Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module seeks to explore the original connections between philosophy and education beginning in the early Greek period whilst also providing a practical introduction to teaching philosophy (and related subjects) in contemporary schools. It also foregrounds the historical development of this relationship between philosophy and education in the modern period and with a particular emphasis on recent developments in philosophy of education and curriculum. Different pedagogies of teaching philosophies in schools are analysed as a key part of the course, particularly philosophy with children and the community of inquiry for all ages. The most important theorists in the history of education from Plato through to Rousseau, Dewey and Noddings are examined in detail on the course. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 1E02D479-E311-0001-F6EC-911091B01747 2. Identify the important relationship between philosophy and education beginning in the early greek period 5. 1 6. 1E02D479-E954-0001-5D61-BEA14370D410 7. Develop the capacity to teach philosophy in elementary and more advanced school settings 10. 2 11. 1E02D479-EED6-0001-AFF7-1EDC5E00177B 12. Connect this philosophical pedagogy to the teaching of other disciplines in schools, through developing an ethos of enquiry 15. 3 16. 1E02D479-F2AF-0001-432F-1C28F4A32800 17. Identify and understand the most significant themes of the key theorists in the philosophy of education 20. 4 21. 1E02D479-F793-0001-C11E-158012571FCD 22. Evaluate the significance of these key historical themes in the context of contemporary education and curriculum development and practice 25. 5 26. 1E02D479-FCAB-0001-6FC1-E9B740F54D10 27. Develop a reflective philosophy of education which is also rooted in the practice of education 30. 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
PART 1: PHILOSOPHY AND EDUCATION THROUGH THE AGES Chapter 1 - Socrates Chapter 2 - Plato Chapter 3 - Aristotle (c. 384 B.C.E. - 322 B.C.E.) Chapter 4 - The Middle-Ages – Faith, Reason and Education Chapter 5 - Rousseau (1712 – 1778) PART 2: KEY THEMES IN THE PHILOSOPHY OF EDUCATION [IN RELATION TO THE CLASSROOM] Chapter 1 - From Teacher Centred to Child-Centred in Education Chapter 2 - A Middle Way for Education - Dewey's Experience and Education Chapter 3 - What is Education for? Chapter 4 - Education and an Ethics of Care Chapter 5 - Phrónêsis Chapter 6 - The Critique of Banking Education in Freire PART 3: KEY THEMES IN THE PHILOSOPHY OF EDUCATION [IN RELATION TO WIDER SOCIETY] Chapter 1 - Freire's Pedagogy of the Oppressed Chapter 2 - The Context of Equality: Questions of Social Justice and Education Chapter 3 - Democracy and education Chapter 4 - Schooling and Education Chapter 5 - Moral dimension of education Chapter 6 - Education, Politics and Psychoanalysis: From '68 and Situationism to Žižek Chapter 7 - From Feminism to Multi-culturalism in Education PART 4: COMMUNITY PHILOSOPHY/PHILOSOPHY WITH CHILDREN/TEACHING PHILOSOPHY Chapter 1 - Matthew Lipman and Philosophy for Children Chapter 2 - Philosophy with Children: Picture Books and Philosophy Chapter 3 - The Community of Philosophical Inquiry Beyond the Classroom Chapter 4 - Teaching Philosophy and Teaching Philosophically Chapter 5 - Developing Lessons for the Classroom PART 5: PHILOSOPHY AND CURRICULUM IN IRELAND Chapter 1 - History and Context of the Ethos Debate in Ireland Chapter 2 - Contemporary Schooling, Education and Values: Denominational and Multi-Denominational Approaches Chapter 3 - Key Debates in Curriculum Studies Chapter 4 - Values-Led Approaches in Irish Education Chapter 5 - Process Curriculum | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||