Module EDUC1461: Historical and Philosophical Ideas of Education

Department: Education

EDUC1461: Historical and Philosophical Ideas of Education

Tied To

• CFG0: Natural Sciences
• CFG1: Natural Sciences with Year Abroad
• CFG2: Natural Sciences with Placement
• LA01: Liberal Arts
• LA02: Liberal Arts (with Year Abroad)
• LA03: Liberal Arts (with Placement Year)
• LMV0: Combined Honours in Social Sciences
• LMVA: Combined Honours in Social Sciences (with Year Abroad)
• LMVP: Combined Honours in Social Sciences (with Placement Year)
• X1C8: Education Studies - Psychology
• X1F8: Education Studies - Geography
• X2F8: Education Studies - Geography (with Year Abroad)
• X305: Education Studies
• X306: Education Studies (with Placement Year)
• X308: Education Studies (with Year Abroad)
• X3F8: Education Studies - Geography (with Placement Year)
• XC81: Education Studies - Psychology (with Placement Year)
• XC82: Education Studies - Psychology (with Year Abroad)
• XL33: Education Studies - Sociology

Pre-requisites

Corequisites

Excluded Combinations

Aims

• To introduce students to some of the major educational theorists.
• To introduce students to foundational ideas informing education practice today.
• To help students develop a personal perspective on the longstanding debate about the purpose and value of education.

Content

• In Historical and Philosophical Ideas of Education we explore the doctrines of some of the major theorists who have helped shape education practice, and help students develop a personal perspective on the longstanding debate about the purpose and value of education.

Learning Outcomes

• Critical understanding of the ways in which theorists have influenced education policy.
• Critical awareness of the influence and significance of social, historical and cultural contexts in the construction of ideas about education.
• Critical understanding of philosophical theory and argument; development of philosophical skills.
• The ability to select a range of relevant primary and secondary sources, including theoretical and research-based evidence to extend your knowledge and understanding of education policy.

• The ability to begin to critically analyse sociological and educational concepts, theories and issues in a systematic way.
• The ability to begin to use your knowledge and understanding to critically locate and justify a personal position in relation to educational policy development.

• The ability to begin to organise and articulate opinions and arguments critically in speech and writing using relevant specialist vocabulary.
• The ability to begin to process and synthesise empirical and theoretical data critically, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Students will be introduced to a range of educational theories and concepts through a lecture and tutorial group work programme in which students will not only listen to formal lectures but be expected to engage in debate and reflection through group work exercises during the tutorial sessions.
• Students will further develop their knowledge and understanding, apply and reflect on ideas and demonstrate key skills through two summative pieces of assessment that require them to critically evaluate ideas about education.
• Students will also be required to produce formative work which requires them to demonstrate their understanding of the topics covered in the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment

One formative assessment comprising of a plan for summative with indicative bibliography. One side of A4, due Term 2.