Registry
Module Specifications
Archived Version 2021 - 2022
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Description This module has two sections (a) the history of Irish Education and (b) the Philosophy of Education. Section A provides students with a knowledge and understanding of how the history of Irish education is reflected in current developments in education. Section B considers some of the major themes in the Philosophy of Education. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Demonstrate a knowledge and understanding of how the history of Irish education is reflected in current developments in education. 2. Display a nuanced understanding concerning the relationship between Church and State in relation to education. 3. Show an understanding of the major themes in philosophy of education 4. Display a capacity to provide and defend sound arguments regarding aspects of educational practice 5. Consider and reflection upon the implications of the topics covered for the post primary school and teacher. | |||||||||||||||||||||||||||||||||||||
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 History of Irish EducationIn order for students to gain knowledge and understanding of how the history of Irish education is reflected in current developments in education a number of key themes will be explored in this module: - The genesis and historical evolution of the Irish system of primary and post primary education - Education and the Constitution - Issues of control and management in Irish education since the 1960sPhilosophy of EducationIn this section we will consider some of the major themes in the Philosophy of Education. We will explore and analyse the work of a number of Philosophers (including Locke, Rousseau and Dewey). | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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