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Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title Philosophy of Education
Module Code ES556
School School of Education Studies
Online Module Resources

Module Co-ordinatorSemester 1: Francesca Lorenzi
Semester 2: Francesca Lorenzi
Autumn: 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 philosophical enquiry in educational discourse by introducing students to philosophical concepts and core themes in Philosophy of Education. Students are offered the opportunity to establish a link with their professional practice by engaging in the discussion of topics relevant to teaching and learning and addressing core educational questions such as “what does it mean to be educated?” or “what are the bases of the knowledge informing teaching?”.The module offers an overview of the epistemic and moral dimensions of teaching and learning and invites students to identify their core values and the bases of personal knowledge. Finally students are guided towards the development of a personal philosophy of education with the view of espousing such philosophy in their professional practice.

Learning Outcomes
1. Devolop a systematic understanding of philosophical analysis of core educational themes through critical comparison of contrasting philosophical interpretations
2. Develop a critical awareness of custodial and a democratic approaches to education as a means to understand the professional context of practice
3. Develop the ability to deductively analyse and research the themes of truth, knowledge and morality as means to innovatively contribute to current debates on the ethical dimension of the teaching profession
4. Identify how authoritarian/paternalistic versus democratic approaches to education influence how knowledge is communicated and structured in the curriculum
5. Learn to self-evaluate and reflect on relevant literature as a means to develop a personal philosophy of education informing professional practice
6. Develop the ability to assume the role of change agent in the professional context by critically evaluating how knowledge is controlled and disseminated and offering alternative critical perspectives on curriculum theory and practice.



Workload Full-time hours per semester
Type Hours Description
Lecture18Weekly
Independent learning time60Weekly
Library22Source relevant works
Assignment25Preparation
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.
philosophical inquiry,argumentationdialectics, second-order questioninginductive/deductive approachesHermeneuticsAims and Meaning of EducationMaking philosophy relevant to teachers: introduction to the moral 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 centuriesEpistemic approaches influencing educationClassics:Metaphysics Plato vs AristotleHeuristics: SocratesChristendom:Ontology: AugustineScholasticism & paternalistic approachesThe birth of scientific methodDualism, Mind and body problem and the birth of scientific method from Descartes onwardA new dogmatism?Modern & contemporary approachesFrom Montaigne to Pragmatism : Enlighted and democratic approaches; critical thinkingPost-moderninsmRelativism, hermeneutics and multiplicity of knowledge perspectives.

Knowledge and the curriculum.
Philosophical influences on curricular choicesWhat knowledge?Whose knowledge?How is knowledge is knowledge communicated?Knowledge ownership?negotiation of meaningteaching as semiotic apprenticeshipKnowledge and interpretation: implications for teachersIndocrination.

The moral dimension of teaching.
The moral dimension of education: philosophical developments and iinfluencing educational theory and practiceAristotle: phronesis practical wisdom and teachingRousseau : developing natural talentsDewey: Democracy & participantionFreire: moral implications of the banking concept of educationGadamer, Habermas: Respect for otherness.

Teaching as a moral activity.
The teacher role: attitudes professionalism and competenceTeachers'personal and professional valuesTeaching between practice and vocationCultivating moral valuesTeaching as a relational activityTeaching and careTeaching and engagementTeaching and respectTeaching and care.

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

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Essay2500 word essay plus personal statement on philosopy of education100%Sem 2 End
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
  • Barrow R. and Woods R: 2007, An Introduction to Philosophy of Education, Routledge, London,
  • Campbell E.: 2007, The Ethical Teacher, McGrew-Hill International,
  • Curren, R (ed): 2008, Philosophy of Education. An Anthology, Blackwell Publishing, Oxford,
  • Carr D.: 1999, Professionalism and the Ethics of Teaching, Routledge,
  • Dewey J.: 1938, Education and Experience, Collier Books, New York,
  • Dunne J. & Hogan P.: 2004, Education and Practice: Upholding the Integrity of Teaching and Learning, Wiley Blackwell,
  • Freire, P.: 1996, Pedagogy of the Oppressed, Penguin Books, London,
  • Hogan P: 1995, The Custody and courtship of Experience: Western Education in Philosophical Perspective, The Columba Press, Dublin,
  • Noddings N.: 1984, Caring. A Feminine Approach to Ethics and Moral Education, University of California Press, Berkley,
  • Pring R: 2004, Philosophy of Education, Continuum, London,
  • Winch,C.& Gingell J.: 1999, Key Concepts in the Philosophy of Education, Routledge, London,
  • Lipman M.: 2003, Thinking in Education, Cambridge University Press Ed., Cambridge,
  • Okasha, S.: 2002, Philosophy of Science. A very short introduction, Oxford Supplementary Book Resources, Oxford University Press, Oxford,
  • Popper, K. and Camiller P.: 2001, All Life is Problem Solving, Routledge, London,
Other Resources
None
Array
Programme or List of Programmes
GDEDGraduate Diploma in Education
Timetable this semester: Timetable for ES556
Date of Last Revision20-AUG-10
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