| CODE | EDS3214 | ||||||
| TITLE | Philosophical Conversations on Education | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Education Studies | ||||||
| DESCRIPTION | This study-unit is divided into two parts. In the first section the relationship between education and philosophy is explored This is done by means of an engagement with the main tools of philosophy: the reading and interpretation of texts. Since this is an introductory course in the relationship between philosophy and education, students are introduced to the classical issues and thinkers within the area, including Plato, Aristotle, Kant, Rousseau, and Locke. Contemporary writes in Philosophy of Education are also introduced through their writings, the focus being on R.S. Peters, Paul Hirst and John Dewey. In the second part of this unit, the main 'tool' introduced in the first part of the unit, that is, Philosophy, is used to bring about better understanding on topics and issues in education, these being: the classroom, discipline order and punishment, the teacher, democracy, justice, fairness, equality and equity, the classroom as a community, the school as a community, inquiry, understanding and constructivism, critical thinking and reasoning. These last 4 lectures should equip students to become better reflective practitioners. Study-unit Aims The aims of the study-unit are: a) to familiarise students with issues in philosophy of education b) to familiarise students with the writings of philosophers on education Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of the texts of the main writers within the area of the Philosophy of Education - Define the area and distinguish it from sociology/psychology of education - Demonstrate knowledge of the main issues in philosophy of education and how these have been dealt with in the past - Deal philosophically with present issues in education. These include issues related to the classroom, discipline, order and punishment, the teacher, democracy, justice, fairness, equality and equity, the classroom as a community, the school as a community, inquiry, understanding and constructivism, critical thinking and reasoning - Describe the main ideas of a number of philosophers in education - Examine his/her own experience in the light of his/her own philosophical readings - Engage in a dialogue about issues in education - Make use of the appropriate vocabulary when discussing issues related to the philosophy of education - Argue critically and creatively - Show an understanding of the current educational system in Malta and engage critically with it - Classify the main writers in the area according to tradition and time - Interpret philosophical texts - Demonstrate and explain the value of philosophy in education - Apply his/her newly acquired knowledge to contemporary issues in education. 2. Skills: By the end of the study-unit the student will be able to: - Show understanding of philosophical texts - Summarise a philosophical text in order to help understanding - Identify a problematic issue in education and deal with it philosophically - Write a philosophical essay - Read in a critical manner and build an argument accordingly. Main Text/s and any supplementary readings Main Texts - Car W. (2005) The RoutledgeFalmer Reader in Philosophy of Education. Routledge. - Curren R. (ed), (2003) A Companion to the Philosophy of Education. Blackwell. Supplementary Readings - A New Network Organisation for Quality Education in Malta. http://www.education.gov.mt/networks.htm. - Axtell James L. (1968) The educational writings of John Locke. Cambridge U.P. (University Library: Yes) - Barrow R St C and Woods R.G. (1975) An Introduction to Philosophy of Education. Chapter 7: Child Centred Education. London: Methuen and Co Ltd. (Library No. Google books Yes) - Blake Nigel et. al. (1998) Thinking Again: Education after Postmodernism Bergin & Garvey. Chapter 6: Giving Someone a Lesson. (University Library: Yes). - Carr David (2003) Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Chapter 14: Freedom, Authority and discipline. RoutledgeFalmer. (Library: Yes) - Carr David (2003) Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Chapter 13: Justice, Equity and difference. Chapter 14: Freedom, Authority and discipline. RoutledgeFalmer. - Dewey John (1916) Democracy and education : an introduction to the philosophy of education. Free Press. (University Library: Yes) - Dewey John (1963) Experience and Education. Collier. (University Library: Yes) - Dewey John (2004) How we Think. Kessinger. (University Library: Yes) - Hirst Paul H. (1974) Moral education in a secular society. University of London P. (University Library: Yes) - Kohli W. (ed) (1995) Critical Conversations in Philosophy of Education. Routledge. Chapter 17: Education for Citizenship. (Library: Yes) - Locke Some Thoughts Concerning Education. (Google Books) - Lucy Dodge and Martha E. Kendall (2004) Learning Communities. College Teaching, Vol. 52, No. 4 (Fall, 2004), pp. 150-155 Published by: Heldref Publications. - Ministry of Education (1999) Creating the Future: National Minimum Curriculum. (http://www.curriculum.gov.mt/nmc.htm) - Ministry of Education Youth and Culture (2005) For all Children to Succeed. - Munzel Felicitas G. (2003) Kant on Moral Education, or "Enlightenment" and the Liberal Arts. The Review of Metaphysics, Vol. 57, No. 1 (Sep., 2003), pp. 43-73 Published by: Philosophy Education Society Inc. - Noddings Nel (1995) Philosophy of Education Oxford: Westview Press.. Chapter 9: Social and Political Philosophy. (Library: No) - Peters R.S. (1960) The concept of motivation. Routledge. (University Library: Yes) - Peters R.S. (ed) (1967) The concept of education. Routledge. (University Library: Yes) - Plato The Republic Book 4. (Library Book: Yes, Google Books: Yes) - Plato The Republic The Parable of the Cave. Book VII (514a–520a). (Library: Yes, Google Books: Yes) - Robb Felix C. (1943) Aristotle and Education in Peabody Journal of Education, Vol. 20, No. 4 (Jan., 1943), pp. 202-213 Published by: Lawrence Erlbaum Associates. (Library: Yes –JSTOR) - Rousseau Jean-Jacques Emile translated by Barbara Foxley(1993); introduction by P.D. Jimack. Dent. (University Library: Yes) - Smith Michael (1999) After Managerialism: Towards a Conception of the School as an Educational Community. Journal of Philosophy of Education. Vol.33. No3. - Strike K. A. (2000) Schools as Communities: Four Models, Three Models and a Dilemma or Two. Journal of Philosophy of Education. Vol.34. No. 4. 2000. - Thiessen Elmer John (1985) Initiation, Indoctrination, and Education Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 10, No. 3 (Summer, 1985), pp. 229-249 Published by: Canadian Society for the Study of Education. - West E. G.(1965) Liberty and Education: John Stuart Mill's Dilemma Philosophy, Vol. 40, No. 152 (Apr., 1965), pp. 129-142 Published by: Cambridge University Press on behalf of Royal Institute of Philosophy. |
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| RULES/CONDITIONS | Before TAKING THIS UNIT YOU MUST TAKE EDU1202 AND TAKE EDU1205 AND TAKE EDU1206 | ||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Duncan Mercieca |
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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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