86/09 and 62/2010 – Exercise of Rights to Public Funds Act of the Republic of Slovenia (ZUPJS)), and with reference to Article 56 of the valid Criteria for the Accreditation and External Evaluation of Higher Education Institutions and Study Programmes (Merila za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov – Official Gazette of the Republic of Slovenia, no. 95/2010).

In order to progress to the second year of the Philosophy programme, students must complete at least 24 ECTS credits and the number of ECTS credits envisaged by the other chosen programme. Students on the two-subject teaching pathway must complete Didactics of Philosophy 1, Didactics of Philosophy 2 and Subject Teaching Practice 1 before they can progress to the second year. Repetition of a year, exceptional progression and extension of student status are possible in accordance with the provisions of the Statutes of the University of Maribor. A student who has not completed all course units may submit a written application to the Academic Affairs committee requesting enrolment in a higher year provided they have completed more than half the ECTS credits of the current year and can show justifiable grounds as defined in the Statutes of the University of Maribor. Students must meet the stated requirements in both parts of a two-subject programme. Re-enrolment is approved by the Academic Affairs Committee at the Faculty of Arts of the University of Maribor on the basis of a request from the student, in which the student must prove the existence of reasonable grounds.

The programme does not contain conditions for the completion of individual segments.

Graduates of the second-cycle master’s programme can continue their studies in third-cycle programmes.

The total number of holders of a master’s degree in philosophy registered as unemployed at the Employment Service of Slovenia (ESS) between 2016 and October 2020 is 27. In the last three years the figures have been 3, 8 and 7 respectively, indicating that the number of those who have not found unemployment is relatively small. The Faculty of Arts at the University of Maribor is not the only institution offering this qualification, and unfortunately the available data do not specifically name the two-subject teaching pathway of the second-cycle Philosophy programme, which is offered alongside the non-teaching Philosophy programme, with the result that these limited numbers include graduates from both groups. The situation as regards registered unemployed individuals is presented below. The total number of individuals holding a master’s degree in philosophy who found employment between 2016 and October 2020 is 17, while the total number of individuals with this qualification who were unemployed in the same period was 27. The list of job vacancies communicated to the ESS by employers reveals that there were a total of 42 vacancies for candidates with a second-cycle qualification in philosophy and ethics (4 in 2016, 10 in 2017, 11 in 2018, 11 in 2019 and 10 in 2020 (up to October)). The situation as regards registered unemployed individuals who have since found employment is shown below. Although the numbers are small in absolute terms, the available data on graduate employment outcomes allow us to establish or infer that the programme has essentially achieved its purpose, meaning that it provides graduates with the type of knowledge and competences that allow them the flexibility to work in various sectors. Unfortunately the employability of students of this programme is at the mercy of several specific market characteristics that are typical for humanities and social sciences graduates, including “overeducation” of the population with regard to the needs of the labour market. Among the occupations where the number of jobseekers significantly outstrips demand in the market are those with humanities and social science profiles (e.g. sociologists, anthropologists, philosophers, historians, political scientists, translators, etc.). This is a general social problem in which it is increasingly difficult for young people with a high level of qualifications to find a job within their narrow specialist field. The number of unemployed individuals is relatively small in absolute terms, for which reason we believe that the second-cycle Philosophy programme is sufficiently well designed in the sense of being the best possible reflection of the employment needs of educational and research institutions, pedagogical and adult education institutions and other institutions concerned with philosophy, with a particular emphasis on the didactics of philosophy, while also qualifying graduates for employment in other sectors. Graduates of the second-cycle Philosophy programme (master’s programme) are qualified to work in secondary schools as philosophy teachers; in primary schools as teachers of the optional subjects Philosophy with/for Children, Religions and Ethics, Logic, or Civics and Ethics; in businesses whose core activity is publishing, newspapers, advertising or information technology; in libraries; and in academic and research institutes.

