Pre-requisites None
Co-requisites None
Admissions requirements Approved DBS Certification
Disqualified combinations None

1. Apply an integrated theological and theoretical understanding of education to the provision of learning opportunities in practice contexts
Knowledge and Understanding

2. Relate a critical understanding of issues of diversity, power and oppression to educational contexts within professional and ministerial practice;
Learning
Application

3. Analyse personal approaches to learning and education, including organisational and personal philosophical and theological bias
Analysis
Reflection

CRITICAL ANALYSIS (100%) - 3,500 Words – To address learning outcomes 1,2,3
Example: Critically analyse you and/or your agency’s approach to learning and informal education, including the implications of anti-oppressive and inclusive practice

The aim of this module is to enable students to gain a sophisticated understanding of learning and education including their underlying philosophical commitments and inherent practices. Students will undertake critical analysis of their own learning contexts, and identify the skills and dispositions required as educators in the design, provision, leadership and evaluation of learning opportunities. this will mean an intentional engagement with students’ own position in relation to key beliefs and values relating to the meaning, purpose of and practice of education within their context – its liberating and limiting possibilities. The nature of the learning therefore embodies the interaction between these poles, enabling students to articulate their commitments, and apply their knowledge, within professional and ministerial practice settings.

This module includes the study of theology, philosophy and theory of education including forms of educational practice and their inherent values and principles. It will engage students in considering the contextual nature and construction of curricula within a range of formal and informal contexts. Within this understanding, critical reflection on students own practice and the impact of beliefs and values on this will be undertaken, in conjunction with the critical examination of the local contexts and organisational practices within which learning occurs. Power and equality themes will be considered, and their implications for both education as a whole, and the particularities of students’ own practice in the provision of appropriate learning opportunities for young people and/or children and/or adults.

This module utilises the three inter-related learning strategies for the programme. Taught workshops consist of interactive presentations, discussion, and critical debate at the residential teaching blocks. Tutorials (in person and on-line) allow discussion of the individual research that students are undertaking to prepare their assignments. Independent study and professional practice allows for critical reading around selected topics, the development of individual responses to theory and practice; and the preparation for the assessment tasks.

Batsleer, J (2008) Informal learning in Youthwork. London: Sage.

Beck, D & Purcell, R. (2010) Popular education practice for Youth and Community Development Work. Exeter: Learning Matters

Cooling, T. (2010) Doing God in Education. London: Theos

Gardner, H. (2006) Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books

Heywood, D. (2004) Divine Revelation and Human Learning. Aldershot: Ashgate.

Heywood, D. (2017) Kingdom Learning. London: SCM Press

Jeffs, T. & Ord, J. (2018) Rethinking Outdoor, Informal and Experiential Education: Beyond the Confines. Abingdon: Routledge

Jeffs,T. and Smith M (2005) Informal Education, Democracy and Learning. Nottingham: Education Heretics Press

Jonassen, D. H., & Land, S. M. (Eds.) (2012). Theoretical foundations of learning environments (2nd ed. ed.) New York: Routledge.

Oldfield, E. & Hartnett L. (2013) More than an Educated Guess. London: Theos

The collaborative partner has approved and fully equipped teaching spaces for taught sessions; comprehensive library provision and a bespoke VLE that supports student access to resources when working remotely.