Philosophy, Religion & Education BA (Hons)

Course length: 3 years full-time

Overview

Why study this course?

The Philosophy, Religion and Education course at Newman is for students who enjoy thinking about and debating the big questions facing individuals and society. The course will extend your understanding of religions and cultures, and engage with contemporary issues such as ethical values and the human search for identity and meaning.

Education Studies at Newman is concerned with how individuals learn, in both formal and informal educational contexts. The course is designed to give you a rounded understanding of the broad field of education through an interdisciplinary study of the philosophy, psychology and sociology of education. You will have the opportunity to consider education and equality, special educational needs, creativity in education and the impact of new technologies on education. In seminar groups you will have the opportunity to test and defend your ideas with your peers and tutors, and through your written work you will develop your ability to analyse texts and present clear and coherent arguments.

What does the course cover?

You will have the opportunity to study in depth several aspects of the Philosophy of Religion in the Western tradition, including discourse about God, religious language and experience, and feminist philosophy. The course also covers ethical theories and issues, and considers how the world’s major religions (especially Judaism, Christianity and Islam) interact with society. The Education Studies component of the course covers the philosophy of education, and provides space for students to consider themes such a social justice, globalisation and sustainability, and management of change. There are also optional modules in religious education available for  those who are aiming for a future career in RE teaching.

How will I be assessed?

The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to oral presentations, analysis tasks, textual commentaries, case studies, portfolios, web design, reflective logs and research projects. 

What makes this course noteworthy?

The tutors at Newman are all well-qualified and experienced lecturers, and the departments of both Education Studies and Theology & Philosophy have gained an excellent reputation for quality of teaching and support of students. The course tutors employ an interactive and student-centred teaching style to develop the whole individual as a person. Field trips to places of worship and other sites of interest are organised annually.

A key feature of our undergraduate degrees at Newman is a compulsory work-related module (taken in the UK or overseas) which will provide you with valuable work experience of work within an area you may be considering for a career and will develop your general employability skills, but is a key asset when applying for jobs.

What careers can I consider?

Many graduates of this course will want to pursue a career in teaching, lecturing or in another educational context, and the course provides an excellent basis for postgraduate teacher training. However, the programme covers a broad range of subjects, promotes cultural and religious understanding, and develops skills valued by many employers, such as critical thinking, evaluation and communication. Many students will therefore progress to jobs in related fields such as youth work, community work, training and development or employment within the charities and voluntary sector, or move into local government, the civil service, human resources departments, libraries, the NHS and the police service.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English or a recognised equivalent, are also required.

If your Work Placement module in Year 2 involves working with children or vulnerable adults, you may be required to obtain a Disclosure and Barring Service (DBS) clearance.

Fees

Fees per academic year: 2017/18*

Full-time Home/EU students:  £9,250
Part-time Home/EU students: £4,950

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here.

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY


INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY: details currently unavailable

DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH


DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH: details currently unavailable

INTRODUCTION TO LEARNING AND TEACHING


INTRODUCTION TO LEARNING AND TEACHING: details currently unavailable

INTRODUCTION TO WORK RELATED LEARNING


INTRODUCTION TO WORK RELATED LEARNING: details currently unavailable

METHODS IN THEOLOGICAL AND PHILOSOPHICAL STUDY


MODULE TITLE : METHODS IN THEOLOGICAL AND PHILOSOPHICAL STUDY

MODULE CODE : THU401


MODULE SUMMARY :

This module is a core part of students’ programme, which aims to support them in the transition into Higher Education and prepare them to succeed in their theological and philosophical studies. It provides the opportunity and time for students to acquire and/or develop the academic study skills, both general and subject-specific, on which they will need to draw throughout their course, and also introduces them to key aspects of subject knowledge.  The module will cover areas such as library and research skills; bibliographic referencing; academic writing; critical reading; summarizing and evaluating sources; and theological reflection. These skills will be practised and reinforced in weekly seminars. A substantial portion of contact time in seminars will also be devoted to engaging the students in the reading and analysis of primary theological and philosophical texts.