The elements of the curriculum form a well-balanced and logical whole. In the first year students develop their philosophical knowledge, understanding and abilities in three compulsory theoretical units (Analysis of Classical Philosophical Texts; Knowledge, Being and Mind; and Values and Virtues) and one methodological unit. These are followed by elective units that ensure a proper balance between various areas of philosophy and provide complementary knowledge in segments of the history of philosophy, epistemology and ethics. Numerous philosophical questions are contextually tied to historical tradition. The history of ethics, for example, can only be understood from the diachronic perspective of its development over time. In terms of vertical integration, a broad range of elective units and a Research Seminar provide students with in-depth continuous knowledge in the fields mentioned – for example the knowledge and scope covered by Analysis of Classical Philosophical Texts can be supplemented and augmented in the second year by research of concrete texts in the elective unit Selected Chapters from Plato and Aristotle, while in the case of Knowledge, Being and Mind, ontological and epistemological questions are methodologically and substantively developed in the units Language, Thought and Reality or Ontology of Social Order. This represents a solid foundation alongside three simultaneously studied elective units that, in turn, represent an opportunity for students to choose their own orientation with regard to their personal preferences or professional needs.

Criteria and methods for testing and assessing student outcomes are made publicly available and are implemented in accordance with the adopted learning programme, unit syllabuses and information on the unit. The assessment system is regulated in accordance with the Statutes of the University of Maribor and the Rules on testing and assessing knowledge at the University of Maribor. Both documents are available online at: https://www.um.si/o-univerzi/dokumentno-sredisce. Learning outcomes are defined by syllabuses. These are made publicly available and are accessible to all. They can be consulted in the collection of programmes of study at the University of Maribor, which is aimed at students wishing to enrol (accreditation is shown for the cohort of students who will enrol in the following year), and on the Faculty of Arts website (Programmes of study | UM Faculty of Arts). The method of assessment and testing is defined in each syllabus. This means that, on the basis of the published syllabus content, students can compare or check the content and levels of knowledge associated with specific skills. Academic staff encourage continuous work and continuous testing of knowledge, in this way enabling students to maintain a constant overview of their own progress. Students are also verbally informed about assessment criteria and methods when they begin a unit. Following analyses of pedagogical work and evaluation of the programme, appropriate amendments are made to syllabuses. Verification of whether students are successfully meeting the requirements of the programme is done through the testing and assessment of knowledge, which is the basis on which students obtain marks and credits in individual units of the programme, allowing them to progress through the programme and move on to further studies. At the same time, it provides students with feedback on the level of knowledge they have attained. Exam results are entered in an electronic register called the Academic Information Subsystem (AIPS). Results are entered by the exam administrator, who has access to the details of the students entered for the exam. After entering the marks for an individual exam, the exam administrator submits a signed exam report to the Student Affairs Office. This report is kept permanently and represents an official record of the institution. Students are informed of exam results as soon as they are entered and confirmed by the exam administrator, via their personal AIPS account, which they access using a username and password. Students’ knowledge is tested in examinations, colloquia and other forms of testing and assessment, and awarded a positive or negative mark. Positive marks are “excellent” (10), “very good” (9 and 8), “good” (7) and “satisfactory” (6). Negative marks are all marks from 1 to 5. Examination timetables are published in the publicly accessible calendar for each individual academic year (http://ff.um.si/studenti/urniki). Lists of scheduled exam dates for individual units during the academic year are prepared by Departments and published by the Student Affairs Office in the AIPS by no later than 15 November for the current academic year.

The primary aim of the programme is to educate independent and critical thinkers – philosophers – with good mastery of their own specific field who will also be capable, thanks to their transferable competences and skills, of meeting the demands of a modern learning society. With the growth in the quantity of information and the number of information sources available, and the proliferation of ways to communicate and use information, the purpose of teaching is shifting away from the accumulation of data towards the possession of skills that allow the individual to use information logically and evaluate it critically and responsibly. With its problem-based approach and, in particular, its focus on identifying and addressing problems and on critically reflecting on and evaluating new social perspectives and dilemmas, the programme is designed to offer general strategies for the acquisition of knowledge that can be constantly supplemented and justified. Second-cycle Philosophy programme – Philosophy pathway (two-subject non-teaching pathway) The primary aim of the two-subject non-teaching pathway of the Philosophy programme is to develop knowledge of philosophy, provide theoretical and applied knowledge in fields that intersect with it, train students to undertake independent research in philosophy and, at the same time, turn them into independent and critical thinkers.

