Module: Philosophical Perspectives on Education

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Philosophical Perspectives on Education
Module Code	EDU1071 (ITS: ES331)
Faculty	Policy & Professional Practice	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

The module aims to explore the role of philosophical enquiry in educational discourse by introducing students to selected philosophies and philosophers of education. The module offers an overview of the epistemic and moral dimensions of teaching and learning through an historical exploration of key philosophical approaches to knowledge and ethics.Themes such as democracy, curriculum and knowledge (declarative and procedural knowledge), competence versus competencies, accountability and responsibility in the workplace, educational standards and education as a relation of care are critically examined. Furthermore specific attention will be paid to highlighting different concepts of education & training will also be explored to guide students towards the development of a personal philosophy of education with the view to establishing a personal model of educational theory informing curent and future practice.

Learning Outcomes

1. Examine the moral dimension of teaching through the themes of care, respect and engagement as means to establish ethical relationships with students, colleagues and parents
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3. Deductively analyze and research the themes of truth, forms ofknowledge and morality as means to innovatively contribute to current debates on educational & training practice

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	No Description
Assignment Completion	40	No Description
Independent Study	35	No Description
Independent Study	26	No Description
Total Workload: 125

Section Breakdown
CRN	10537	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Francesca Lorenzi	Module Teacher	Justin Rami

Type	Description	% of total	Assessment Date
Assessment Breakdown
Portfolio	The assessment consists of 3 task portfolio (2 short essays and a teaching philosophy statement).	100%	As required

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

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Indicative Reading List

Books:

Dewey, J.: 1938, Education and Experience. New York: Collier Books,
Barrow R. and Woods R: 2007, An Introduction to Philosophy of Education, Routledge, London,
Winch,C.& Gingell J.: 1999, Key Concepts in the Philosophy of Education, Routledge, London,
Hogan, Padraig: 1995, The Custody and courtship of Experience: Western Education in Philosophical Perspective. Dublin: The Columba Press,
Curren, R: 2008, Philosophy of Education. An Antology, Blackwell Publications, Oxford,
Pring R.: 2004, Philosophy of Education, Continuum, London,
Nel Noddings: 1994, Caring. A Feminine Approach to Ethics and Moral Education, University of California Press, Berkley,
Lipman M.: 2003, Thinking in Education, Cambridge University Press, Cambridge,
Popper, K. and Camiller P.: 2001, All Life is Problem Solving, Routledge, London,
Mayeroff, M.: 1990, On Caring, Harper Perennial, US,
Sockett, H. Talbot S.: 1980, Accountability in the English Educational System, Hodder and Stoughton, London,
Carr, W.: 2005, The Routledge-Falmer Reader in Philosophy of Education, Routledge, London,
Bailey, R.: 2010, The Philosophy of Education: An Introduction, Continuum, London,
Ciaran Sugrue (Editor), Tone Solbrekke (Editor): 2011, Professional Responsibility, Routledge, London, 978-0415614634

Articles:

Mason, M.: 2000, Teachers as critical mediators of knowledge, Journal of Philosophy of Education, 34 (2), 343-352, 10264
2008: Teaching and Truthfulness, Studies in Philosophy of Education, 27, 79-87, 10265, 1
Arendt on authority: Conservatism in Education reconsidered: Educational Theory, Srping 99, Vol.49 (2), pp. 161-181, 10266, 1, Paul, R. & Elder, L.
Journal of Developmental Education: Vol. 1 (1), pp. 36-27, 10267, 1, Haeger, P., 2000
Vol. 34 (2): pp. 281-296, 10268, 1, Noddings, N., 2009, Commentary: Responsibility
pp. 17-24: 10269, 1, Winch, C. & Méhaut P., 2012, The European Qualification Framework: Skills, competences or knowledge?, European Educational Research Journal
10270: 1, Winch C., 2010, Vocational Education, Knowing-how and Intelligence Concepts, Journal of Philosophy of Education, 44 (4), 551-567,

Other Resources

None