CONTACT HOURS :

Scheduled : 40.00
Independent : 160.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • introduce students to the conventions of academic referencing
  • develop the students’ ability to undertake research in theology and philosophy
  • develop the students’ study skills and academic writing skills
  • develop the students’ skills in theological reflection
  • foster group identity and cohesion through e.g. seminars and on-lien discussion fora
  • promote the value and skills of independent learning
  • enable students to gain knowledge and understanding of introductory concepts in Theology, Philosophy and Religious Studies.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • gain a knowledge and understanding of introductory concepts in Theology, Philosophy and Religious Studies
  • debate theological, philosophical and ethical issues from an informed range of perspectives
  • demonstrate their ability to engage with a range of primary theological and philosophical texts
  • develop a range of study skills to help prepare them for further successful study (e.g. ICT skills, library and research skills, referencing skills, and skills of academic writing)
  • develop as an independent and reflective learner.

 

METHOD OF ASSESSMENT :

Component 1 - 30% Portfolio of Study Skills Exercises (1000 words or equivalent)

Component 2 - 70% Portfolio of Theological Tasks (3000 words or equivalent)

GOD AND THE PHILOSOPHERS


MODULE TITLE : GOD AND THE PHILOSOPHERS

MODULE CODE : THU405


MODULE SUMMARY :

In this module you will be introduced to some of the most exciting questions in contemporary philosophy such as; are we free? Can we know anything? What is evil? Through an encounter with the works of some of the most important philosophers in the Western tradition, for example Plato, Aristotle, Augustine, Descartes, Hume and Nietzsche, you will explore how the idea of God has been vital in shaping our answers to these questions, and in forming our view of ourselves and the world around us.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Foster an appreciation of the wide variety of approaches taken by historical and contemporary thinkers towards the philosophy of religion
  • Encourage an understanding of the different philosophies of God proposed by philosophers of religion and philosophical theologians.
  • Develop knowledge of the thought of key philosophers of religion, both historical and contemporary.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate a competent knowledge of some of the main debates in Western philosophy of religion
  • Show an understanding of how contemporary debates have been informed by key historic philosophers
  • Demonstrate an understanding of how the philosophy of religion has been challenged by contemporary philosophers and theologians
  • Show a critical engagement with key contemporary philosophers of religion
  • Evaluate the relative worth of contemporary Anglo-American philosophy of religion and consider some alternative approaches to philosophical theology
  • Begin to express their own philosophical stance in a logical reasoned argument.

METHOD OF ASSESSMENT :

Component 1 - 30% Analysis of a Key Text (1000 words)

Component 2 - 70% Essay (2000 words)

RELIGION AND POLITICS IN CONTEMPORARY BRITAIN


RELIGION AND POLITICS IN CONTEMPORARY BRITAIN: details currently unavailable

Year 2 modules


WORK PLACEMENT


MODULE TITLE : WORK PLACEMENT

MODULE CODE : PLU502


MODULE SUMMARY :

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

CONTACT HOURS :

Scheduled : 10.00
Independent : 90.00
Placement : 100.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

  • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

  • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

  • Encourage students to reflect critically on their experiences.

  • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had the opportunity to: 

  1. Secure, negotiate and undertake a specific role in a workplace setting.

  2. Evaluate features of the workplace setting and their role within it.

  3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

  4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

 

METHOD OF ASSESSMENT :

Component 1 - % PLACEMENT REGISTRATION FORM

Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

ISSUES IN CONTEMPORARY ETHICS - optional module


ISSUES IN CONTEMPORARY ETHICS: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY: details currently unavailable

THEOLOGY IN THE SECOND MILLENNIUM: ENGAGING WITH PARADIGM SHIFTS - optional module


MODULE TITLE : THEOLOGY IN THE SECOND MILLENNIUM: ENGAGING WITH PARADIGM SHIFTS

MODULE CODE : THU500


MODULE SUMMARY :

This module will focus on major paradigm shifts in theology throughout the second millennium. It starts with the wisdom traditions of Monasticism and the shift to Scholastic Theology and Philosophy of the medieval universities. Then it engages the shift through Nominalism which leads into the thinking of the Reformers and the emergence of a recognisable Protestant Paradigm. The effect of the rise of science and the turn to the subject in the Enlightenment will be explored in the movement of liberal theology in Germany and France. The renewal of critical historical studies in the 19th century and their effect on e.g. Biblical Studies, Patristics, Church History and Systematics will then be explored; concluding with the emergence of Christianity as a post-colonial global religion within a polycentric world and the challenges this has brought to theology as a discipline. 