Second-cycle Philosophy programme – pathway: Philosophy (two-subject non-teaching pathway) On completion of the two-subject non-teaching pathway of the Philosophy programme, graduates will be capable of in-depth critical analysis and synthesis and able to predict possible solutions to problems and their consequences. They will be able to critically evaluate their own beliefs and those of others and adopt an original approach to answering social questions and applying their knowledge in practice. They will be capable of autonomous professional work and of planning, implementing and evaluating work processes. They will be able to communicate effectively, will have a capacity for moral reflection and a commitment to professional ethics. They will also be capable of working as part of a group or team both in Slovenia and in an international context.

Second-cycle Philosophy programme – Philosophy pathway (two-subject non-teaching pathway) Over the course of the two-subject non-teaching pathway of the Philosophy programme, students acquire knowledge and understanding of the theories and arguments of major thinkers from their works and develop awareness of certain controversies of interpretation; they learn to use historical doctrines to shed light on modern debates and gain clear insight into key theories and arguments within fundamental disciplines such as logic, epistemology and ontology, and into the principal theories and arguments of practical philosophical disciplines such as ethics, political philosophy, aesthetics, etc. They also acquire special philosophical skills and abilities such as: the ability to identify the problems that are at the base of various philosophical debates; the ability to analyse the structure of complex and controversial problems and understand strategies for addressing them in the context of philosophical debates; close reading skills and the ability to interpret texts from various traditions with sensitivity to context; the ability to assess the success of an argument; understanding of philosophical terminology and the ability to use it appropriately; the ability to recognise persuasive strategies that lack philosophical rigour; openness to discussion of the views of others and the ability to modify own views as appropriate; a willingness and ability to confront the problems of everyday life: reflection, problematisation, searching for assumptions and implications, the ability to articulate the problems of everyday life as philosophical problems and resolve them adequately.

Enrolment in the second-cycle Philosophy programme – Philosophy pathway (two-subject non-teaching pathway) is open to students who have completed: 1. A first-cycle study programme in a relevant field: 0223 Philosophy and Ethics (Philosophy). 2. A first-cycle study programme in any other field, provided that before enrolling in the programme the student completes course units essential for further study, totalling 9 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. Course units essential for further study: Critical Thinking with the Basics of Argumentation (4 ECTS credits) and History of Philosophy II (5 ECTS credits). 3. A completed professional programme, adopted before 11 June 2004, in a relevant field: 0223 Philosophy and Ethics (Philosophy). 4. A professional higher education programme, adopted before 11 June 2004, in any other field, provided that before enrolling in the programme the student completes course units essential for further study, totalling 9 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. Course units essential for further study: Critical Thinking with Argumentation (4 ECTS credits) and History of Philosophy II (5 ECTS credits). 5. An academic study programme, adopted before 11 June 2004, in a relevant field: 0223 Philosophy and Ethics (Philosophy). Such students normally have 30 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 6. An academic higher education programme, adopted before 11 June 2004, in any other field. Such students normally have 10–20 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the year corresponding to the number of credits recognised. 7. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in a relevant field: 0223 Philosophy and Ethics (Philosophy). Such students normally have 30 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 8. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in any other field. Such students normally have 10–20 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the year corresponding to the number of credits recognised.

The following will be taken into account when selecting applicants for the second-cycle Philosophy programme: Results in previous studies: Average mark: 70% Bachelor’s thesis mark: 30% (if previous studies included a bachelor’s thesis) or Average mark: 100% (if previous studies did not include a bachelor’s thesis).

Transfers between programmes are possible in accordance with Articles 2 and 3 of the Criteria for Transfers between Study Programmes (UL RS 14/19). Applicants who meet conditions for enrolment in the proposed programme and the conditions for transfer between programmes will be told what year they may enrol in and what missing course units they must complete if they wish to conclude their studies under the new programme. Transfers are possible between programmes: – which guarantee the acquisition of comparable competences on completion and - between which at least half the course units under the European Credit Transfer System (ECTS) from the first programme relating to compulsory units of the second programme may be recognised under the criteria for recognising knowledge and skills acquired prior to enrolment in the programme.

