Module: Religions, Ethics & Moral Values (CIC)

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Religions, Ethics & Moral Values (CIC)
Module Code	ED1009 (ITS) / EDP1128 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Jacqui Wilkinson
Module Teachers	-
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

In preparing students to teach religious education in primary schools in Ireland they should have a knowledge and understanding of Christianity, other world faiths, and non-religious viewpoints. The knowledge and skills contained in this module enable students to engage professionally with pupils, parents/guardians and colleagues who hold the same or different religious beliefs or identities. This module provides students with an opportunity to explore the core beliefs of Christianity (in particular Anglicanism and other Reformed Christian traditions). It also enables them to engage with the core beliefs of the other Abrahamic faiths, Judaism and Islam, allowing students to compare core beliefs, practices and cultural norms associated with these major monotheistic faiths. It further enables students to explore the core beliefs of Buddhism, Hinduism and Sikhism and to compare core beliefs, practices and cultural norms associated with these major world faiths. It also enables them to engage with non religious viewpoints and humanism.

Learning Outcomes

1. Outline knowledge of core beliefs from an Anglican perspective.
2. Critically compare Anglican and other Protestant core beliefs.
3. Outline knowledge of the core beliefs of Christianity, Islam and Judaism. Consider similarities and differences in modes of worship across these three world faiths.
4. Outline knowledge of the core beliefs of major world faiths (Hinduism, Buddhism, Sikhism). Identify similarities and differences in modes of worship across these world faiths.
5. Discuss the skills and qualities primary teachers need to develop to engage children with the diversity of beliefs and non-religious views in human society.
6. Discuss the values, skills, and qualities primary teachers need to develop to understand the diversity of beliefs and non-religious in society, particularly in their interactions with colleagues, pupils and parents/guardians.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	25	Lectures/Seminars/ Workshops: 1 hour per week throughout the academic year. Workshops
Independent Study	100	Reading. Maintaining a reflective journal. Preparation for and writing of Reading journal and essay
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
This module provides students with an opportunity to explore the core beliefs of Anglicanism and other Reformed Christian traditions. It also enables them to engage with the core beliefs of the other Abrahamic faiths, Judaism and Islam, allowing students to compare core beliefs, practices and cultural norms associated with these major monotheistic faiths. It further enables students to explore the core beliefs of Buddhism, Hinduism and Sikhism and to compare core beliefs, practices and cultural norms associated with these major world faiths. It also enables them to engage with non religious viewpoints and humanism. Students have opportunities to engage with resources (online and artefacts) from the different world faiths and consider how to bring their understanding into the classroom.

Essential Readings
Students will be directed to readings linked with lecture topics. These include book chapters, journal articles, online classroom resources and video clips

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Reflective journal	A reading and reflection journal (equivalent of 1500 words)	50%	n/a
Essay	Essay (1500 words)	50%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Ali Shehata Abdou Selim: 0, Islam and Education in Ireland, 9781847305831
Kenneth Milne,Paul Harron: 0, Irish Anglicanism, 1969-2019, 9781846828195
Myrtle Langley: 1993, World Religions, Lion Books, 9780745925417
Tim Dowley: 2014, Introduction to World Religions,
Church of Ireland: 2004, Book of Common Prayer,
Dalái Lama: 2019, The Little Book of Buddhism, Rider, 9781846046049
Kim Knott: 2016, Hinduism, Oxford University Press, 9780198745549
Karen Armstrong: 2001, Islam, Weidenfeld and Nicolsen, 9781842125830

Other Resources

50791, Website, APCK, 0, Study Leaflets, https://www.ireland.anglican.org/our-faith/apck, 50792, Website, Church of Ireland, 0, Our Faith - What we believe, https://www.ireland.anglican.org/our-faith/what-we-believe, 0, Website, RE:online, 0, Online Religious Education website, https://www.reonline.org.uk/, 50794, Website, St Mary's Centre, 0, World Faiths Series, http://st-marys-centre.org.uk/resources/worldfaithstoday.html,