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On successful completion of the module, students will be able to:
Demonstrate an ability to learn from their own experience and others (critically reflect) (as a platform for later learning in the placement);
Demonstrate an ability to begin to integrate critical thinking and critical reflection in relation to some major contemporary issues;
Demonstrate an ability to identify theoretical approaches to debate and persuasion, including aspects of emotional intelligence and confidence practice;
Show an ability to evaluate scholarly arguments for and against a given topic;
Demonstrate a sustained ability to be aware of different perspectives on contemporary issues and engage with critical debate beyond subject specific disciplines;
Use primary and secondary texts to convey a particular argument.
Criticality combines both critical thinking abilities, as well as reflection, in order to integrate learning from personal experience with an ability to engage in an empathic, ethical and compassionate way with one’s world. Content may vary from year to year, but topics may include:
The welfare state and well-being;
Toxic childhood;
Student activism;
Business ethics;
Capital punishment;
Animal ethics;
Drugs in sport;
Faith schools/universities;
Digital media and ethics;
Professional ethics in context;
Immigration and refugees;
Citizenship;
The environment.
The educational mode will reflect the philosophy of the module, ie. to help students engage with a broad range of diverse thinking, perspectives and experiences, in line with the social justice mission of the university. There are therefore two strands to the teaching: (1) the presentation of content on contemporary issues which will stimulate thought, reflection and debate; and (2) engagement in small group discussion/exercises which will process the content in a critical and experiential way. Students engage with debates (stimulated by first-hand debate, or other relevant material such as reading or films) on some of the topics outlined above. They also attend seminars which equip them to engage critically with various contentious issues. Furthermore, the seminars equip students with ICT skills, critical thinking skills, debating skills, writing skills, and presentation skills. The purposeful integration of the stimulus material, with specially designed seminar questions and exercises, is integral to the success of the module.
Lectures / debates / other reading
Hours: 12
Intended Group size: 198 (aprox) in 2015/16
Seminars/tutorial
Hours: 24
Intended Group size: 10-30
Guided independent study
Hours: 164
Further details relating to assessment
In the event of reassessment or deferrals, students will be required to submit two pieces of assessment. They will be required to watch recordings of the various live debates that occurred throughout the semester on Moodle and to resubmit a record of completion of an online plagiarism test and a critical essay that shows engagement with the issues arising from the debates. The second piece of assessment will require students to negotiate an appropriate form of assessment with their progress tutor, eg. blog, presentation, poster, essay or editorial piece.
Other relevant matters
The departmental lead will agree the negotiated assessments with students and progress tutors will mark all assessments.
001 Directed Activities semester 1 10%
002 Online Plagiarism test (P/F Formative) and essay 1500 words sem 1 45%
003 Negotiated assessment 2000 words or 10 minute presentation equivalent 45%
Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4S1
