module specification

This module introduces students to key debates within the philosophy of education, by way of critical examination of central contributors to that debate from ancient Greece to the late 20th century.

Philosophical accounts of the nature and value of education have been fundamental to education studies since its inception, informing all other methodical approaches within the area. Whereas, however, other approaches tend to appropriate and assume the validity of a philosophical theory in order to apply it to an educational phenomenon, in the philosophy of education we critically examine the coherence and validity of the original theory itself.

The study of philosophy is hence pedagogically unique, insofar as it recognises no authorities or valid assumptions, apart from those that can be established through logic. Students taking the module not only gain knowledge of what philosophers have said, but are also invited to philosophise with and against them, subjecting their claims to critical scrutiny.

The module aims to enable students to:
• Gain knowledge of key debates within the philosophy of education, from ancient Greece to the late 20th century.
• Understand how positions within the history of philosophy of education inform contemporary educational debates.
• Develop skills of analysis and logical criticism, by examining the coherence, reliability and validity of philosophical theories related to education.
• Appreciate the importance of reasoned argument and criticism over authoritative assertion of belief in debates on topics of public significance.

No specific pre-requisites. Available for Study Abroad as SS6010A (first semester, 15 credit) or

SS6010B (second semester, 15 credit).

The module falls into two parts, each of which encourages the development of distinct philosophical skills as they progress through the module.

Part 1
In the first semester, the module introduces students to philosophical modes of analysis and argument by way of a chronological overview of reoccurring debates within the philosophy of education from Socrates to John Dewey, and how these debates persist to the present (LO1, LO3). These debates revolve around questions concerning the nature of mind and knowledge; the proper aims or outcomes of education; and the most suitable pedagogy by which the mind might be drawn up to meet these aims (LO2). Assessment consists of an expository essay on one philosopher studied on this part of the module (LO1, LO2, LO3, LO4).

Part 2

In the second semester, philosophers taking contrary stances on key issues within the philosophy of education are studied together, enabling students to assess the strengths and weaknesses of arguments forwarded for opposed points of view (LO1, LO2). The themes and figures to be examined are:

• Rousseau and Freud on the nature of children
• Hegel and Mill on state control of education
• Arendt and Rancière on the teacher-student relationship (LO3)

Assessment consists of an essay on one of these themes, comparing, contrasting and critically assessing the arguments forwarded by philosophers who defend contrary positions (LO1, LO2, LO3, LO4).

Scheduled learning and teaching activities on the module include lectures, seminars, small group work, and individual tutorials on draft assignments at the end of the semester, in preparation for submission.

Outside these scheduled hours, students are expected to read the primary texts for each week (available through the module reading-list). These readings form the basis for seminar exercises, in which learning activities will be designed to encourage students to reflect on the coherence of the philosophical positions articulated in the text, and their relative strengths and weaknesses. In semester 2, these reflective exercises will assume a comparative and contrastive form, for the purpose of evaluating contrary positions within the texts for each theme.

On completion of the module students will be able to:

1. Identify and discuss the contribution of major philosophers to debates within education.
2. Critically evaluate the strengths and weaknesses of positions articulated by historical philosophers in relation to the arguments that support them.
3. To understand how the ultimate and (so far) irresolvable questions raised by historical philosophers are at the heart of contemporary pedagogical practice.
4. Write cogently on philosophical ideas, and express their argumentative evaluations of distinct positions in clear prose.

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