EDUC42830 Philosophy of Education

Academic Year 2020/2021

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

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

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 imagine a different way.

They will be invited to consider a range of exciting philosophical thinkers, among them Hannah Arendt, Michel Foucault, Judith Butler, Matthew Lipman, Stephen Brookfield, Harry Brighouse, Martha Nussbaum and Gert Biesta.

No prior knowledge of philosophy is required or assumed.

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Curricular information is subject to change

Learning Outcomes:

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

• Identity and understand at least three different philosophies of education
• Challenge received ideas about the purpose and the nature of education
• Consider how different pedagogical approaches change how a student learns
• Develop appropriate argument and discussion

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

76
Total

100
Approaches to Teaching and Learning:
Active/task-based learning; peer and group work; lectures; critical writing; reflective learning: debates and student presentations. 
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
Essay: 2000 words Varies over the Trimester n/a Graded Yes

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.