Latest Module Specifications
Current Academic Year 2025 - 2026
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Description The module aims to explore the role philosophical enquiry in educational discourse by introducing students to philosophical concepts and core themes in Philosophy of Education. Students are offered the opportunity to establish a link with their professional practice by engaging in the discussion of topics relevant to teaching and learning and addressing core educational questions such as “what does it mean to be educated?†or “what are the bases of the knowledge informing teaching?â€. The module offers an overview of the epistemic and moral dimensions of teaching and learning and invites students to identify their core values and the bases of personal knowledge. Finally students are guided towards the development of a personal philosophy of education with the view of espousing such philosophy in their professional practice. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect on philosophical theories and appraise their impact on teaching and learning in contemporary Post Primary Education 2. Synthesise major philosophical concepts and theoretical perspectives and interpret their influence on education policy and practice in contemporary post primary education 3. Appraise the relevance of philosophy of education in the development of the Irish post primary education system 4. Investigate how a Philosophy of Education informs the practice of post primary teachers in the Irish education system 5. Apply a critical understanding of personal philosophical values in learning and recognise their manifestation in modern day, post primary education. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Introduction to Philosophy /Philosophical method philosophical inquiry, argumentation dialectics, second-order questioning inductive/deductive approaches Hermeneutics Aims and Meaning of Education Making philosophy relevant to teachers: introduction to the moral and epistemic/gnoseological dimensions of teaching and learning The epistemic and gnoseological dimension of teaching and learning The quest for knowledge and truth over the centuries Epistemic approaches influencing education Classics: Metaphysics Plato vs Aristotle Heuristics: Socrates Christendom: Ontology: Augustine Scholasticism & paternalistic approaches The birth of scientific method Dualism, Mind and body problem and the birth of scientific method from Descartes onward A new dogmatism? Modern & contemporary approaches From Montaigne to Pragmatism : Enlighted and democratic approaches; critical thinking Post-moderninsm Relativism, hermeneutics and multiplicity of knowledge perspectives Knowledge and the curriculum Philosophical influences on curricular choices What knowledge? Whose knowledge? How is knowledge is knowledge communicated? Knowledge ownership? negotiation of meaning teaching as semiotic apprenticeship Knowledge and interpretation: implications for teachers Indocrination The moral dimension of teaching The moral dimension of education: philosophical developments and iinfluencing educational theory and practice Aristotle: phronesis practical wisdom and teaching Rousseau : developing natural talents Dewey: Democracy & participantion Freire: moral implications of the banking concept of education Gadamer, Habermas: Respect for otherness Teaching as a moral activity The teacher role: attitudes professionalism and competence Teachers'personal and professional values Teaching between practice and vocation Cultivating moral values Teaching as a relational activity Teaching and care Teaching and engagement Teaching and respect Teaching and care Dialogue in education From Socrates to contemporaries: is there a continuum? Dialogue as a teaching method and classroom interactional practice Engaging and promoting critical thinking through Socratic dialogue. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||