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    2024 UCE Course Outline

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    2024 UCE Course Outline

    Uploaded by

    Aubrey
    3 views6 pages

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    3 views6 pages

    2024 UCE Course Outline

    Uploaded by

    Aubrey

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    1.

    University University of Malawi


    2. School of Education
    3. Department Education Foundations Department
    4. Programme University Certificate in Education
    5. Module Title Introduction to Philosophy of Education
    6. Module Code EDF 532
    7. Level 1
    8. Credits 8
    9. Lectures per Week 2 Hours
    10. Lab Hours per Week Nil
    11. Tutorials per Week One
    12. Revised After three years
    13. Date

    11. Prerequisites: N/A


    12. Co-requisite: None
    13. Module Description:

    This module introduces students to the nature and necessity of philosophy of


    education to an educationist. The module is based on the fundamental
    assumption that all education theory and practice are inextricably rooted in and
    informed by a certain type and set of ideas about world outlook. The module
    critically acquaints students with the common and dominant ideologies and
    thoughts that inform education theory and practice. Students explore how

    1
    philosophical ideologies inform education practice through curriculum design,
    education policy and pedagogy. It also equips students with analytical tools for
    examining education theory and practice and how, as an individual educator,
    one may develop an own philosophy that is responsive to one’s context.

    14. Module Aim:

    To introduce students to the field of Philosophy of Education by acquainting


    them with the links between Philosophy and Education

    15. Intended Learning Outcome

    On successful completion of this module, the student should be able to:

    a) appreciate the relevance and necessity of philosophy to society


    b) appreciate how particular philosophical ideals influence educational
    theory, practice, and policy
    c) evaluate the relevance of the various branches of philosophy to the
    problems and concerns of education to assess beliefs, practices, and
    assumptions inherent in education, and justify the existence of such
    beliefs
    d) develop a personal philosophy for their teaching
    e) use philosophical knowledge to transform school cultures and routines
    f) facilitate the cultivation of critical mind habits in their students

    16. Indicative Content

    a) The Nature of Philosophy


    (i) Origins of Philosophy
    (ii) Essential Features of Philosophy
    (iii) Central Problems in Philosophy and Philosophy of Education

    2
    b) Branches of Philosophy and Their Impact on Education
    (i) Metaphysics and Education
    (ii) Epistemology and Education
    (iii) Ethics and Education
    (iv) Aesthetics and Education

    c) Traditional Philosophies and Education


    i. The Function and Limitation of Labels
    ii. Idealism
    iii. Realism
    iv. Neo-scholasticism

    d) Modern Philosophies and Education


    i. Pragmatism
    ii. Existentialism
    iii. The Postmodernism

    e) Contemporary Theories of Education


    i. Progressivism
    ii. Educational Humanism and Progressivism
    iii. Perennialism
    iv. Essentialism
    v. Reconstructionism
    vi. Constructivism
    vii. Educational Anarchism

    3
    viii. Critical Pedagogy
    ix. Ubuntu

    f) Application of Philosophy of Education


    (i) The meaning of education
    (ii) Philosophy and purposes of education
    (ii) Philosophy and the Selection of Educational Content and
    Methods
    (v) Philosophy and technology in education
    (vi) Culturally relevant pedagogy
    (vii) Enacting Critical Thinking in Education
    (v) Philosophy and teaching for transformation

    17. Assessment
    Assessment in this module will comprise both Continuous Assessment (CA)
    and End of Semester Examination (EOS). The weighting for each will be as
    follows:

    i. Continuous assessment: 40%

    ii. Final Examination : 60%

    18. Teaching and Learning Methods / Activities

    Lectures, oral presentations and reading assignments

    19. Prescribed Texts

    Barrow, R., & Woods, R. (2022). An Introduction to Philosophy of Education


    5th Edition (5th ed.). Routledge.

    4
    Noddings, N. (2013). Education and Democracy in the 21st Century. New York:
    Teachers College Columbia University.

    Knight, G.R. (2006).Philosophy and Education: an Introduction to Christian


    Perspective. Michigan: Andrews University Press.

    20. Recommended Readings

    Campbell, J.K., O’Rourke, M.,& Silverstein, H.S. (eds.).(2010).Knowledge and


    scepticism. Cambridge: The MIT Press.

    Carr, D. (2003). Making sense of education: An introduction to the philosophy


    and theory of education and teaching. London: Taylor & Francis Group.

    Freire, P. (2014). Pedagogy of the oppressed (30th Anniv). Bloomsbury


    Publishing.

    Gula, R. J. (2002). Nonsense: a handbook of logical fallacies. Mount Jackson,


    VA: Axios Press.

    Hamm, M.C. (2003). Philosophical issues in education; an


    introduction.London, Taylor & Francis Group.

    Hurley, P.J. (2012). A concise introduction to logic (11thed.). Boston, MA,


    Wadsworth Cengage Learning.

    Lemos, N. (2007). An introduction to the theory of knowledge. New York,


    Cambridge University Press

    Moore, T.W. (2010). Philosophy of education: an introduction. New York,


    Routledge Taylor & Francis Group.

    Noddings, N. (2011). Philosophy of Education (3rd ed.). Oxford, Westview


    Press

    5
    Ornestein, A.C., & Levine, D.U. (2008). Foundations of education, (10th ed).
    Boston: Houghton Mifflin Company.

    Ornestein, A.C., & Levine, D.U. (2008). Foundations of Education (10th ed).
    Boston: Houghton Mifflin Company.

    Papastephanou, M.; Zembylas, M.; Bostad, I.; Oral, S.B.; Drousioti, K.;
    Kouppanou, A.; Strand, T.; Wain, K.; Peters, M.A. (Open Reviewer) &
    Tesar, M. (2022) Philosophy of education in a new key: Education for
    justice now, Educational Philosophy and Theory, 54:8, 1083-1098.

    Knight, S. & Collins, C. (2014) Opening Teachers’ Minds to Philosophy: The


    crucial role of teacher education, Educational Philosophy and Theory,
    46:11, 1290-1299

    Tesar, M.; Hytten, K.; Hoskins, T. K.; Rosiek, J; Jackson, A.Y.; Hand, M.;
    Roberts, P.; Opiniano, G.A.; Matapo, J.; St. Pierre, Elizabeth Adams;
    Azada-Palacios, Rowena; Kuby, C. R.; Jones, A.; Mazzei, L. A.;
    Maruyama, Y.; O’Donnell, A.; Dixon-Román, E.; Chengbing, W.;
    Huang, Z.; Chen, L.; Peters, M. A. & Liz Jackson (2022) Philosophy of
    education in a new key: Future of philosophy of education, Educational
    Philosophy and Theory, 54:8, 1234-1255.

    Winch, C. (2012) For the philosophy of education in teacher education, Oxford


    Review of Education, 38:3, 305-322

    Winch, C., & Gingell, J. (2004). Philosophy and educational policy: a critical
    introduction. London: Taylor & Francis Group.

    Wringe, C. (2006). Moral education is beyond the teaching of right and wrong.
    Dordrecht: The Netherlands, Springer.

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