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EDUC42830

Academic Year 2026/2027

Philosophy of Education (EDUC42830)

Subject:
Education
College:
Social Sciences & Law
School:
Education
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Assoc Professor Áine Mahon
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

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.

About this Module

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

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5

Achieve gender equality and empower all women and girls 4

Reduce inequality within and among countries 4

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 4
 

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 Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
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.		 Week 12 Graded No
100
 No

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

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 Thurs 11:00 - 12:50
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