Module Specifications

Current Academic Year 2014 - 2015

Please note that this information is subject to change.

Module Title Philosophical Perspectives on Education
Module Code ES331
School School of Education Studies
Online Module Resources

Module Co-ordinatorSemester 1: Francesca Lorenzi
Semester 2: Francesca Lorenzi
Autumn: Francesca Lorenzi
Module TeachersFrancesca Lorenzi
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description
The module aims to explore the role of philosophical enquiry in educational discourse byintroducing students to selected philosophies and philosophers of education. The module offersan overview of the epistemic and moral dimensions of teaching and learning through anhistorical exploration of key philosophical approaches to knowledge and ethics.Themes such asdemocracy, curriculum and knowledge (declarative and procedural knowledge), competence versus competencies, accountability and responsibility in the workplace, educational standards and education as a relation of care are critically examined. Furthermore specific attention will be paid to highlighting different concepts of education & training will also be explored to guidestudents towards the development of a personal philosophy of education with the view to establishing a personal model of educational theory informing curent and future practice.

Learning Outcomes
1. Examine the moral dimension of teaching through the themes of care, respect and engagement as means to establish ethical relationships with students, colleagues and parents
2. Critically appraise the influence of philosophical approaches on the communication and structuring of knowledge in the curriculum
3. Develop a systematic understanding of philosophical analysis of core educational themes through critical comparison of contrasting philosophical interpretations
4. Develop an abiliy to self-evaluate and reflect on relevant literature as means to articulate a personal philosophy of education informing professional practice
5. Develop an ability to assume the role of change agents in their professional context by critically evaluating how knowledge is controlled and disseminated and offering alternative critical perspectives on practice
6. Deductively analyze and research the themes of truth, forms ofknowledge and morality as means to innovatively contribute to current debates on educational & training practice



Workload Full-time hours per semester
Type Hours Description
Lecture24No Description
Assignment40No Description
Independent learning35No Description
Library26No Description
Total Workload: 125

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

Indicative Content and Learning Activities
Introduction to Philosophy /Philosophical method in Education.
philosophical inquiry, argumentation dialectics, second-order questioning inductive/deductive approachesHermeneutics Aims and Meaning of Education Making philosophy relevant to teachers: introduction to themoral and epistemic/gnoseological dimensions of teaching and learning.

The epistemic and gnoseological dimension of teaching and learning.
The quest for knowledge and truth over the centuries Epistemic approaches influencing education Classics:Metaphysics Plato vs Aristotle Heuristics: Socrates Christendom: Ontology: Augustine Scholasticism &paternalistic approaches The birth of scientific method Dualism, Mind and body problem and the birth ofscientific method from Descartes onward A new dogmatism? Modern & contemporary approaches FromMontaigne to Pragmatism : Enlighted and democratic approaches; critical thinking Post-moderninsmRelativism, hermeneutics and multiplicity of knowledge perspectivesKnowledge and the curriculum.

The moral dimension of education.
philosophical developments and iinfluencing educational theory andpractice Aristotle: phronesis practical wisdom and teaching Rousseau : developing natural talents Dewey:Democracy & participantion Freire: moral implications of the banking concept of education Gadamer,Habermas: Respect for otherness.

Teaching as a moral activity.
The teacher role: attitudes professionalism and competence Teachers'personal and professional valuesTeaching between practice and vocation Cultivating moral values Teaching as a relational activity Teachingand care Teaching and engagement Teaching and respect Teaching and care.

Dialogue in education.
From Socrates to contemporaries: is there a continuum? Dialogue as a teaching method and classroominteractional practice Engaging and promoting critical thinking through Socratic dialogue..

Knowledge and the curriculum.
Philosophical influences on curricular choices What knowledge? Whose knowledge? How is knowledge isknowledge communicated? Knowledge ownership? negotiation of meaning teaching as semioticapprenticeship Knowledge and interpretation: implications for teachers Indocrination; Knowledege-how and knowledge-that and the implication of different forms of knoweldge for education and training.

Accountability and Professional Responsibility.
The interplay and tension between concepts of responsibility and accountability. Sources of of Obbligation. Professional responsibility and standards. Examination of Teaching Council Code of Conduct and the implication for professional responsibility..

Professionalism and Competence.
Professional attitudes, dispositions and behaviours. Competence versus competencies. Critical appraisal of the role of competence in defining professionalism..

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioThe assessment consists of 3 task portfolio (2 short essays and a teaching philosophy statement).100%As required
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List
  • Dewey, J.: 1938, Education and Experience. New York: Collier Books,
  • Barrow R. and Woods R: 2007, An Introduction to Philosophy of Education, Routledge, London,
  • Winch,C.& Gingell J.: 1999, Key Concepts in the Philosophy of Education, Routledge, London,
  • Hogan, Padraig: 1995, The Custody and courtship of Experience: Western Education in Philosophical Perspective. Dublin: The Columba Press,
  • Curren, R: 2008, Philosophy of Education. An Antology, Blackwell Publications, Oxford,
  • Pring R.: 2004, Philosophy of Education, Continuum, London,
  • Nel Noddings: 1994, Caring. A Feminine Approach to Ethics and Moral Education, University of California Press, Berkley,
  • Lipman M.: 2003, Thinking in Education, Cambridge University Press, Cambridge,
  • Popper, K. and Camiller P.: 2001, All Life is Problem Solving, Routledge, London,
  • Mayeroff, M.: 1990, On Caring, Harper Perennial, US,
  • Sockett, H. Talbot S.: 1980, Accountability in the English Educational System, Hodder and Stoughton, London,
  • Carr, W.: 2005, The Routledge-Falmer Reader in Philosophy of Education, Routledge, London,
  • Bailey, R.: 2010, The Philosophy of Education: An Introduction, Continuum, London,
  • Ciaran Sugrue (Editor), Tone Solbrekke (Editor): 2011, Professional Responsibility, Routledge, London, 978-0415614634
Other Resources
None
Array
Programme or List of Programmes
BETBSc in Education & Training
BETFBSc Education & Training (FACE) - Flexi
Timetable this semester: Timetable for ES331
Date of Last Revision22-DEC-11
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