CYP4055 - Introduction to the Philosophy of Education

Objectives:

Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.

Content:

This module introdcues the key concepts of ‘education’, ‘philosophy’ and ‘social justice’. It invites students to consider fundamental questions on knowledge, social justice, educational rights, freedom and culture by examining some philosophical underpinnings. What are the purposes of education? What should be taught and who should decide? Who should control education? How much influence should parents and pupils have on education? Does equality of opportunity justify inequality of outcome?

Students will be encouraged to consider a variety of perspectives and to develop their own perspective.

Learning and Teaching Information:

Formal scheduled teaching and learning activities, including interactive classes online/ face to face/e-tutorials
Hours: 25
Intended Group Size: 40

Guided independent study
Hours: 125

Further details relating to assessment
Poster & rationale to focus on an aspect of the module chosen by the student, where poster highlights key points from two perspectives on a chosen topic and the rationale explains and justifies the student’s preference.

Personal manifesto to draw material from across the module to support students’ articulation of the student to articulate their emerging personal philosophy of education.

Formative assessment will involve drafting plans within small groups and sharing ideas/ receiving critique within class.

Further information will be included in the Module Handbook.

Formative Assessments at all Levels which involve students tackling parts of an assessment task or related task and benefiting from peer and tutor review or participants. In this way, the early assessment provides students with the opportunity to identify areas of strength and weakness and develop their understanding of how to complete successfully the summative assessment. E.G. In seminars/workshops, student groups provide structured input/ feedback on each other’s work, set in the context of tutor and peer input. Students can then use this feedback and the critiques to inform their submission of final assessment.

Assessment:

Fact File

Module Coordinator - Andrew Pearce
Level - 4
Credit Value - 15
Pre-Requisites - NONE
Semester(s) Offered - 4S2

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