Registry
Module Specifications
Archived Version 2020 - 2021
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Description This module draws together theory and practice in the areas of Philosophy of Education, History of Education and Ethics and Education. It builds on the content of first, second and third year modules in these areas and critically engages students with concepts related to childhood, wellbeing and society. Paradigmatic theorists from the disciplines are critically explored with students at an advanced level and with close readings of primary texts in the Philosophy component. Additionally, there is a strong emphasis on the application of these theories to educational practice and contexts, including the Irish contemporary context. History of Education is guided by the ESD principle of inclusion. It draws attention to those who have been forgotten by mainstream historians, especially children who suffered neglect and abuse in the distant past. It introduces new historical methods, which are designed to address ethical issues, e.g., whether historians have a moral duty to remember victims. Ethics and Education provides a pedagogical focus in this module, where students continue to build their pedagogical skills in the teaching of Ethics and ERB (Education about Religions and Beliefs) to children and to develop a critical understanding of the complexities of ethical and intercultural education in the primary classroom. | |||||||||||||||||||||||||||||||||||||
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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. Biesta, Butler, Young etc.). 6. Plan and resource appropriate schemes of works that display an understanding of key underpinning concepts, key ideas, relevant content and skills in Ethics Education 7. Demonstrate knowledge of and appraise the value of contemporary critiques of approaches to wellbeing, human rights and justice. | |||||||||||||||||||||||||||||||||||||
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 of EducationPhilosophy of Education This aspect of the module builds on the content of 1st and 3rd year philosophy of education modules to critically analyse and evaluate contemporary developments in educational discourse. In recognition of The Teaching Council (2017) directive for foundations studies in ITE to ‘critically engage with, curriculum aims, design, policy, reform’, ‘enable students to think critically’ and to ‘illuminate key dimensions of the professional context in which the thinking and actions of teachers are carried out’, there is an especial emphasis on critically evaluating the turn to well-being in Irish education. Drawing on paradigmatic theorists from the foundation disciplines, the possible aims of education including well-being, autonomy, and freedom are challenged through lenses of vulnerability and precarity. The significance of broader questions of justice and social justice in education are introduced as offering a relational and political alternative to approaches grounded in individualism. Finally, philosophical perspectives on relations and rights in educational discourse are introduced to support a critical engagement with societal challenges and educational possibilities.Ethics and EducationThis course 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 ethical education and interculturalism. 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. A range of ethical theories will be explored in this context and in the context of the students’ classroom practice. Students will also be facilitated in developing the knowledge, skills and dispositions necessary to explore controversial issues with children, particularly those pertaining to diversity, interculturalism, religion and social justice. It will also prepare students to facilitate lessons focused on moral and spiritual development in the primary classroom. Through Ethics lectures students will be provided with opportunities to explore and critically reflect on a range of themes, including: Individual value systems; values systems of various patronage models; ethical dilemmas (macro & micro); ethical theories; intercultural education; pedagogical approaches for moral, spiritual and values education.History of EducationThis aspect of the module builds on the content of the 2nd year B.Ed. History of Education lectures, but the attention now shifts to social history and there is a sharp focus on the plight of vulnerable children. Students are encouraged to reflect upon (a) historical assessments of the causes of poverty (b) evidence of indifference to the plight of certain groups of children within Irish society that spanned two centuries; and (c) claims that the state failed to protect the most vulnerable members of society, including children. The lectures explore the phenomena of workhouses and houses of industry, encouraging students to research the history of workhouses and houses of industry in their own area. The lectures also discuss the history of child neglect and child abuse in 20th Century Ireland as outlined in the report of The Commission to Inquire into Child Abuse (est. 2000). Our critical analysis of Irish social history will draw on works by Friedrich Nietzsche, Michel Foucault, and Paul Ricoeur, theorists who have all made important contributions to modern historiography. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 39583, Teaching Resource, CDVEC Curriculum Development Unit, 2012, Tackling Controversial Issues in the Citizenship Classroom: A Resource for Citizenship Education., http://www.ubuntu.ie/media/controversial-issues.pdf, 39584, Teaching Resource/Article, Navarez, D., 0, Integrative Ethical Integrative Ethical Education: Putting Flourishing back into Character Education, https://www3.nd.edu/~dnarvaez/NarvaezISPP.pdf, | |||||||||||||||||||||||||||||||||||||
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