Registry
Module Specifications
Archived Version 2020 - 2021
| |||||||||||||||||||||||||||||||||||||
|
Description This module invites students to develop their own approach to religious education by considering fundamental issues associated with the field: the variety of contexts; different models of religious education; religious language and the application of such language in religious education; key religious education theorists and key religious language theorists. | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Demonstrate knowledge of a variety of theories and models associated with Religious Education. 2. Engage in guided research in the field of Religious Education and exhibit an ability to analyse and evaluate the contribution of various authors. 3. Identify various modes of religious knowing and religious language and their application in religious education. 4. Display perseverence and imagination in the pursuit of knowledge in Theology, Philosophy and Religious Education. 5. Show a degree of independence of thought with an awareness of and appreciation for the independent thoughts and needs of others. | |||||||||||||||||||||||||||||||||||||
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 Overview the place of religion in the civic space in 21st CenturyDifferentiate between Evangelisation, Catechesis, Religious EducationUnderstand Religious Knowing and Religious LanguageInvestigate Language as an issue within Religious EducationLocate the debate about the nature of RE in Irish schools within a wider European discussion about pluralism and citizenAnalyse and evaluate a variety of models and approaches to Religious EducationConsider the application of learning from this module to the Irish contextApply what has been learned to an understanding of the role of the religious educator | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||