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Description
The nature of the human mind is a matter of permanent interest to all those concerned with education. Recent developments in neuroscience have prompted heightened debate on the subject between philosophers, psychologists and sociologists. Similar theoretical and practical complexities arise in relation to the nature of knowledge and understanding. All these matters invite and require philosophical illumination. The course will consider, from a philosophical perspective, major questions regarding the nature of mind, knowledge, understanding and their educational significance. In this process, it will open up presuppositions implicit in both education practice and research. The module will enable students to explore the presuppositions of epistemology and mind involved in a range of educational questions. This will involve consideration of perspectives on the Mind-World issue present in different models of learning (e.g. Information-processing, Piagetian, Vygotskian); the implications of these perspectives for learning, curriculum development and knowledge; different characterizations of concepts and concept formation; the impact of assumptions on practice and on the affective and motivational dimensions of learning. Although the module will approach the area of knowledge, mind and understanding from a philosophical perspective, it will include inter-disciplinary elements. The module is also offered as a stand alone short course.
Module deliveries for 2024/25 academic year
Last updated
This module description was last updated on 8th April 2024.
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