Registry
Module Specifications
Current Academic Year 2012 - 2013
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||||
| Description | |||||||||||||||||||||||||||||||||||||||||
|
This module is designed to engage the candidate in critical reflection on religious education, ethics, spirituality and beliefs in Irish schools and other educational environments today. The module seeks to assist the learner in constructing questions about and evaluating appropriate forms of religious education in the Irish context. Personal research into a variety of perspectives, religious, spiritual or other worldview will be the basis for peer presentations and collaboration. Implications for their own stance on religious education and spirituality will be formulated. Planning for the learner’s own educational and career development in the field of religious education will be encouraged. The contribution of their research to dialogue in the religious education classroom, and of good religious education to a positive understanding of citizenship in contemporary society, will be highlighted. | |||||||||||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||||||||||
|
1. Engage with key issues encountered in professional practice in the religious education classroom in Ireland, including ethics, faith development and dialogue with a variety of beliefs 2. Contribute to research in religious education and spirituality, particularly pertaining to how they add value to the particular ethos of a school and contribute to ethical engagement with pupils, parents, faith and other local communities 3. Evaluate the impact of contemporary spiritual and secular worldviews on dialogue in Ireland about religion and beliefs in academic and professional contexts 4. Communicate results of research and innovation to peers, engaging in critical dialogue within academia and in a variety of educational environments 5. Reflect on religious education processes appropriate to faith, multi-faith, interreligious and non-faith based forms of religious education in particular contexts and plan coherently their own educational and career development in the field 6. Assess the global intellectual, social, cultural and ethical implications of good religious education practice and its contribution to contemporary citizenship | |||||||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||||||
|
Content Overview:. Socio-cultural space for religious education in Ireland today<br />Professional practice in the religious education classroom<br />Research in religious education, theory and practice<br />Presentation of religious education research<br />Investigation of various contemporary spiritualities and worldviews<br />Spirituality, ethics, faith, belief and religious education<br />Culture and beliefs of the child and of the adolescent<br />Ethos, religious education and diversity<br />Promoting freedom of religion and beliefs<br />Faith development and dialogue with a variety of worldviews<br />Religious education engagement with children, adolescents, parents, faith and other communities <br />Variety of perspectives and forms of religious education in the Irish context<br />Interconnection between religious education and faith development<br />The contribution of religious education to academia<br />Intellectual, social, cultural and ethical implications of good religious education<br />Principles of justice, integrity and generosity in religious education<br />The impact of the religious educator’s working style and sense of spirituality on learners and on self<br />Religious education and spirituality as contributors to good citizenship. | |||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||
| Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||
| Other Resources | |||||||||||||||||||||||||||||||||||||||||
| None | |||||||||||||||||||||||||||||||||||||||||
| Array | |||||||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||||||
| PDPE | Doctor of Education | ||||||||||||||||||||||||||||||||||||||||
| Timetable this semester: Timetable for ES608 | |||||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||||