Procedures for identifying, verifying and recognising knowledge and skills acquired by a student through formal or non-formal learning before enrolling in the programme (“prior learning”) are regulated pursuant to the Rules on the recognition of knowledge and skills in programmes of study at the University of Maribor (https://www.um.si/wp-content/uploads/2021/11/Pravilnik-o-priznavanju-znanj-in-spretnosti-v-studijskih-programih-UM-st.-012-2019-2.pdf). Procedures for identifying, verifying and recognising knowledge and criteria for recognising knowledge and skills apply both to students enrolling at the University of Maribor and to already enrolled students who wish to have prior learning counted towards completion of a course unit in an existing programme.

Students complete the programme when they have completed all course units prescribed in both parts of the two-subject programme, corresponding to a total of at least 120 ECTS credits (60 ECTS credits from one part of the two-subject programme and 60 ECTS credits from the other). In two-subject programmes, students can prepare a thesis for an individual half of the programme or as a joint master’s thesis.

mag. prof. fil. in …
magister profesor filozofije in ….
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01 - Education

0114 - Teacher training with subject specialisation

5.3 - Educational sciences

During its 25th regular session, on 21 April 2011, the Council of the Slovenian Quality Assurance Agency for Higher Education – NAKVIS officially accredited the two-discipline postgraduate teacher-training study programme "Philosophy" (2nd Bologna cycle - MA), implemented by the Faculty of Arts of the University of Maribor, Slomškov trg 15, SI-2000 Maribor, in accordance with paragraph 7 of chapter 11 of Article 51h and chapter 7 of Article 51p of the Higher Education Act of the Republic of Slovenia (ZVis) (Official Gazette of the Republic of Slovenia, no. 119/06 – official consolidated text, 59/07 – Scholarship Act of the Republic of Slovenia (ZŠtip), 15/08 - Decision of the Constitutional Court of the Republic of Slovenia, 64/08, 86/09 and 62/2010 – Exercise of Rights to Public Funds Act of the Republic of Slovenia (ZUPJS)), and with reference to Article 56 of the valid Criteria for the Accreditation and External Evaluation of Higher Education Institutions and Study Programmes (Merila za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov – Official Gazette of the Republic of Slovenia, no. 95/2010).

In order to progress to the second year of the Philosophy programme, students must complete at least 24 ECTS credits and the number of ECTS credits envisaged by the other chosen programme. Students on the two-subject teaching pathway must complete Didactics of Philosophy 1, Didactics of Philosophy 2 and Subject Teaching Practice 1 before they can progress to the second year. Repetition of a year, exceptional progression and extension of student status are possible in accordance with the provisions of the Statutes of the University of Maribor. A student who has not completed all course units may submit a written application to the Academic Affairs committee requesting enrolment in a higher year provided they have completed more than half the ECTS credits of the current year and can show justifiable grounds as defined in the Statutes of the University of Maribor. Students must meet the stated requirements in both parts of a two-subject programme. Re-enrolment is approved by the Academic Affairs Committee at the Faculty of Arts of the University of Maribor on the basis of a request from the student, in which the student must prove the existence of reasonable grounds.

The programme does not contain conditions for the completion of individual segments.

Graduates of the second-cycle master’s programme can continue their studies in third-cycle programmes.

