Module Catalogue 2025/26

Pre Requisite Comment

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Co Requisite Comment

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Aims

Philosophers are ‘lovers of wisdom’ who are interested in engaging with the ‘big questions’ - the meaning of life, the limits of our knowledge, what is right and wrong and what it means to be a human being. Since its origins as a discipline 2500 years ago, philosophers have been fascinated by education. They have questioned what it means, what it is for, what it can and should do, who should be involved and what it should include. This module will critically examine these questions with reference to the work of some key philosophers of education. The module will consider the nature of knowledge, truth, freedom, power, morality, power and justice and the position of education (curriculum, assessment, schooling, teaching and learning) in relation to these. It will also develop the capacity to philosophise – to think, to reflect, to analyse and to question critically.

Outline Of Syllabus

This module provides students with a sound understanding of some of the key questions posed within the philosophy of education and a range of responses to these questions offered by philosophers of education. The first half of the module explores the concepts of knowledge, truth, freedom, morality, democracy, power, justice, equity and equality in education, asking questions such as, 'what is education and what is it for?', 'what is the nature of knowledge?', 'can schools teach pupils to be morally good?', 'can schools make good citizens?' and 'who should control education?'. The second half of the module allows students to apply these concepts to key aspects of education by exploring questions such as, 'what should be included in the curriculum?', 'who should have access to education?', 'should schooling be compulsory?, 'what is the role of the teacher?' and 'how can we assess learning?' The module finishes with a summary of content and essay preparation.

Intended Knowledge Outcomes

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

• Outline and critically evaluate philosophical perspectives on the nature of education and educational methods (A1, A3, A4);

• Demonstrate a critical awareness of philosophical concepts and their value to educational theory and practice (e.g. freedom, knowledge, truth, morality, democracy, power, justice, equity, equality) (C6, C7,C8);

• Apply a philosophical approach to aspects of educational theory and practice (curriculum, assessment, schooling, learning and teaching) (B4, B2, A4).

Intended Skill Outcomes

• Be able to critically evaluate philosophical perspectives and concepts on the nature of education
from a range of primary and secondary sources (A1, B4, B2, D8).

• Organise and articulate opinions and arguments in speech and writing using relevant specialist
vocabulary, including by means of well prepared, clear and confident presentation and coherent,
concise written documents (D1).

• Use ICT in their study and other appropriate situations (D2).

• Use library and other information sources skilfully and appropriately (D3).

Teaching Rationale And Relationship

The lecture series will scaffold students’ understandings of philosophical perspectives on the nature of education and educational methods. Students will have the opportunity to develop a critical awareness of philosophical concepts and apply these to educational theory and practice through seminar discussions. The guided independent study will reinforce and extend the understanding and criticality which has been explored in lectures and seminars.

Assessment Rationale And Relationship

The essay is an appropriate way to assess both philosophical understanding and criticality when applying philosophical concepts to aspects of educational theory and practice. The individual oral presentation will enable students to demonstrate their ability to critically apply philosophical ideas in relation to an aspect of educational theory and practice.

General Notes

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