Latest Module Specifications
Current Academic Year 2025 - 2026
No Banner module data is available
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Description This module seeks to develop students’ understandings in relation to key issues in contemporary education today. In particular it focuses on concepts of care, wellbeing and their relation to education and human development from an interdisciplinary perspective. It draws on care theory, and wellbeing concepts and research in these areas to stimulate student reflection on care and wellbeing, and to develop their understandings of the challenges for teacher practices, pupil experiences and schooling. Recent contemplative perspectives on wellbeing and contemplative pedagogies will inform the pedagogical processes, in addition to sources such as film and workshop experiences. Critical contemplative approaches to wellbeing praxis such as meditation, breath -work and contemplative exercises will be integrated into the experience, as well as the more conventional academic reading, discussion and analysis of theory and research in this field. Students will be encouraged to bring their human development learning into dialogue with education and consider what the possibilities and limits of the student/teacher relation in the context of some of the main challenges to education. Key themes and questions that are addressed – What do we mean by care and its significance in education? What are the limits of teachers’ responsibilities for student care? How can the teacher be effective today? What is the risk of education today and how might it be realised? How can we conceptualise wellbeing in education? What are the tensions inherent in different approaches to wellbeing? What is the relationship between care and wellbeing? How do we understand the care/justice debates | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop a deeper understanding of contemporary issues in education 2. Reflect on key impediments to the teacher/student relation in education 3. Articulate the importance of caring contemplative practice in education 4. Show elements of leadership relevant to the significance of dialogical and democratic 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
Education in 21st century and the question of wellbeing and relationality Understandings of educational challenges and critiques of technicism and reductive paradigms. What is the relation between wellbeing paradigms and educational experiences Key thinkers for example Freire, Arendt, Noddings, Lynch, Ergas How do we understand thedevelopment of the critical pedagogy movement and its impact on education across the levels? The neglect of affect and embodiment in third level education. Gendered paradigmatic legacies and transformations Embodied processes and wellbeing Critical contemplative pedagogy movement | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | |||||||||||||||||||||||||||||||||||||