The total number of holders of a master’s degree in philosophy registered as unemployed at the Employment Service of Slovenia (ESS) between 2016 and October 2020 is 27. In the last three years the figures have been 3, 8 and 7 respectively, indicating that the number of those who have not found unemployment is relatively small. The Faculty of Arts at the University of Maribor is not the only institution offering this qualification, and unfortunately the available data do not specifically name the two-subject teaching pathway of the second-cycle Philosophy programme, which is offered alongside the non-teaching Philosophy programme, with the result that these limited numbers include graduates from both groups. The situation as regards registered unemployed individuals is presented below. The total number of individuals holding a master’s degree in philosophy who found employment between 2016 and October 2020 is 17, while the total number of individuals with this qualification who were unemployed in the same period was 27. The list of job vacancies communicated to the ESS by employers reveals that there were a total of 42 vacancies for candidates with a second-cycle qualification in philosophy and ethics (4 in 2016, 10 in 2017, 11 in 2018, 11 in 2019 and 10 in 2020 (up to October)). The situation as regards registered unemployed individuals who have since found employment is shown below. Although the numbers are small in absolute terms, the available data on graduate employment outcomes allow us to establish or infer that the programme has essentially achieved its purpose, meaning that it provides graduates with the type of knowledge and competences that allow them the flexibility to work in various sectors. Unfortunately the employability of students of this programme is at the mercy of several specific market characteristics that are typical for humanities and social sciences graduates, including “overeducation” of the population with regard to the needs of the labour market. Among the occupations where the number of jobseekers significantly outstrips demand in the market are those with humanities and social science profiles (e.g. sociologists, anthropologists, philosophers, historians, political scientists, translators, etc.). This is a general social problem in which it is increasingly difficult for young people with a high level of qualifications to find a job within their narrow specialist field. The number of unemployed individuals is relatively small in absolute terms, for which reason we believe that the second-cycle Philosophy programme is sufficiently well designed in the sense of being the best possible reflection of the employment needs of educational and research institutions, pedagogical and adult education institutions and other institutions concerned with philosophy, with a particular emphasis on the didactics of philosophy, while also qualifying graduates for employment in other sectors. Graduates of the second-cycle Philosophy programme (master’s programme) are qualified to work in secondary schools as philosophy teachers; in primary schools as teachers of the optional subjects Philosophy with/for Children, Religions and Ethics, Logic, or Civics and Ethics; in businesses whose core activity is publishing, newspapers, advertising or information technology; in libraries; and in academic and research institutes.

The pathway is designed in such a way that individual units and modules are horizontally integrated with each other in the following way: In the first semester students study core units covering the basics of psychology, didactics and pedagogy. They develop their knowledge of critical thinking, epistemology, ontology and the philosophy of the spirit, which they use in Didactics of Philosophy 1. An interdisciplinary observation placement gives them the opportunity to participate in an authentic learning process and observe work in a school as an active and critical observer. In the second semester students develop and improve their knowledge of ethics while simultaneously acquiring basic knowledge about philosophy teaching competences, including the ability to use a philosophical approach in teaching, and reflecting on their transfer. Elective pedagogical units enable them to build on and expand the knowledge they have acquired by studying topics they find motivating (interdisciplinarity, topics related to the professional development of teaching staff, didactic topics or pedagogical concepts). They then attempt to put the knowledge and skills they have acquired into practice via subject teaching placements at a primary school, where they also gain their first professional practical experience. In the third semester they continue their training in competent philosophical thinking. Students can develop and improve their knowledge of the history of philosophy, political philosophy, the philosophy of language, ethics, aesthetics or the philosophy of the spirit, while attempting to link the knowledge they have acquired to what they have learnt about teaching philosophy at secondary school level and the testing and assessment process for philosophy at secondary schools. They also have the opportunity to participate in an authentic secondary school learning process as observers. The fourth semester is largely dedicated to gaining practical experience of teaching in the context of a teaching practice placement. Since writing philosophical essays is an important part of philosophy at gimnazijie (general upper secondary schools), the research seminar aims to prepare students to work independently and master the skills of writing philosophical papers, which they have already gradually begun to acquire during the course of the first and second cycles. Finally, a successfully prepared and presented master’s thesis represents a synthesis of all the knowledge, skills and competences acquired over the course of the programme. Units are also vertically integrated by means of connected content and enhancement of content through subject-specific didactics and subject teaching placements (Didactics of Philosophy 1, 2 and 3, Subject Teaching Practice 1 and 2), and at the level of units on philosophy and the didactics of philosophy.

