Registry
Module Specifications
Archived Version 2023 - 2024
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Description This module invites students to explore approaches to religious education by considering fundamental principles such as inclusivity and global citizenship, and issues associated with the field: the variety of contexts; different models of religious education; key religious education theorists and key approaches to religious education. With recourse to creativity, imagination and reflective practice, the module encourages students to develop their own approach to RE. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Demonstrate knowledge of a variety of theories and models associated with Religious Education. 2. Explore international perspectives on and approaches to Religious Education 3. Engage in guided research and reading in the field of Religious Education and exhibit an ability to analyse and evaluate the contribution of various authors. 4. Display creativity, imagination and reflective practice in the pursuit of knowledge and understanding of 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 |
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Indicative Content and
Learning Activities Overview the role and place of Religious Education in 21st CenturyAnalyse and evaluate a variety of models and approaches to Religious EducationAnalyse and evaluate European perspectives on Religious EducationLocate the debate about the nature of RE in Irish schools within a wider European discussionConsider the application of learning from this module to the Irish context, especially SCREApply what has been learned to an understanding of the role of the religious educator | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
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