The focus of the course will be on movements and paradigm shifts rather than individual thinkers. Each taught session will be complemented by a critical reading seminar in which primary sources will be engaged by voices from modern and contemporary critical approaches e.g. contextual, post-colonialist, Marxist, and feminist, etc. Seminars will extend the ways in which students critically engage with the key theological and philosophical movements of the second millennium. 

The module aims to equip students with the knowledge and skills foundational to success in the rest of the programme and to provide an opportunity to develop skills of collaborative research work and to experience the process of refining ideas that is part of the research experience.

 

CONTACT HOURS :

Scheduled : 24.00
Independent : 76.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Engage critically with the theological shifts across the second millennium.
  • Develop an understanding of the extra-theological influences that provoke paradigm shifts.

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Analyse and assess the formative philosophical, social and cultural influences that shaped the medieval and modern theological perspectives.
  • Explore in depth significant theological paradigm shifts.
  • Develop a sense of the different vocabularies and conceptual frameworks of theologies in conflict.
  • Read, discuss and compare primary and secondary material from the second millennium, analysing and evaluating its significance in the development of Christian Theology.
  • Identify key social and political implications of shifts in theology and the ethical issues they provoked e.g. Crusades, the Inquisition, religious intolerance.
  • Debate and reflect in seminar on the on-going influence of key figures and ideas e.g. Aquinas, Luther, Schleiermacher.
  • Research, write, and deliver concise oral, visual and written expository pieces.

 

METHOD OF ASSESSMENT :

Component 1 - 40% Annotated Bibliography (750 words)

Component 2 - 60% Group Poster Presentation (Equivalence, 1000 words)

DEVELOPING THEOLOGICAL RESEARCH AND WRITING - optional module


DEVELOPING THEOLOGICAL RESEARCH AND WRITING: details currently unavailable

THE ABRAHAMIC INHERITANCE: CHRISTIANITY, ISLAM AND JUDAISM - optional module


MODULE TITLE : THE ABRAHAMIC INHERITANCE: CHRISTIANITY, ISLAM AND JUDAISM

MODULE CODE : THU503


MODULE SUMMARY :

The story of Abraham has influenced theologians both ancient and modern, as well as painters, sculptors and musicians. In this module we’ll explore this influence and think about what it means in the twenty-first century. Beginning from the canonical accounts of Abraham’s life contained in Genesis and in the Qur’an, you will uncover the different ways that memories of Abraham have shaped the past and continue to shape the present. As you do so you will return to key terms that are often used in the study of theology and religions. Words like ‘monotheism’, ‘scripture’ and ‘tradition’ will take on new meanings for you. To reflect the diversity of Abraham’s influence the module offers you an opportunity to develop your own creative response to the Abrahamic inheritance.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Extend the students’ knowledge and understanding of Christianity, Islam and Judaism.
  • Introduce the students to the varied ways in which the story of Abraham has been received and re-articulated in different religious and social contexts.
  • Encourage students to discuss and evaluate the way that the Abrahamic story is rearticulated to express particular social or cultural questions.
  • Develop in students a sensitivity to the nature of primary and secondary source material in order to prepare them for further advanced study of religion and theology.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Describe the relationship between beliefs, practices, traditions, texts and history of three of the world’s major religions
  • Analyse the relationship between religions and wider culture and society, constructing and creating a response to this relationship
  • Demonstrate that the Abrahamic inheritance is shaped by diverse and competing ways of remembering Abraham and evaluate how the story of Abraham has been used by different groups at different times in history
  • Interpret, debate and assess religious texts from a variety of religious traditions and standpoints, situating them in wider social, cultural and ethical changes
  • Compose written and spoken English in order to explain and debate knowledge of the subject
  • Collect and catalogue research material relevant to their assessment, using ICT skills
  • Work with others and by oneself in order to prepare a creative response to the Abrahamic inheritance, reflecting on their own learning as they do so.

