Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title GO HIGHER STAGE ONE: MODERN WORLDS
Code GOHI001
Coordinator Dr JR Bainbridge
Faculty of Humanities and Social Sciences
James.Bainbridge@liverpool.ac.uk
Year CATS Level Semester CATS Value
Session 2018-19 Level 3 FHEQ First Semester 5

Aims

 

·         To equip students with the skills to identify and debate certain key challenges confronting the modern world.

·         To explore key themes from a variety of academic perspectives, e.g. sociology, history, philosophy, literature and sociology.

·         To develop the habit of critical analysis of the presentation of the themes and concepts discussed (eg processes of globalisation, prosperity/poverty, sustainable development, environmental stewardship).

·         To promote independent learning, library and research skills, critical thinking, constructing evidence-based argument, debating and communication skills.


Learning Outcomes

Define and discuss in broad terms the concepts effecting ideas of affecting the modern world, 

including (but not limited to) education, globalisation, prosperity and individuality.

Use introductory research skills.

Speak before an audience with confidence.

Reflect on their learning.

Show basic understanding of the academic questions surrounding the presentation of large social issues in literature and media. 


Syllabus

 Typically, this module will focus on a specific theme each year, from a list including (but not limited to) education, globalisation, prosperity and individuality. The module will draw on issues of current debate, and to reflect this the overarching topic may vary from year to year.

 

A representative theme, would be that of education. Typical sessions would run as follows:

 

1. Module Introduction: In this session the overall theme of education would be introduced, and the scope of the assessment established. A brief example of multi-disciplinary approaches would consider a distinct question: ''Who should be educated?'' from different academic disciplines. The lecture would identify key ways of examining the question from historical, psychological, sociological, literary and philosophical perspectives. The session would point out both the differences and similarities between these perspectives, and ways t hat they might be used to address the subject.

2. Education and the Social Sciences: A lecture exploring questions of education from the perspectives of sociology, psychology and other aligned disciplines. The lecture will explore the area but introduce ways of thinking about research from these fields.

3. Education and the Arts and Humanities: A lecture which will consider questions about education through the disciplines of History, English and Philosophy. A typical session may consider the philosophy behind women’s education in the nineteenth century and its representation in novels.

4. Class debate and group presentations on a pertinent topic. e.g. ‘Do, or should, cultural factors influence education?’



Teaching and Learning Strategies

Lecture - Interactive lectures cover major themes

Interactive lectures may incorporate small group work and short tasks, discussions and question and answer formats.

Group-work - Group-work will be included in summative assessment

The final session of the module will be devoted to short group presentations.

Online Discussions - