| CODE | EDE5011 | ||||||||||||||||
| TITLE | Beyond the Standard Curriculum: Discussing Critical Incidents in the Ethics Classroom | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Education Studies | ||||||||||||||||
| DESCRIPTION | This study-unit will draw on topical issues and critical incidents in order to enable the students and their lecturers to debate, dialogue and critically analyse the link between Ethics education and individual and societal flourishing. It will draw on the key theories in psychology, philosophy and education covered in other study units and will provide students with broad multidisciplinary knowledge and understanding of how these theories inform practice. It will focus on a number of topical issues and critical incidents, giving students the opportunity to discuss how such issues can be tackled in the Ethics classroom. Such issues may include acts of terrorism, issues of life and death, technology, cyberethics and cybersecurity, issues of sex and gender and so on. Study-Unit Aims: This study-unit aims to help students draw on their background knowledge of Ethical theories and the methodology employed in teaching Ethics in order to be able to discuss and debate topical issues taken from the media, case-studies, and so on and adapt them to the classroom. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - engage with current issues and locate them within the Ethics curriculum. - examine the different ways by which everyday critical incidents impinge on classroom pedagogy. - describe how to assess what is relevant to classroom discussion, particularly in assessing the suitability of topics for the pupils’ age and level of maturity. - identify links between public critical incidents and the private domain. - explain how they would deal with topical issues in the Ethics classroom. - draw on the theories about controversial issues to demonstrate how they would tackle controversial topics. 2. Skills: By the end of the study-unit the student will be able to: - identify topical issues and critical incidents that occur which can be used as a stimulus for an Ethics lesson. - discuss and debate these issues with other students. - develop resources for use in the classroom. Main Text/s and any supplementary readings: - Noddings, N. (2007). Critical lessons: What our schools should teach. Cambridge: Cambridge University Press. - Singer, P. (2011). Practical ethics. New York: Cambridge University Press. - Spinello, R. A. (2014). Cyberethics: Morality and Law in Cyberspace. Burlington, Mass: Jones & Bartlett Learning. - Soraj, H. & Ess, C. (2007). Information technology ethics: Cultural perspectives. Hershey: Idea Group Reference. - Gereluk, D. (2012). Education, Extremism and Terrorism: What Should be Taught in Citizenship Education and Why. London: Bloomsbury Pub. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Mark Amato Lucille Cachia Joseph Gravina Francois Zammit Lucianne Zammit (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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