METHOD OF ASSESSMENT :

Component 1 - 50% Essay (2000 words)

Component 2 - 50% Portfolio (2500 words or equivalent)

ISSUES IN RELIGIOUS EDUCATION - optional module


MODULE TITLE : ISSUES IN RELIGIOUS EDUCATION

MODULE CODE : THU504


MODULE SUMMARY :

This module aims to develop the knowledge & understanding for those students with a particular interest for RE in schools through identifying both established and potential issues for the subject as part of the statutory curriculum within England. The module will examine research into some of the main factors influencing the delivery of RE in schools today and the impact this has on pupil understanding. It will also look at the future of RE and the effect some of these issues may have in the way the subject develops. By having a thorough knowledge on the subject area and the challenges facing it the students will be well equipped for any future careers involving Religious Education as well as developing a range of transferable skills.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Develop a thorough understanding of the position of RE in schools and the way in which the subject is delivered;

  • Evaluate particular issues regarding the delivery of RE in the classroom

  • Critically reflect on the potential for current issues to affect the future development of the subject

  • Develop research skills through exploration of key issues in the delivery of RE in the primary school

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Demonstrate a thorough knowledge of their understanding of the current position of RE in schools          

  • Identify and evaluate the main factors and challenges affecting the subject today

  • Effectively research a key issue in RE

  • Discuss issues from a range of viewpoints, demonstrating sensitivity to the different parties involved and an awareness of the complexity of the field

  • Analyse appropriate research and documents in relation to issues in RE

  • Apply findings from research into issues in RE and suggest possible ways in which these could be addressed in school and beyond

  • Demonstrate in written and verbal communication a clear, logical, structured and well-researched approach to the issues

  • During group discussions display an awareness of differing views and sensitivity to different opinions

  • Critically evaluate their own understanding and approaches to issues in RE and identify areas for improvement

METHOD OF ASSESSMENT :

Component 1 - 40% Self Evaluation/Reflection (1000 words)

Component 2 - 60% Research Project (3000 words)

DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY - optional module


MODULE TITLE : DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY

MODULE CODE : ESU503


MODULE SUMMARY :

This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce selected key theories and concepts within developmental, child and educational psychology
  • Emphasise normative perspectives on human growth and learning, with a predominant focus on that of children and young people
  • Consider ways in which development and learning may be inhibited and promoted by a range of influences
  • Consolidate students understanding of these concepts and processes with teaching examples, readings, and personal reflection
  • Establish foundational academic knowledge for both the specific topic area and broader interdisciplinary collaboration
  • Support students in developing new perspectives and understanding of their own developmental and learning formation and that of others
  • Consider the role of values and ethics on policy and practice
  • Develop students as active learners and researchers

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate an understanding of core academic and professional concepts both within developmental, child and educational psychology and in relation to other disciplinary domains
  • Critically reflect on normative perspectives on growth and learning, particularly among children and young people, and approaches to influencing these processes
  • Consider the ways in which professional practices in these areas have developed through a matrix of socio-political, economic, scientific, academic and individual drivers
  • Consider practitioner decision making and judgement within these areas in the light of wider societal value systems      
  • Question – using theory and data – dominant approaches to professional practices
  • Reflect on their own values and on-going formative experience in light of contested concepts and ideas
  • Develop their own research, critical analysis and writing skills

METHOD OF ASSESSMENT :

Component 1 - 100% Structured Literature Review (3000 words)

EDUCATION SYSTEMS AND SOCIAL CHANGE - optional module


EDUCATION SYSTEMS AND SOCIAL CHANGE: details currently unavailable

DIGITAL CHILDHOODS - optional module


MODULE TITLE : DIGITAL CHILDHOODS

MODULE CODE : ESU508


MODULE SUMMARY :

This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Outline contemporary debates around young peoples’ use of technology;
  • Explore the role of technology in society and related issues;
  • Enable students to understand the personal, social and educational implications of digital media use;
  • Help students consider issues of online behaviour and associated structure and agency;
  • Consider the ways in which digital literacies are promoted in schools;
  • Help students consider the ways that e-safety policies are implemented in different settings;
  • Promote students’ understanding of their own use of technology through discussion, debate and evaluation.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate knowledge of contemporary thinking and practice around young people’s use of technology;         
  • Recognise that young people’s use of digital media are subject to a range of interpretations and competing agendas;
  • Consider ways in which young people’s use of digital media can be evaluated and understood;
  • Critically evaluate competing (and evolving) digital media policies;
  • Negotiate the selection of material for a public presentation;
  • Identify, select and synthesise appropriate literature, research data and materials for presentation;
  • Structure ideas and outcomes for an oral presentation.

