Program Overview

Philosophical Research in Education (EDPS0010)

Key Information

• Faculty: IOE
• Teaching department: Education, Practice and Society
• Credit value: 15
• Restrictions: This is a Year 2 (FHEQ Level 5) module and space is prioritised for students on the BA Education, Society and Culture programme. A limited number of spaces are available for Affiliate students.

Alternative Credit Options

There are no alternative credit options available for this module.

Description

This module introduces students to the distinct nature and significance of philosophical work on educational issues. The term "education" is understood in the broadest possible sense, encompassing not only institutional forms but also experiences of teaching, learning, and studying across the lifecourse. Fundamental questions emerging from philosophical considerations on the nature of education itself are explored. Each week, a distinct philosophical tradition is covered, serving as a theoretical framework for exploring pertinent educational issues. Through close readings of philosophical texts, students examine a range of philosophical arguments and approaches, considering how these can be applied to the study of education and society. Active participation is central, and students are encouraged to reflect on and discuss rich texts in live sessions. Prior knowledge of philosophy is not expected, but a curiosity about and willingness to engage in discussions is key.

Teaching Delivery

Classes consist of one longer session (2.5-3 hours with breaks), involving:

• Introduction to the week's topic and philosophical approach
• Interactive activities to interrogate assumptions underpinning theory and research
• Further philosophical discussion on relevant concepts, values, and theories
• Opportunities for students to practice developing, constructing, and defending their own philosophical arguments

Students are also encouraged to meet with their study group outside of class to develop a "community of inquiry." The format may change depending on class size, potentially including separate lectures and smaller seminar groups.

Indicative Topics

Based on module content (subject to possible changes), topics may include:

• Epistemology: How do we know what we know? What is the importance of the 'knower' in this? And how is that translated into educational practices?
• Ethics: Can we teach people to be 'good'?
• Political Philosophy: What does equality mean in education? What about fairness? What is the relationship between society, education, and the political sphere?
• Metaphysics (of race): How are we to understand the way we are categorised in the world, and in what way does this impact education?
• Phenomenology: How do we experience education as subjects?
• Post-Humanism: How might we understand education as something that involves, or at least relates to, more than just us humans?

Module Aims

This module aims to provide students with the opportunity to:

• Familiarize themselves with representative approaches, styles, and forms of philosophical work and its relationship to educational issues
• Develop their understanding of how such work is distinctive
• Support the development of skills to work independently in developing and defending philosophical arguments and in engaging critically with other points of view

By the End of This Module

Students are expected to be able to:

• Understand the ways in which philosophical work on educational issues is distinct in structure, methodology, and style
• Understand how philosophical concepts and approaches can be drawn on in discussing and reflecting on educational issues
• Reflect on their own and others' ideas about educational values, practice, policy, and experience in the light of philosophical arguments, distinctions, and positions
• Develop the skills and confidence to articulate and defend their own philosophical argument in discussion and in written work, and to engage in philosophical debate

Assessment

The assessment on this module is a 15-minute individual oral examination (viva or viva voce), typical of what students would experience as research students or academics. This examination is designed to prepare students for different avenues of study and work in the future. Students will be well-supported throughout the module in preparing for this assessment, including the opportunity to submit a draft essay that will serve as the basis for the discussion.

Recommended Readings

• Standish, P. (2010) 'What is the Philosophy of Education?', in The philosophy of education: an introduction. London: Continuum.
• The Philosophy of Education : An Introduction (2010). Bloomsbury Academic.
• Nietzsche, F. (1827) Anti-Education: On the Future of Educational Institutions , London: Penguin.

Module Deliveries for 2026/27 Academic Year

• Intended teaching term: Term 1
• Undergraduate (FHEQ Level 5)

Teaching and Assessment

• Mode of study: In person
• Methods of assessment: 100% Viva or oral presentation
• Mark scheme: Numeric Marks

Other Information

• Number of students on module in previous year: 22
• Module leader: Dr Alison Brady

Last Updated

This module description was last updated on 10th March 2026.