Skip to ContentSkip to Navigation
OnderwijsOpleidingenMasteropleidingenPedagogische wetenschappenEthics of Education: philosophy, history and law
Header image Ethics of Education: philosophy, history and law

Ethics of Education: philosophy, history and law

Programma

  • 1 jaar

    The programme comprises of three courses, a skills practicum, a traineeship and research. The official language is English.

    The subjects of the three thematic courses are the following:

    In the best interest of the child: the guiding principle in decision making concerning children and in discussions on child rearing, child and youth care and education, is that the best interest of the child should take priority. But how do we determine what is in the best interest of the child when opinions on the subject differ? When considering dilemmas, how do we weigh up pro and con arguments, how do we overcome impasses, reach ultimate conclusions and take decisions and how do we legitimise policy and decisions?

    Citizenship development and education: a core function of child rearing and education is citizenship education. There is much controversy regarding the nature of good citizenship and on how child rearing and education might contribute to its development. What does this discussion look like, what is the current state of knowledge and what bearing does this have on policy and practice?

    Professionalization: scientification and professionalization influence work practices in education, child and youth care and how children and young people are perceived and treated. What are the advantages and what are the risks? What can professionals do to mitigate the risks? How might policy contribute to this?

    The programme comprises of three courses, a skills practicum, a traineeship and research. The official language is English.

    The subjects of the three thematic courses are:

    • In the best interest of the child

    The guiding principle in decision making concerning children and in discussions on child rearing, child and youth care and education, is that the best interest of the child should take priority. But how do we determine what is in the best interest of the child when opinions on the subject differ? When considering dilemmas, how do we weigh up pro and con arguments, how do we overcome impasses, reach ultimate conclusions and take decisions and how do we legitimise policy and decisions?

    • Citizenship development and education

    A core function of child rearing and education is citizenship education. There is much controversy regarding the nature of good citizenship and on how child rearing and education might contribute to its development. What does this discussion look like, what is the current state of knowledge and what bearing does this have on policy and practice?

    • Professionalization

    Scientification and professionalization influence work practices in education, child and youth care and how children and young people are perceived and treated. What are the advantages and what are the risks? What can professionals do to mitigate the risks? How might policy contribute to this?

Opbouw programma

Vak
Citizenship development and education A/B (10 EC)
Domain-specific professional skills (workshops) combined with traineeship (10 EC)
In the best interest of the child A/B (10 EC)
Professionalization A/B (10 EC)
Research Thesis (20 EC)

In the international Master Ethics of Education professionals and almost-professionals develop the knowledge and skills needed to research and respond to urgent ethical questions, doing justice to their complexity, while at the same time seeking practical solutions that may be of use in the context of policy-making and in practice.

In the international Master Ethics of Education professionals and almost-professionals develop the knowledge and skills needed to research and respond to urgent ethical questions, doing justice to their complexity, while at the same time seeking practical solutions that may be of use in the context of policy-making and in practice.

Studeren in het buitenland

  • Studeren in het buitenland is facultatief
Waarom in Groningen?

We offer a unique focus on the ethics of education; our course draws on Philosophy, History and Law and we combine academic rigour with practical engagement and skills.

The Master is provided by specialists from the divisions of Philosophy and History of Education and Children's rights of the Department of Educational Sciences of the University of Groningen. The content of the courses, the topics of the research projects and the traineeships are closely connected to the research and expertise of the lecturers.

De master wordt verzorgd door experts van de onderdelen Filosofie en geschiedenis en Kinderrechten van de afdeling Pedagogische Wetenschappen van de Rijksuniversiteit Groningen. De inhoud van de cursussen, de onderwerpen van de onderzoeksprojecten en de stages zijn nauw gerelateerd aan het onderzoek en de deskundigheid van de masterdocenten.

The Master is provided by specialists from the divisions of Philosophy and History of Education and Children's rights of the Department of Educational Sciences of the University of Groningen. The content of the courses, the topics of the research projects and the traineeships are closely connected to the research and expertise of the lecturers.

  • Testimonial van Eline van der Raad

    During my internship at a primary school I found out that the communication between parents and teachers is often poor.

    After finishing the 'Academic Pabo', I felt a little too young to start working immediately. I wanted to learn more before I would start to teach others.

    I chose the Master’s programme ‘Ethics of Education’, because I was ─▒nterested in moral issues that concern education. For me, that is more interesting than only focussing on policy issues in education. In this master’s programme, you examine what is best for a child. That is very often hard to say, because who decides what is best? The parents, the school or perhaps the child itself? It is very interesting to dive into those issues. I am happy that I decided to study this.

    A course ─░ really liked was ‘In the best interest of the child’. You learn how to make decisions when there is a dilemma and people have different opinions on what might be best for a child. An example would be if it is good for a child to skip a grade. Teachers, parents and children might all want something different. What would be a proper solution for that?

    My thesis is about parent involvement. I have always been interested in that. During my internship at a primary school I found out that the communication between parents and teachers is often poor. I studied a project at a school where parents coach their children individually in class. I am going to examine how that influences the inequality of opportunity for children. In The Netherlands there is a lot of inequality of opportunity caused by shadow education like private supplementary tutoring or homework coaching. Especially highly educated parents send their children to such courses. I am going to research if this project will have a positive or perhaps a negative effect on this.

    Eline van der Raad, master student Ethics of Education

    Sluiten
    – Eline van der Raad
  • Testimonial van Jan Jaap Zijlstra

    "Then I heard about the Master's programme Ethics of Education. In this programme, my questions are answered."

    Before I started this Master's degree programme, I followed the Bachelor's degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of 'why' questions, which were not addressed. Then I heard about the Master's programme in Ethics of Education. In this programme, my questions are answered.

    Before I started this Master’s degree programme, I followed the Bachelor’s degree programme in Pedagogical Sciences, as well as the primary school teacher training. In those programmes, I ran into a lot of ‘why’ questions, which were not addressed. Then I heard about the Master’s programme Ethics of Education. In this programme, my questions are answered.

    What is the programme about? I would say that the focus is on the position of the child and the parties involved in the child’s care. Course units include Citizenship and Professionalization, which includes an analysis of past trends.

    You follow these courses units in the first semester. In the second semester you complete a work placement and write your thesis. I am currently on an placement at SLO, the National Centre for Expertise on Curriculum Development. Now I’m contributing to a book on curriculum development in Europe. I am very proud of that.

    The atmosphere at the programme is very good. It’s a small programme and I like that. You get to know each other quickly because you have a lot of discussions. The contact with the lecturers is also very nice. They all know you by name, really soon. I think the lecturers appreciate the atmosphere too: teaching a class that actually responds. That’s a change form delivering standard lectures for 400 people.

    I follow this Master’s degree programme because I am interested in children. The child is at the heart of the programme. Every discussion is about the child. Within that framework you can pursue your own interests. You are surrounded by people who have the same interests. The academic supervision is good, with frequent consultations and a lot of direct feedback. I really like it!

    Jan Jaap Zijlstra, 24 years old.

    Sluiten
    – Jan Jaap Zijlstra
printOok beschikbaar in het: English