Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module engages students with complex moral and values issues including human sexuality, beginning and end of life issues, majority and minority rights, justice issues and responses to poverty and exclusion. These issues will be underpinned by their understanding of the core beliefs of world faiths. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Discuss the views, beliefs and rights of those who are members of major world faiths, those who are members of smaller religious groups encountered in Ireland and those who are humanists, atheists or not adherents of any organised religious group. 2. Critically engage with key moral, ethical and values issues in Irish society including social justice, global justice, responses to poverty and exclusion locally and globally; attitudes towards diverse sexualities and different types of relationships, the rights of marginalised groups and beginning and end of life issues. 3. Discuss the skills and qualities primary teachers need to develop in order to engage primary school children with moral and spiritual issues. | |||||||||||||||||||||||||||||||||||||
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 Indicative ContentThrough their understanding of the core beliefs of major world faiths (B.Ed 1) and their discussion of non-religious viewpoints the students will engage with complex moral and values issues in this module. The module engages students with issues of poverty and exclusion on both local and global levels. This module also engages students with complex moral issues including human sexuality, majority and minority rights, as well as beginning and end of life issues, through the use of case-studies and walking debates. It examines appropriate ways in which moral questions can be introduced to children throughout the primary years, introducing suitable classroom resources and asks students to consider the type of skills teachers need to develop in order to explore complex moral questions with primary school children. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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