Postgraduate Course: The Philosophy of Education (EDUA11363)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course explores some fundamental educational questions from a wide variety of philosophical perspectives, both Scottish and international. The course is underpinned by the view that ¿education¿ does not just occur in educational institutions such as school classrooms and university buildings. Instead it can happen anywhere, at any phase of a person¿s life. The course is also founded on the view that ¿philosophy¿ is not only an academic discipline, but also a way of life. It is proposed that being philosophical entails careful thought, feeling and action - including thinking for oneself, understanding the perspectives of others and acting for the common good.
Questions considered in this course may include:
What is the nature of philosophy of education inquiries? What are the possibilities and limitations inherent in a what works view of educational research? How do different epistemologies such as pragmatism, post-positivism and post-structuralism, inform different methods of education research?
What is 'education'? How does it differ from teaching, training, socialization, maturation or indoctrination? What should education be for? What educational aims are most justifiable and why? Can these aims be reached and what is the most appropriate way?
What does it mean to be an ethical and 'professional' teacher? How might education and teaching be implicated in the 'good' life, if at all? How might examinations and discipline in education interrupt pursuit of the 'good' life?
What is 'knowledge' and how is it taught/and or acquired? What types of knowledge are of educational value in different contexts of learning such as classrooms, sports halls, colleges, museums, the outdoors and workplaces?
Do educational institutions encourage or hinder the pursuit of democracy, social justice and the understanding of personal and cultural differences? What can be learned from comparing educational traditions in different communities, countries and contexts?
By the end of the course students will be able to express their own point of view in respect to these questions, issues and literatures based on a solid line of argumentation.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2023/24, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Structured Essay Plan: (20% weighting)
Essay: (80% weighting)
||Prior to essay submission, students will receive feedforward guidance on possible approaches to their essay.
|No Exam Information
On completion of this course, the student will be able to:
- Critically consider the nature of philosophy of education research
- Critically explore the nature and purposes of education and teaching
- Critically analyse the contested nature of educational knowledge and how it is best acquired
- Critically engage with the ideas of key educational thinkers, both Scottish and international
- Develop a critical awareness of the relationship between educational institutions, democracy, social justice, community learning and cultural difference
|Biesta G (2010) Good Education in an Age of Measurement: Ethics, Politics, Democracy (Paradigm, London)|
Friere (1970) Pedagogy of the oppressed, (Penguin, London)
Higgins C (2011) The Good life of Teaching: An ethics of professional practice (Wiley-Blackwell, Chichester)
MacAllister J (2016) Reclaiming Discipline for Education: Knowledge, relationships and the birth of community (Routledge, London)
Nietzsche F (2016) Anti-Education: On the future of our educational institutions (NYRB Classics, New York)
Nussbaum M (2011) Creating Capabilities:The Human Development Approach (Harvard, London)
Plato (1956) Protagoras and Meno (Penguin, London)
|Graduate Attributes and Skills
||Presentation skills, analytic reading and writing skills, group discussion skills
|Course organiser||Mr Ian Normile
|Course secretary||Mr Craig Russell