EDUC42830 Philosophy of Education

Academic Year 2024/2025

This module gives students the opportunity to think critically and carefully about the key concepts underpinning their teaching practice.

Such concepts include but are not limited to - Knowledge, Truth, Power, Democracy, Authority, Autonomy, Freedom, and Voice.

Comparing the practice of philosophy to the practice of plumbing, philosopher Mary Midgley has written that "elaborate cultures like ours have beneath their surface a fairly complex system which is usually unnoticed but which sometimes goes wrong." This module in Philosophy of Education honours Midgley's disciplinary picture and encourages student teachers to consider the "complex system" of education and its very real potential to falter and break down.

Students on this module will be asked to consider the paradigmatic and prescriptive assumptions that they themselves bring to their teaching practice - and they will be encouraged to both critically engage with these assumptions and explore alternatives.

They will be invited to consider a range of classic and contemporary philosophical thinkers, including Gert Biesta, Amanda Fulford, Stanley Cavell, Nel Noddings, Hannah Arendt, Matthew Lipman and Ann Margaret Sharp.

In general, students are invited to think about this module as a rejuvenating space, where they are encouraged to slow down and to put the outside world on pause. This is a space not for self-criticism or self-laceration (God help us) but for accuracy - where we might work together towards the truth of situations with humility, courage, and compassion.

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Curricular information is subject to change

Learning Outcomes:

At the end of this module students will be able to:


• Critically engage with ideas about the purpose and the nature of education
• Recognise and demonstrate an understanding of the key features of at least three different philosophies of education
• Reflect on their own philosophies of education meaningfully, identifying contradictions or challenges and areas for further inquiry
• Consider how different pedagogical approaches affect the role of the teacher and the learning experience of the student.
• Develop the skills, attributes and dispositions conducive to productive critical engagement, argument and discussion
• Explore opportunities to teach Philosophy and inquiry-based learning in education

Indicative Module Content:

Introduction to Philosophy of Education
Teacher Identity and Teacher Integrity
Education and Ethics (with particular reference to Aristotle and Arendt)
Philosophy in the Irish School
Philosophy for Children as pedagogy
Education and Risk
Education and Creativity
Belonging and the Contemporary University
Education and Authenticity
Education and Mental Health

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

76
Total

100
Approaches to Teaching and Learning:
Lectures

Short In-Class Writing Tasks

Small Group Discussion

Large Group Discussion

Philosophy for Children
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment(Including Essay): Students will have a choice between:

1. A portfolio (five short writing tasks of 300 words each)
or
2. An essay (2,500 words in length)

Further guidance will be given in class.		 n/a Graded No

100

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Opportunities will be provided for self and peer-review strategies throughout the module and individual feedback will be provided post-assessment.

Name Role
Dr Rachel Farrell Lecturer / Co-Lecturer