Current Academic Year 2013 - 2014
Please note that this information is subject to change.
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.|
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
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..
|Indicative Reading List|
|Programme or List of Programmes|
|BET||BSc in Education & Training|
|BSSAO||Study Abroad (DCU Business School)|
|ECSAO||Study Abroad (Engineering & Computing)|
|HMSA||Study Abroad (Humanities & Soc Science)|
|HMSAO||Study Abroad (Humanities & Soc Science)|
|SHSAO||Study Abroad (Science & Health)|
|Timetable this semester: Timetable for ES331|
|Date of Last Revision||22-DEC-11|