Module Code: |
H9CEQ |
Long Title
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Contemporary and Enduring Questions in Education
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Title
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Contemporary and Enduring Questions in Education
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Module Level: |
LEVEL 9 |
EQF Level: |
7 |
EHEA Level: |
Second Cycle |
Module Coordinator: |
Leo Casey |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Critically examine contemporary and enduring debates and issues in education, including contributions from philosophy and sociology of education. |
LO2 |
Identify and justify personal views on education and issues contributing to teaching, learning and assessment practices today. |
LO3 |
Recognise and explore ethical dimensions of teaching, learning and assessment. |
LO4 |
Develop and articulate a personal philosophy of education. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
The nature of knowledge and what it means to learn
• Underpinning ideas: Kinds of knowledge and ways of knowing; Philosophical inquiry; Constructivism; Phenomenology; Forms of rationality; The meaning of learning
• Questions (indicative): Why do we learn? Can we predict learning outcomes? How do we come to know? What does it mean to be educated?
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Contested questions on assessment
• Underpinning ideas: Assessment and learning; Novice, mastery and expertise; Frameworks for qualifications; Assessment of cognitive and non-cognitive abilities; Learning as experience
• Questions (indicative): The usefulness of learning outcomes? The quantification of assessment. Can assessments be objective, fair and reliable? Apprenticeships and learning from participation; The value of self-assessment; Perspectives on literacy; The role of teachers in assessment; Alternatives to current models of assessment
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Critical perspectives on education and training
• Underpinning ideas: The role of assumptions; The meaning of education; The nature and role of education systems; Descriptive and prescriptive approaches to education; Philosophical underpinnings of current controversies in education; Lifelong learning; Equity, diversion and inclusion; Meritocracy, social mobility and social reproduction; The digital society; Education futures.
• Questions (indicative): What are the purposes of education? What ideological assumptions underpin educational practices? What does it mean to think critically? What is literacy in a digital age? Who pays for education? Who benefits from education? How is technology shaping education? How can we educate for an unknown future?
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Ethics & Values
• What makes a good teacher? Professional codes and frameworks. The affective dimension of education. The educational relationship.
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Developing and Articulating a Personal Philosophy of Education
• Educational autobiography; dialogical inquiry
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Assignment |
% of total: |
100 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4 |
Non-Marked: |
No |
Assessment Description: Students are asked to develop and articulate a personal philosophy of education in the form of a written statement that justifies their position on key issues for practice. |
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No End of Module Assessment |
Part Time
Coursework |
Assessment Type: |
Assignment |
% of total: |
100 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4 |
Non-Marked: |
No |
Assessment Description: Students are asked to develop and articulate a personal philosophy of education in the form of a written statement that justifies their position on key issues for practice. |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Full Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
Lecture |
24 |
Per Semester |
2.00 |
Independent Learning |
Independent Learning |
101 |
Per Semester |
8.42 |
Total Weekly Contact Hours |
2.00 |
Workload: Part Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
Lecture |
24 |
Per Semester |
2.00 |
Independent Learning |
Independent Learning |
101 |
Per Semester |
8.42 |
Total Weekly Contact Hours |
2.00 |
Module Resources
Recommended Book Resources |
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Stephen J. Ball. (2017), The Education Debate (Third Edition), Policy Press, Bristol, p.272, [ISBN: 9781447339281].
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Selwyn, N. (2006), Education and Technology: Key Issues and Debates, 2nd. Bloomsbury, London, [ISBN: 9781474235914].
| Supplementary Book Resources |
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Gert J. J. Biesta,Gert Biesta. (2010), Good Education in an Age of Measurement: Ethics, Politics, Democracy, Routledge, London, p.150, [ISBN: 9781594517914].
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Biesta, G.J.J. (2017), The Rediscovery of Teaching, Routledge, London.
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Henry A. Giroux. (2011), On Critical Pedagogy, Continuum, London, p.192, [ISBN: 9781441162540].
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Noddings, N. (2008), Philosophy of Education, 4th. Routledge, Abingdon.
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O’Donnell, A. (2015), The Inclusion Delusion: Reflections on Democracy, Ethos and Education. Bern: Peter Lang, Peter Lang, Bern.
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Reay, D. (2017), Miseducation: Inequality, Education and the Working Classes, Policy Press, Bristol, p.248, [ISBN: 9781447330653].
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Brendan John Walsh. (2011), Education Studies in Ireland: The Key Disciplines, Gill Education, Dublin, p.178, [ISBN: 9780717147663].
| Supplementary Article/Paper Resources |
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UNESCO. (2015), Rethinking Education: Towards a Common
Good,
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UNESCO. (2020), Futures of Education,
| Other Resources |
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[Website], Infed. (2020), Learning, Education and Community,
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