Registry
Module Specifications
Archived Version 2020 - 2021
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Description This module seeks to explore the original connections between philosophy and education beginning in the early Greek period whilst also providing a practical introduction to teaching philosophy (and related subjects) in contemporary schools. It also foregrounds the historical development of this relationship between philosophy and education in the modern period and with a particular emphasis on recent developments in philosophy of education and curriculum. Different pedagogies of teaching philosophies in schools are analysed as a key part of the course, particularly philosophy with children and the community of inquiry for all ages. The most important theorists in the history of education from Plato through to Rousseau, Dewey and Noddings are examined in detail on the course. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify the important relationship between philosophy and education beginning in the early greek period 2. Develop the capacity to teach philosophy in elementary and more advanced school settings 3. Connect this philosophical pedagogy to the teaching of other disciplines in schools, through developing an ethos of enquiry 4. Identify and understand the most significant themes of the key theorists in the philosophy of education 5. Evaluate the significance of these key historical themes in the context of contemporary education and curriculum development and practice 6. Develop a reflective philosophy of education which is also rooted in the practice of education | |||||||||||||||||||||||||||||||||||||
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 PART 1: PHILOSOPHY AND EDUCATION THROUGH THE AGESChapter 1 - SocratesChapter 2 - PlatoChapter 3 - Aristotle (c. 384 B.C.E. - 322 B.C.E.)Chapter 4 - The Middle-Ages – Faith, Reason and EducationChapter 5 - Rousseau (1712 – 1778)PART 2: KEY THEMES IN THE PHILOSOPHY OF EDUCATION [IN RELATION TO THE CLASSROOM]Chapter 1 - From Teacher Centred to Child-Centred in EducationChapter 2 - A Middle Way for Education - Dewey's Experience and EducationChapter 3 - What is Education for?Chapter 4 - Education and an Ethics of CareChapter 5 - PhrónêsisChapter 6 - The Critique of Banking Education in FreirePART 3: KEY THEMES IN THE PHILOSOPHY OF EDUCATION [IN RELATION TO WIDER SOCIETY]Chapter 1 - Freire's Pedagogy of the OppressedChapter 2 - The Context of Equality: Questions of Social Justice and EducationChapter 3 - Democracy and educationChapter 4 - Schooling and EducationChapter 5 - Moral dimension of educationChapter 6 - Education, Politics and Psychoanalysis: From '68 and Situationism to ŽižekChapter 7 - From Feminism to Multi-culturalism in EducationPART 4: COMMUNITY PHILOSOPHY/PHILOSOPHY WITH CHILDREN/TEACHING PHILOSOPHYChapter 1 - Matthew Lipman and Philosophy for ChildrenChapter 2 - Philosophy with Children: Picture Books and PhilosophyChapter 3 - The Community of Philosophical Inquiry Beyond the ClassroomChapter 4 - Teaching Philosophy and Teaching PhilosophicallyChapter 5 - Developing Lessons for the ClassroomPART 5: PHILOSOPHY AND CURRICULUM IN IRELANDChapter 1 - History and Context of the Ethos Debate in IrelandChapter 2 - Contemporary Schooling, Education and Values: Denominational and Multi-Denominational ApproachesChapter 3 - Key Debates in Curriculum StudiesChapter 4 - Values-Led Approaches in Irish EducationChapter 5 - Process Curriculum | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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