Week |
Subject |
Related Preparation |
1) |
Introduction |
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2) |
Who's to Say What's Right and Wrong? |
Sharvy. R. 2007. Who’s To Say What’s Right or Wrong? People Who Have Ph.D.’s in Philosophy, That’s Who. Journal of Libertartian Studies, 21 (3): 3-24. |
3) |
Values: Objectivity and Subjectivity |
McConnell, Terrance C. “Objectivity and Moral Expertise,” Canadian Journal of Philosophy XIV (2) (June 1984), pp. 193-207. |
4) |
Identifying Values in Politics I: Plato |
Plato. 2008. Crito, Oxford World’s Classics. Oxford: Oxford University Press. |
5) |
Identifying Values in Politics II: Aristotle |
Sandel, M. 2010. Justice: What is the Right Thing to Do. Farrar, Straus and Giroux: New York. pp, 98-109 |
6) |
Value-neutral Politics I: Utilitarianism? |
J. Harris. 1975. Survival Lottery. Philosophy 50. |
7) |
MIDTERM |
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8) |
Value-neutral Politics II: Machiavelli's Politics Free from Confusion |
Machiavelli. N. 1992. The Prince. Dover: Dover Publications. |
9) |
Values, Duty and Suicide: Kant |
Langton R. 1992. Duty and Desolation. Philosophy 67: 481-505. |
10) |
Ethical Perspectives on Biomedical Science: David E. Cooper |
Cooper. D. E. 2002. The Frankensteinian Nature of Biotechnology. Aldershot: Ashgate. |
11) |
Identifying Values in Science: Social Phenomena Sartre |
Sartre. J. P. 2007. Existentialism is Humanism. London: Yale University Press |
12) |
Identifying Values in Freedom I: Berlin's Value Free/ValueLaden Conceptions of Freedom |
Berlin. I. 2002. “Two Concepts of Liberty”, in Liberty ed. H. Hardy. Oxford: Oxford University Press. |
13) |
Identifying Values in Freedom II: Heidegger's Existence and Freedom |
Heidegger. M. 1962. Being and Time. Trans. John Macquarrie and Edward Robinson. Oxford: Basil Blackwell. |
14) |
Overview and Feedback |
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Course Notes / Textbooks: |
You do not need to buy any books for Readings in Philosophy, but you may need to print the reader (primary sources), which I will provide to you weekly via itslearning. Apart from these, as a first port of call on any particular topic, check out the online Stanford Encyclopaedia of Philosophy (http://plato.stanford.edu/). The Routledge Encyclopaedia of Philosophy is also particularly useful. It is available on-line.
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References: |
You do not need to buy any books for Readings in Philosophy, but you may need to print the reader (primary sources), which I will provide to you weekly via itslearning. Apart from these, as a first port of call on any particular topic, check out the online Stanford Encyclopaedia of Philosophy (http://plato.stanford.edu/). The Routledge Encyclopaedia of Philosophy is also particularly useful. It is available on-line.
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Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
4 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |