Registry
Module Specifications
Archived Version 2019 - 2020
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Description Ethical dimensions of teaching and learning; the ethical teacher; values frameworks; patronage models in Irish primary schools (ethos & ethical/religious curricula); ethics and the environment (treatment/exploitation of plants & animals); equality and social justice (gender stereotyping, discrimination, migrants, asylum seekers, human rights); perceptions of children and childhood; understanding of reality and knowledge. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically evaluate the most significant theoretical and empirical dimensions of childhood and well-being. 2. Contextualise the concepts of childhood and well-being in relation to contemporary developments in Irish society and education. 3. Recognise the distinctive contribution of the Disciplines of Education, including Philosophy of Education, to the development of a discourse concerning childhood, well-being and society. 4. Critically make connections between the approach of the Disciplines to these concepts and the Curriculum perspective and development of Ethics and Education. 5. Critically evaluate the contribution of specific theorists to a framework to understand childhood, well-being and society (e.g. Dewey, Freire etc.). 6. Develop the capacity to integrate this understanding into the development and progression of their own work in Ethics curriculum. | |||||||||||||||||||||||||||||||||||||
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 Philosophy and Disciplinary Perspectives on Childhood, Well-Being and SocietyThis aspect of the module develops a summative assessment of the disciplinary perspectives on childhood, well-being and society, with an especial emphasis on Philosophy of Education. It builds on the content of previous modules from the disciplines of education since first BEd, including the perspectives of Psychology, Sociology and History. Paradigmatic theorists from the disciplines will be critically explored with students, at an advanced level and with close readings of primary texts. Additionally, there will be a strong emphasis on the application of these theories to educational practice and contexts, including the Irish contemporary context. In this last aspect, an important connection will be made between the Disciplines of Education and Curriculum theory and development, with a particular emphasis in this module on the evolution of ethical (and comparative religious curricula) in Ireland, more recently. In line with developments in 4th year BEd, there will also be some thematisation of the connections between the Disciplines of Education and Action Research, in theory and practice, and with an especial emphasis on the teacher student as agentic theorist and researcher.Ethics and EducationThis aspect of the module builds on the second and third year ethics and education courses and seeks to deepen students’ understanding of and critical engagement with concepts pertaining to ERB and ethical education. Ethical dilemmas which reflect the tensions and contradictions inherent in Irish primary schools will be employed in order to engage students in critical analysis of their own value systems and goals and of the values inherent in different patronage models in Irish and international primary schools (denomination, multidenominational, non-denomination and secular). A range of ethical theories will be explored in this context and in the context of the students’ classroom practice. At a curricular level, the module will focus on preparing students to facilitate lessons focused on morals values and spirituality in the primary classroom. The module draws on exemplar curricula in ERB from national and international contexts, including the Learn Together Curriculum of Educate Together schools and the Goodness Me, Goodness You programme of Community National Schools. Individual value systems; values systems of various patronage models; ethical dilemmas (macro & micro); ethical theories; pedagogical approaches for moral, spiritual and values education; Learn Together Ethical Curriculum; Goodness Me, Goodness You Curriculum. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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