METHOD OF ASSESSMENT :

Component 1 - 100% Paired Presentation (20 minutes)

CREATIVE LEARNING - optional module


CREATIVE LEARNING: details currently unavailable

EDUCATIONAL POSSIBILITIES - optional module


EDUCATIONAL POSSIBILITIES: details currently unavailable

Year 3 modules


THE GOOD, THE TRUE AND THE BEAUTIFUL: QUESTIONS ABOUT METAPHYSICS


MODULE TITLE : THE GOOD, THE TRUE AND THE BEAUTIFUL: QUESTIONS ABOUT METAPHYSICS

MODULE CODE : THU607


MODULE SUMMARY :

In this module you will be able to engage with some of the most important philosophical thinkers in the Western canon and study how post-modern philosophers have reacted against their ‘modern’ inheritance. Some central philosophical themes will be addressed such as questions about whether mythical stories can contain essential truths and whether truth and knowledge is even possible, through an examination of some contemporary developments in philosophy like death of God theology and noncognitivism. You will be encouraged to explore and develop your own philosophical reaction to developments in post-modern philosophy and appreciate their implications for how we might understand ideas of truth, beauty and goodness today.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Encourage an appreciation of the historical development of philosophical ideas
  • Encourage an engagement with contemporary developments in philosophy
  • Develop the student’s own philosophical perspective with regard to modern and post-modern developments in philosophy
  • Foster an appreciation for the interrelation of philosophical, ethical and aesthetic ideas.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Show a critical knowledge of some of the central philosophers in the Western canon
  • Demonstrate an understanding of some of the central features of post-modern philosophy
  • Show an awareness of the importance of studying historical philosophers for understanding current debates in contemporary and post-modern philosophy
  • Show a critical engagement with key developments in post-modern philosophy
  • Develop a coherent reflective philosophy in response to the philosophers studied.

METHOD OF ASSESSMENT :

Component 1 - 30% Critical Analysis of a Key Text (2000 words)

Component 2 - 70% Essay (3000 words)

DISSERTATION IN THEOLOGY - optional module


MODULE TITLE : DISSERTATION IN THEOLOGY

MODULE CODE : THU601


MODULE SUMMARY :

This double module promotes the acquisition of in-depth and advanced subject knowledge and understanding, and fosters critical engagement with theological and/or philosophical issues. Building upon their interests and achievements at Levels 4 and 5, students will choose, in negotiation with tutors, a focused area of study within the broad field of Theology and Religious Studies. The dissertation focus may fall within any of the areas covered within the Programme, including Christian Theology, Biblical Studies, Philosophy of Religion, Ethics and Religious Education, but is dependent on the availability of staff expertise and suitable resources as well as student interest. Students will be expected to explore their chosen topic in an independent and original manner, researching widely, developing a systematic understanding of key aspects of their field of study, and clearly demonstrating advanced analytical skills.

CONTACT HOURS :

Scheduled : 12.00
Independent : 388.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Foster the development of students’ independent research skills within the area of theological or philosophical studies and/or religious education
  • Promote the acquisition of in-depth and advanced subject knowledge and understanding
  • Develop the students’ ability to sustain a coherent and well-written argument and sustain it throughout a longer piece of work
  • Encourage critical engagement with theological and/or philosophical issues
  • Further develop the students’ analytical skills.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate a sound, accurate and in-depth knowledge and understanding of a specific topic within the broad field of Theology, Philosophy and Religious Studies
  • Demonstrate a critical engagement with a range of competing viewpoints in relation to their chosen area of study
  • Develop their skills of analysis and critical evaluation of a range of primary and secondary sources
  • Develop their skills of independent academic research
  • Demonstrate their ability to sustain a well written and coherent argument over the length of a substantial dissertation.

