| CODE | EDE3001 | ||||||
| TITLE | Moral Reasoning in Decision Making: Ethics in the Primary Classroom | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Education Studies | ||||||
| DESCRIPTION | This unit is designed to explore the role of moral reasoning in decision making and to examine the ethical implications of decision making in the primary classroom. We will engage with key philosophical and educational texts to explore different ethical theories, perspectives, and values. We will also examine practical examples and case studies to consider how ethical considerations can be integrated into primary classroom practices. Through class discussions, readings, and individual and group projects, students will develop a critical understanding of ethical issues in primary education and develop practical skills to promote ethical reasoning and decision-making in their own teaching practices. Study-unit Aims: This study-unit aims to introduce student teachers to the field of ethics and moral reasoning. Students will develop a critical understanding of key ethical theories and concepts relevant to primary education. They will analyze and evaluate the ethical implications of different decision-making processes in the primary classroom. Ethical issues that impinge on classroom management and discipline will be addressed to evaluate different and strategies for promoting ethical conduct in the classroom. Ethical issues that may be present in curriculum development will be discussed in order for student teachers to appreciate the importance of developing ethical reasoning in primary students. They will have the opportunity to evaluate various approaches to developing ethical reasoning in primary students. Strategies for promoting ethical technology use in the primary classroom will be explored. Through the study unit the students will have the opportunity to analyze and evaluate different case studies and examples of ethical challenges in primary education. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Describe key ethical theories and their relevance to primary education; - Explain the concept of moral reasoning and its importance in decision making; - Identify ethical issues that arise in classroom management, curriculum development, and the use of technology in primary education; - Analyze case studies and examples of ethical challenges in primary education; - Evaluate different approaches to addressing ethical issues in primary education; - Recognize the importance of developing ethical reasoning in primary students; - Discuss the role of personal values and ethical frameworks in guiding decision making in the primary classroom; - Identify strategies for promoting ethical conduct and decision making in the primary classroom. 2. Skills By the end of the study-unit the student will be able to: - Apply ethical theories and concepts to analyze and evaluate ethical issues in primary education; - Develop critical thinking and reasoning skills to identify and address ethical challenges in the primary classroom; - Develop strategies for promoting ethical conduct and decision making in the primary classroom; - Communicate effectively with colleagues, students, and parents about ethical issues in the primary classroom; - Collaborate with colleagues to develop ethical frameworks and approaches to decision making in the primary classroom; - Develop strategies for promoting ethical reasoning and decision making in primary students; - Reflect on personal values and ethical frameworks to align decision making with ethical principles in the primary classroom; - Apply ethical frameworks and decision-making strategies to real-world scenarios and case studies in primary education. Main Text/s and any supplementary readings: Main Texts: - Noddings, N. (2013). Caring: A relational approach to ethics and moral education. Univ of California Press. - Peters, R. S. (2015). Ethics and education (Routledge Revivals). Routledge. - Halstead, M., & Pike, M. (2006). Citizenship and moral education: Values in action. Routledge. - Cam, P. (2012). Teaching ethics in schools: A new approach to moral education. Acer Press. - Gregory, M., & Brubaker, N. (2008). Philosophy for children: Practitioner handbook. Montclair State University. - Haynes, J. (2008). Children as philosophers: Learning through enquiry and dialogue in the primary classroom. Routledge. - Worley, P. (2021). Corrupting Youth: History and Principles of Philosophical Enquiry (Vol. 1). Rowman & Littlefield Publishers. - Worley, P. (2010). The if machine: Philosophical enquiry in the classroom. Bloomsbury Publishing. Supplementary Reading: - Lipman, M. (2003). Thinking in education. Cambridge university press. - Sharp, A. M. (1991). The community of inquiry: Education for democracy. Thinking: The journal of philosophy for children, 9(2), 31-37. - Gregory, M. R., & Laverty, M. J. (Eds.). (2017). In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education. Routledge. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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