| CODE | EDS3117 | ||||||
| TITLE | Philosophy for Teachers and Children | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Education Studies | ||||||
| DESCRIPTION | This unit is designed to introduce students to the concepts, methods, and applications of Philosophy in the context of education. The unit explores philosophical issues related to education and pedagogy, with a special emphasis on teaching Philosophy to children. The unit begins with an overview of the history of Philosophy, focusing on the key ideas and thinkers that have shaped the discipline. Students will learn how to analyze and evaluate philosophical arguments, and how to apply philosophical concepts to educational issues. The unit then moves on to explore the role of Philosophy in education. Students will learn about different educational philosophies, including essentialism, progressivism, and constructivism, and how these philosophies inform teaching practices. Students will also examine the ethical dimensions of education, including issues such as justice, equality, and social responsibility. The unit will also address the growing movement to teach Philosophy to children. Students will learn about the benefits of introducing the Philosophy for Children methodology, such as fostering critical thinking, moral reasoning, and creativity. They will also learn practical techniques for teaching Philosophy for Children, including using literature, art, and other media to stimulate philosophical inquiry. Throughout the unit, students will engage in critical thinking and discussion, and will be encouraged to apply philosophical concepts to their own educational practices. The unit will culminate in a project that requires students to design lesson plans and assessment strategies. By the end of the unit, students will have gained a deep understanding of the role of Philosophy in education, and will be equipped with practical skills for teaching Philosophy to children. They will be able to apply this knowledge to their own teaching practice, and will be prepared to advocate for the importance of Philosophy in education. Study-unit Aims: The aims of the unit are to: - Introduce students to key concepts in Philosophy and Education; - Introduce students to key concepts to key concepts in Philosophy, such as truth, knowledge, and reality; - Teach students how to analyze and evaluate philosophical arguments; - Introduce students to educational philosophies such as Essentialism, Progressivism and Constructivism; - Introduce students to key ethical concepts in education, such as Justice, Equality and Social Responsibility; - Introduce students to the Philosophy for Children approach; - Introduce students to the benefits of using literature and art to teach philosophy to children; - Introduce students to developing critical thinking, moral reasoning, creativity and imagination in children; - Teach students how to build a Community of Inquiry and respectful dialogue in the classroom; - Introduce students to assessing learning in Philosophy for Children; - Teach students how to design a Philosophy curriculum for children by designing lesson plans and teaching strategies. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Explain the key concepts of philosophy, including truth, knowledge, and reality, and how they apply to educational issues; - Analyze and evaluate philosophical arguments related to education and pedagogy; - Compare and contrast different educational philosophies, including essentialism, progressivism, and constructivism; - Evaluate the ethical dimensions of education, including issues such as justice, equality, and social responsibility; - Describe the benefits of teaching philosophy to children, and explain how philosophy can foster critical thinking, moral reasoning, and creativity in children; - Apply philosophical concepts to educational issues and teaching practices; - Develop practical techniques for teaching philosophy to children, including using literature, art, and other media to stimulate philosophical inquiry; - Demonstrate critical thinking and discussion skills in class discussions and written assignments; - Design a philosophy curriculum for children, including lesson plans and assessment strategies; - Advocate for the importance of philosophy in education and its potential impact on children's development. 2. Skills By the end of the study-unit the student will be able to: - Apply philosophical concepts and critical thinking skills to real-world educational issues; - Design and implement lesson plans that incorporate philosophical inquiry and promote critical thinking skills in children; - Adapt philosophical concepts and teaching techniques to different educational settings and age groups; - Develop a philosophy curriculum for children that reflects diverse perspectives and promotes respectful dialogue; - Demonstrate effective communication skills in presenting philosophical ideas and facilitating classroom discussions; - Work collaboratively with peers to develop and implement teaching strategies that incorporate philosophical inquiry; - Evaluate the effectiveness of different philosophical teaching strategies in promoting children's intellectual and moral development; - Apply ethical principles to decision-making in educational contexts; - Advocate for the importance of philosophy in education and its potential impact on children's development in professional settings; - Reflect on own teaching practice and identify opportunities for incorporating philosophical inquiry in future work. These learning outcomes will help to ensure that students develop practical skills and are able to transfer their knowledge to different educational settings and age groups. They will also encourage students to reflect on their own practice and develop a professional identity that incorporates philosophical inquiry and critical thinking. Main Text/s and any supplementary readings: Main Texts: - Noddings, N. (2018). Philosophy of education. Routledge. - Anderson, B. (Ed.). (2016). Philosophy for Children: Theories and praxis in teacher education. Taylor & Francis. - Wartenberg, T. E. (2014). Big ideas for little kids: Teaching philosophy through children's literature. Rowman & Littlefield. - Lone, J. M., & Burroughs, M. D. (2016). Philosophy in education: Questioning and dialogue in schools. Rowman & Littlefield. - Gregory, M., Haynes, J., & Murris, K. (Eds.). (2017). The Routledge international handbook of philosophy for children. New York: Routledge. - Haynes, J., Gale, K., & Parker, M. (2014). Philosophy and Education: An introduction to key questions and themes (1st ed.). Routledge. - Ruggiero, V. (2014). Thinking critically about ethical issues. McGraw-Hill Higher Education. Supplementary Reading: - Carr, W. (Ed.). (2005). The RoutledgeFalmer reader in philosophy of education. Psychology Press. - Curren, R. (Ed.). (2008). A Companion to the Philosophy of Education. John Wiley & Sons. - Lewis, L., & Chandley, N. (Eds.). (2012). Philosophy for children through the secondary curriculum. Bloomsbury Publishing. - Blake, N., Smeyers, P., Smith, R. D., & Standish, P. (Eds.). (2008). The Blackwell guide to the philosophy of education. John Wiley & Sons. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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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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