METHOD OF ASSESSMENT :

Component 1 - 10% Individual Presentation (10 minutes, plus 5 minutes of questions)

Component 2 - 90% Dissertation (10000 words)

DISSERTATION IN EDUCATION - optional module


DISSERTATION IN EDUCATION: details currently unavailable

NEGOTIATED WORK-BASED RESEARCH PROJECT - optional module


MODULE TITLE : NEGOTIATED WORK-BASED RESEARCH PROJECT

MODULE CODE : PLU601


MODULE SUMMARY :

This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organisation. Learners should complete a minimum of 100 hours in the work place. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

CONTACT HOURS :

Scheduled : 24.00
Independent : 276.00
Placement : 100.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable students to take responsibility for initiating, directing and managing a negotiated work-based research project

  • Encourage students to use appropriate work-based research methods

  • Enable students to work collaboratively in a work setting, establishing continuity from their previous work placement and offering tangible evidence of building on this prior experience, where possible

  • Generate confidence and security in students’ employability on graduation

 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Secure, negotiate and design a work-based research project

  • Develop an understanding of, and apply, research methods that are appropriate to work-based contexts

  • Interpret gathered information

  • Make a clear and productive contribution to the organization through the development of recommendations arising from the work-based research project

  • Present a creatively engaging argument

METHOD OF ASSESSMENT :

Component 1 - 100% NEGOTIATED WORK-BASED RESEARCH PROJECT (8000 WORDS)

EQUALITY AND DIVERSITY - optional module


EQUALITY AND DIVERSITY: details currently unavailable

INTERNATIONAL EDUCATION - optional module


MODULE TITLE : INTERNATIONAL EDUCATION

MODULE CODE : ESU608


MODULE SUMMARY :

This module focuses specifically on the interconnectivity and interdependence of international and comparative aspects of education by exploring a range of analytical models drawn from sociological and political contexts. The module begins with an exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice.  The module  will go on to invite students to explore a range perspectives to engage with themes including globalisation, educational transfer processes across nations, definitions of global ‘consumer’ and global ‘citizen’ and to consider how studies of pupil attainment contribute to global discussions about the future of education.  Students will explore differences & similarities in learning and teaching by comparing & contrasting aspects of the educational context in two different countries.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:  

  • Enable students to appreciate a multidisciplinary approach to the study of international & comparative education using a range of perspectives, including historical, cultural, sociological, economic and political models.
  • Critically review the concept of international and comparative study of education and consider international paradigms of educational ‘effectiveness’ and ‘improvement’ using a range of literature.
  • Understand the nature of the challenges that are currently being faced by the study of comparative and international education and how this contributes to the future of learning, teaching, research and professional development.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:
 

  • Critically reflect upon contemporary challenges and controversies in international education and understand how these relate to historical, sociological and political contexts. 
  • Discuss and share critically informed perspectives on differences between international and comparative aspects of education.
  • Identify key topics of personal interest in relation to international perspectives on educational policy and practice.
  • Demonstrate knowledge and understanding of how international and comparative perspectives contribute to discussion on global educational aims and purposes.

METHOD OF ASSESSMENT :

Component 1 - 100% Comparative Report (4000 words)

POLITICS OF EDUCATION - optional module


MODULE TITLE : POLITICS OF EDUCATION

MODULE CODE : ESU607


MODULE SUMMARY :

The module builds upon the understanding of sociological approaches to educational analysis introduced and developed at Level 4 and Level 5. It is designed to build on a range of knowledge, understanding and skills, in order to facilitate further understanding of the inter-relationships between education and political ideologies - within macro, meso and micro contexts. The overall purpose of the module is to enable students to question and analyse ‘common sense’ assumptions of policy and practice by investigating current and historical political issues and policy themes that, in turn, relate to their own interests and identities.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

The aims of this module are to:

