Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This foundation studies module has two components (a) the history of Irish Education and (b) the Philosophy of Education. The history of education component provides students with knowledge and understanding of how the history of Irish education is reflected in current developments in education. It aims to enhance students’ understanding of the Irish education system, locate it in context and enable students to think critically about it. The philosophy of education component of the module aims to explore the role of philosophical enquiry in educational discourse by introducing students to selected themes in the philosophy of education. This is approached through the study of selected works by foundational Philosophers of Education. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a knowledge and understanding of how the history of Irish education is reflected in current developments in education. 2. Display a nuanced understanding concerning the relationship between Church and State in relation to education. 3. Show an understanding of the major themes in the philosophy of education 4. Display a capacity to provide and defend sound arguments regarding aspects of educational practice 5. Consider and reflect upon the implications of the topics covered for the post-primary school and teacher. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
History of Irish Education In order for students to gain knowledge and understanding of how the history of Irish education is reflected in current developments in education, several key themes will be explored in this section of the module: - The genesis and historical evolution of the Irish system of primary and post primary education - Education and the Constitution - Issues of control and management in Irish education since the 1960s Philosophy of Education This section of the module includes engagement with several of the major themes in the Philosophy of Education, involving exploration and analysis of the work of a number of Philosophers (including Locke, Rousseau, Dewey, Noddings and others). Professional Identity and Agency How the concept of teacher identity has changed over time is addressed in the Philosophy of Education by examining key changes in the definition of the teacher as a professional. Within the History of Education module, student teachers are encouraged to understand their role and those of relevant parties (Teaching Council, Parents, Pupils, Unions etc.) as a professional and independent cohort who are included in consultation. Professional Relationships and Working with Parents The evolution of the school-parent relationship as it evolved from the late 1980s is addressed in the History of Education. Parental school choice and its attendant frictions are examined through engagement with foundational texts in the Philosophy of Education. The school as a learning community and the significance of parental involvement in education are implicit themes discussed across the module. Research-Informed Insights The module is informed by research pertaining to individual disciplines, and students are encouraged and supported to engage with current research on teaching and learning in particular as it pertains to the Irish Education system (for example, policy documents, relevant academic journals, materials such as personal reflective journals etc). Critical, Creative and Reflective Thinking Skills Students are prompted to think critically about the topics covered across the module. This is fostered through detailed lectures, significant support via digital resources coupled with extensive reading. Critical, creative and reflective thinking is encouraged via the type of assignment employed, in-’class’ discussion where possible, and the nature of readings students are encouraged to engage with. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
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