Philosophy of Education (9892.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
| Bruce, Canberra
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Demonstrate a knowledge and understanding of key concepts in philosophy;
2. Demonstrate a knowledge and understanding of key concepts in the philosophy of education;
3. Demonstrated capacity to critically analyse problems;
4. Develop sophisticated arguments using academic evidence; and
5. Communicate ideas effectively.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
PrerequisitesMust have passed 48 credit points.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 1||06 February 2023||On-Campus||Dr Bernard Brown|
|2024||Bruce, Canberra||Semester 1||05 February 2024||Flexible||Dr Bernard Brown|
Nicholson. D. (2016). Philosophy of education in Action an inquiry based approach. Routledge, London.
Bailey, R. (2016). The Philosophy of Education: An Introduction. Bloomsbury, London.
Cahn, S. (2009). Philosophy of Education: The Essential Texts. Routledge.
Carr, D. (2003). Making Sense of Education: an introduction to the philosophy and theory of education and teaching, Routledge, London.
Curren, R. (2006). A companion to the philosophy of education. Blackwell, Malden, MA.
Galea, S. (2017). A place called home. Women and philosophy of education. Routledge, London.
Haynes, J. [et.al.] (2015). Philosophy and Education: An Introduction to Key questions and Themes. Routledge, New York.
Kaplan, L. & Owings, W. (2011) ‘American Education: Building a Common Foundation' Cengage. 1st Edition. Chapter 6 – Philosophy of Education
Noddings, N. (2016). Philosophy of Education [4th Edition], Westview Press, Boulder CA.
Ornstein, A., Levine, D & Gutek G. (2011). ‘Foundations of Education' Cengage. 11th Edition, Chapter 6 – Philosophy of education.
Ozman, H. (2016). Philosophy of Education. Pearson, Melbourne.
Pring, R. (2004). Philosophy of education: aims, theory, common sense and research. Continuum, London.
Winch, C. (2008). Philosophy of education: the key concepts. Routledge, London.
Woods, R. (2006). An Introduction to the Philosophy of Education. Routledge.
Additional resources will be made available on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
The unit has three hours teaching weekly (1 x 1 hour lecture and 1 x 2 hour tutorial) (30hrs). It is expected that students will spend two hours per week reading and engaging with online materials and required readings. (20hrs) Preparation for assessment work will make up the remaining 100 hours (total of 150 hours).
Inclusion and engagement
It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and Engagement Office as soon as possible so that reasonable adjustment arrangements can be made.
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
Basic IT skills required to access Canvas site and upload assignments.
Some tutorials will be conducted online in real time using the Virtual Room in your UCLearn teaching site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.
Work placement, internships or practicums
This unit does not include a practicum.
Research led Units: This unit involves research-led education. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
Theoretical foundations: The unit explores the epistemological foundations of knowledge and philosophical concepts and seeks to understand their relevance to education.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact firstname.lastname@example.org if they have any issues accessing their university email account.
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- Winter Term, 2018, On-Campus, UC - Canberra, Bruce (182642)
- Semester 1, 2018, On-Campus, UC - Canberra, Bruce (182643)