Registry

Module Specifications

Current Academic Year 2012 - 2013
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-ordinator	Semester 1: Francesca Lorenzi Semester 2: Francesca Lorenzi Autumn: Francesca Lorenzi
Module Teacher	Francesca 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 aspaternalism, democracy, curriculum and knowldge, education as relation and care are criticallyexamined.The differentiation of philosophy and science into separate disciplines is also outlinedand the significance of this differentiation is explored particularly in methodological terms.Students are also guided towards the development of a personal philosophy of education withthe view to establishing a personal model of educational theory informing 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, knowledge and morality as means to innovatively contribute to current debates on educational practice

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	24	active participation in lecture based discussions
Assignment	40	preparation and writing and redrafting of assessment
Independent learning	35	reading of materials for classroom based discussion
Library	26	researching assessment topics
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.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Portfolio	The assessment consists of 3 task porfolio (2 short essays and a teaching philosophy statement).	100%	n/a

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,