Criteria and methods for testing and assessing student outcomes are made publicly available and are implemented in accordance with the adopted learning programme, unit syllabuses and information on the unit. The assessment system is regulated in accordance with the Statutes of the University of Maribor and the Rules on testing and assessing knowledge at the University of Maribor. Both documents are available online at: https://www.um.si/o-univerzi/dokumentno-sredisce. Learning outcomes are defined by syllabuses. These are made publicly available and are accessible to all. They can be consulted in the collection of programmes of study at the University of Maribor, which is aimed at students wishing to enrol (accreditation is shown for the cohort of students who will enrol in the following year), and on the Faculty of Arts website (Programmes of study | UM Faculty of Arts). The method of assessment and testing is defined in each syllabus. This means that, on the basis of the published syllabus content, students can compare or check the content and levels of knowledge associated with specific skills. Academic staff encourage continuous work and continuous testing of knowledge, in this way enabling students to maintain a constant overview of their own progress. Students are also verbally informed about assessment criteria and methods when they begin a unit. Following analyses of pedagogical work and evaluation of the programme, appropriate amendments are made to syllabuses. Verification of whether students are successfully meeting the requirements of the programme is done through the testing and assessment of knowledge, which is the basis on which students obtain marks and credits in individual units of the programme, allowing them to progress through the programme and move on to further studies. At the same time, it provides students with feedback on the level of knowledge they have attained. Exam results are entered in an electronic register called the Academic Information Subsystem (AIPS). Results are entered by the exam administrator, who has access to the details of the students entered for the exam. After entering the marks for an individual exam, the exam administrator submits a signed exam report to the Student Affairs Office. This report is kept permanently and represents an official record of the institution. Students are informed of exam results as soon as they are entered and confirmed by the exam administrator, via their personal AIPS account, which they access using a username and password. Students’ knowledge is tested in examinations, colloquia and other forms of testing and assessment, and awarded a positive or negative mark. Positive marks are “excellent” (10), “very good” (9 and 8), “good” (7) and “satisfactory” (6). Negative marks are all marks from 1 to 5. Examination timetables are published in the publicly accessible calendar for each individual academic year (http://ff.um.si/studenti/urniki). Lists of scheduled exam dates for individual units during the academic year are prepared by Departments and published by the Student Affairs Office in the AIPS by no later than 15 November for the current academic year.

The primary aim of the programme is to educate independent and critical thinkers – philosophers – with good mastery of their own specific field who will also be capable, thanks to their transferable competences and skills, of meeting the demands of a modern learning society. With the growth in the quantity of information and the number of information sources available, and the proliferation of ways to communicate and use information, the purpose of teaching is shifting away from the accumulation of data towards the possession of skills that allow the individual to use information logically and evaluate it critically and responsibly. With its problem-based approach and, in particular, its focus on identifying and addressing problems and on critically reflecting on and evaluating new social perspectives and dilemmas, the programme is designed to offer general strategies for the acquisition of knowledge that can be constantly supplemented and justified. Second-cycle Philosophy programme – Philosophy pathway (two-subject teaching pathway) The two-subject teaching pathway of the Philosophy programme is designed to train teachers who are qualified to teach at gimnazije and primary schools. The primary aim of the pathway is for graduates to acquire a suitably broad overview of the field and be capable, thanks to the pedagogical-didactic-psychological content of the programme, of teamwork, of working in an inclusive community, of working with students at different levels and, thanks to their general and transferable knowledge and skills, of meeting the demands of a modern learning society (in and out of the classroom).

On completion of the two-subject teaching pathway of the Philosophy programme, graduates will have acquired the ability to communicate effectively and establish a stimulating environment, the ability to plan, implement and evaluate a work process, a capacity for good and responsible critical thinking, the ability to use modern information and communication technologies in a responsible manner, the ability to work with colleagues and the broader environment as part of a team, a capacity for ethical reflection and the ability to establish an inclusive working atmosphere.

Second-cycle Philosophy programme – Philosophy pathway (two-subject teaching pathway) Graduates of the two-subject teaching pathway of the Philosophy programme are qualified to teach in their field and to organise and plan work in the classroom, they possess well-developed interpersonal communication skills and they are also qualified for work and duties outside the classroom (as form teacher, mentor or social partner). They understand and apply curricular theories and basic didactic knowledge. They are capable of analysis and synthesis and of anticipating solutions to specialist and didactic problems. They know how to integrate content in an interdisciplinary manner and how to apply knowledge in practice. They are capable of creative thinking and self-reflection and of encouraging the latter in learners and are able to work creatively and autonomously. They know and understand the principles of development and the differences and needs of individuals or groups. They are familiar with diversity and multiculturality and are able to ensure non-discrimination at work. They are trained to adopt a research-based approach in education and to use information and communication technologies in their teaching and other professional work. They are capable of professional dialogue and international cooperation and can design and manage projects in education. They understand the importance of sport and exercise as the basis of a healthy lifestyle. Graduates of the two-subject teaching pathway of the Philosophy programme are capable of using modern methods of philosophical research. They are capable of independent original and in-depth analysis and interpretation of philosophical and scientific works and are able to apply acquired knowledge in practice and produce technical and scholarly texts. They are familiar with and understand fundamental philosophical problems and their possible implications in complex conceptual structures and are capable of adapting these didactically to the understanding of a specific target group. They are able to place theoretical philosophical reflections into modern, concrete contexts in all fields of human activity. They are capable of performing organisational tasks, working as part of a team and undertaking new duties and work outside the classroom (at school, with social partners).