  • Develop further understanding of the sociological and political analysis of educational policy and practice.
  • Analyse the factors that shape the making of policy at institutional levels using themes and questions of your choice.
  • Review the complex inter-relationships between these macro, meso and micro forms of education and politics.
  • Evaluate both the conventions and different forms of documentary and how they have been produced to interpret political issues and present a variety of critical perspectives on them.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Evaluate current educational policy developments and how these impact upon educational practices.
  • Analyse the connections between broader political discourses and the ‘shaping’ of educational policy and practice.
  • Apply an analysis framework to how different policy initiatives in education are influenced by their ideological contexts.
  • Identify an appropriate area of education for exploration using an enquiry based approach.
  • Develop their capacity for critical reflection and questioning.
  • Engage an audience through the conventions of a documentary produced to explain a political issue and present a critical perspective on it.
  • Collaborate effectively with others in the production of a group documentary.
  • Manage their learning, work collaboratively in undertaking a small scale investigation and develop an appropriate strategy for a documentary production.
  • Make use of basic audio visual equipment (cameras, editing software) to produce a documentary.

METHOD OF ASSESSMENT :

Component 1 - 40% Analysis (2000 words)

Component 2 - 60% Group Documentary (12 to 15 minutes)

EDUCATION, TECHNOLOGY AND CHANGE - optional module


EDUCATION, TECHNOLOGY AND CHANGE: details currently unavailable

CRITICAL THEORY - optional module


MODULE TITLE : CRITICAL THEORY

MODULE CODE : ESU604


MODULE SUMMARY :

This honours level module explores a range of critical theory and its potential applications to the field of Education Studies.  Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:
 

  • Explore and apply critical perspectives on the philosophy and sociology of education drawn from such approaches as Marxism, Psychoanalysis, Post-structuralism, Feminism and Post-modernism. 
  • Equip students with the ability to apply critical theory to specific aspects of education.  
  • Develop a critical perspective in response to key theoretical contributions. 
  • Facilitate the independent development of new theoretical perspectives to aid progression to study for a higher degree.  

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Describe a range of critical theory approaches in relation to Education Studies.
  • Compare and comment on relationships between different critical theory approaches.
  • Understand the philosophical differences between critical theories and other approaches to society, identity, learning and texts. 
  • Apply critical theory to the study of education.
  • Reflect personally on their own construction in discourses about education. 
  • Critique, from an informed vantage point, theoretical language games.
  • Create new ways of thinking about education arising from their analysis of the dialectical nature of educational philosophy.

METHOD OF ASSESSMENT :

Component 1 - 20% Abstract for a conference paper and 10 - 15 minute presentation

Component 2 - 80% 3500 word paper following the presentation of the draft paper and feedback

ACCESS AND INCLUSION - optional module


ACCESS AND INCLUSION: details currently unavailable

MYSTICISM EAST AND WEST - optional module


MYSTICISM EAST AND WEST: details currently unavailable

A HOLISTIC APPROACH IN EDUCATION: SMSC - optional module


A HOLISTIC APPROACH IN EDUCATION: SMSC: details currently unavailable

VIRTUES AND VALUES - optional module


VIRTUES AND VALUES: details currently unavailable

LEARNING JOURNEYS - optional module


MODULE TITLE : LEARNING JOURNEYS

MODULE CODE : ESU611


MODULE SUMMARY :

‘Learning journeys’ are conceptualised, within this module, in terms of meanings that learners attribute to their experiences of learning and how individual and collective experiences may be critically analysed and interpreted. The overall purpose of the module is to enable students to review their own learning careers by developing their analysis of these experiences by working individually and collectively during the module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Outline concepts of ‘learning career’, ‘learning journey’, critical events and turning points and situate these within research on life history and autobiographical methods.

  • Explore how notions of aspiration raising, barriers and progression are described as a series of problems or events to be rationally overcome.

  • Enable students to develop their capacity to review their own learning careers and journeys and interpret the factors that may have shaped them.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 


 

  • Critically analyse their own experiences of current and/or prior learning and identify critical events or ‘turning points’ that relate to these experiences.

  • Critique notions of aspiration raising, barriers and transition and how these have been constructed in policy texts

  • Critically debate these contested notions in policy texts and compare them with concepts of ‘learning journey’ or ‘learning career’ in life history research

  • Review and synthesise how other examples of life history research relate to events or ‘turning points’ within their own learning careers

METHOD OF ASSESSMENT :

No information available.

Course code


XV35

Applications for full-time courses are made through UCAS.

Applications for flexible learning courses are made via Newman.

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For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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