Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description This module critically engages with a range of philosophical theories and links them to education practice and curricular development in Ireland and internationally. The work of thinkers such as Dewey, Noddings, Freire, Foucault, Lyotard and Derrida is foregrounded in this context. Emphasis is placed on fostering critical evaluation skills, multiple perspectives, mutual understanding and teaching for social justice and change. Students will experience and critically deconstruct a range of pedagogical approaches which can be used to engage children in themes related to ethical education and Education About Religions and Beliefs (ERB). The module will support students in planning and resourcing lessons across these curricular areas. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a broad and critical understanding of a range of philosophical theories, concepts, principles and perspectives. 2. Recognise the emergence of important concepts in education such as democratic practice, student-teacher relationship, problem posing pedagogy, critical theory in education, critique of banking education, dialogue etc. 3. Critically reflect on and make connections between theoretical concepts and principles and their evolving professional practice as teachers. 4. Demonstrate a critical understanding of the significant role of personal dispositions, attitudes, assumptions, values and dominant discourse in shaping their attitude and approaches to education and their personal and professional development as teachers. 5. Critically evaluate a range of pedagogical strategies and approaches which can be used to engage children in themes related to ethical education and ERB. 6. Demonstrate the knowledge, understanding and skills necessary to plan appropriate, coherent and progressive lessons and resources in the areas of ethical education and ERB. | |||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
Democracy and EthosThe course “Philosophy of Education” is divided into two parts. Part One explores key themes in John Dewey’s Pragmatist philosophy of education, linking them to education practice in contemporary Ireland. It will also explain what it means to critique Dewey from the perspective of Care Theory, illustrating the phenomenon with reference to the work of Nel Noddings. It examines the distinctive features of a Pragmatist philosophy of education, noting the answers it gives to the following questions: Is our everyday world relatively stable or subject to constant change? What kind of knowledge can we hope to have of our world? How do we learn? What and how should we teach? What place, if any, do the following have in the education of young people: a capacity for social interaction, adaptability, experience, the work of reconstruction, teachers and a curriculum, and most importantly, democratic procedures and institutions? Part two explores the work of Paulo Freire and his influence on Critical Pedagogy. It explores the significant recent evolution of Philosophy of Education, with an especial emphasis on a 'socio-political' turn which has taken place in the discipline since 1980s. It also explores more recent challenges to Freire's approach, through so-called post-modernist thinking and practice. The work of thinkers such as Foucault, Lyotard and Derrida is foregrounded in this context. It interrogates the strong connections between these theoretical approaches in the Disciplines of Education and the development of curricula, with particular reference to developments in ethical and religious curricula both in Ireland and internationally.Ethics & ERBThis course prepares students to teach Education about Religions and Beliefs (ERB) in all primary schools. It is informed by the Toledo Guiding Principles (OSCE/ODIHR, 2007) and underpinned by an interpretivist approach, which focuses on the concepts of (mis)representation, (mis)interpretation and reflexivity. It enables students to use a conceptual enquiry approach to ERB (Erricker, Lowndes & Bellchambers, 2011) with children – an approach which combines children’s knowledge and life experience with narrative text (oral, written & visual). It provides opportunities to interpret, critically evaluate and respond to a variety of concepts, beliefs and practices both within a religious context and within the context of participants’ own lives. Guided by a human rights and critical thinking framework, emphasis is placed on identity formation; development of religious literacy; and the fostering of critical engagement, multiple perspectives and mutual understanding between children of differing worldviews. The module draws on exemplar curricula in ERB from national and international contexts, including the Learn Together Curriculum (Educate Together, 2004), the Goodness Me, Goodness You Curriculum (ETBI, 2019) and the Living Difference Syllabus. Seminars are practical, active and student-centred and will support students in developing a wide repertoire of strategies, resources and activities which can be used to explore ERB concepts in the classroom. This module also explores and provides guidance on how students can sensitively address possible tensions and challenges which may arise in the classroom when discussing contested and controversial ERB issues. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||