Enrolment in the second-cycle Philosophy programme – Philosophy pathway (two-subject teaching pathway) is open to students who have completed: 1. A first-cycle study programme in a relevant field: 0223 Philosophy and Ethics (Philosophy). 2. A first-cycle study programme in any other field, provided that before enrolling in the programme the student completes course units essential for further study, totalling 25 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. Course units essential for further study: History of Philosophy I (5 ECTS credits), Epistemology (5 ECTS credits), Ontology (5 ECTS credits), Logic (6 ECTS credits) and Ethics (4 ECTS credits). 3. A completed professional programme, adopted before 11 June 2004, in a relevant field: 0223 Philosophy and Ethics (Philosophy). 4. A professional higher education programme, adopted before 11 June 2004, in any other field, provided that before enrolling in the programme the student completes course units essential for further study, totalling 25 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. Course units essential for further study: History of Philosophy I (5 ECTS credits), Epistemology (5 ECTS credits), Ontology (5 ECTS credits), Logic (6 ECTS credits) and Ethics (4 ECTS credits). 5. An academic study programme, adopted before 11 June 2004, in a relevant field: 0223 Philosophy and Ethics (Philosophy). Such students normally have 30 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 6. An academic higher education programme, adopted before 11 June 2004, in any other field. Such students normally have 10 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the year corresponding to the number of credits recognised. 7. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in a relevant field: 0223 Philosophy and Ethics (Philosophy). Such students normally have 30 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 8. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in any other field. Such students normally have 10 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the year corresponding to the number of credits recognised.

The following will be taken into account when selecting applicants for the second-cycle Philosophy programme: Results in previous studies: Average mark: 70% Bachelor’s thesis mark: 30% (if previous studies included a bachelor’s thesis) or Average mark: 100% (if previous studies did not include a bachelor’s thesis).

Transfers between programmes are possible in accordance with Articles 2 and 3 of the Criteria for Transfers between Study Programmes (UL RS 14/19). Applicants who meet conditions for enrolment in the proposed programme and the conditions for transfer between programmes will be told what year they may enrol in and what missing course units they must complete if they wish to conclude their studies under the new programme. Transfers are possible between programmes: – which guarantee the acquisition of comparable competences on completion and - between which at least half the course units under the European Credit Transfer System (ECTS) from the first programme relating to compulsory units of the second programme may be recognised under the criteria for recognising knowledge and skills acquired prior to enrolment in the programme.

Procedures for identifying, verifying and recognising knowledge and skills acquired by a student through formal or non-formal learning before enrolling in the programme (“prior learning”) are regulated pursuant to the Rules on the recognition of knowledge and skills in programmes of study at the University of Maribor (https://www.um.si/wp-content/uploads/2021/11/Pravilnik-o-priznavanju-znanj-in-spretnosti-v-studijskih-programih-UM-st.-012-2019-2.pdf). Procedures for identifying, verifying and recognising knowledge and criteria for recognising knowledge and skills apply both to students enrolling at the University of Maribor and to already enrolled students who wish to have prior learning counted towards completion of a course unit in an existing programme.

Students complete the programme when they have completed all course units prescribed in both parts of the two-subject programme, corresponding to a total of at least 120 ECTS credits (60 ECTS credits from one part of the two-subject programme and 60 ECTS credits from the other). In two-subject programmes, students can prepare a thesis for an individual half of the programme or as a joint master’s thesis.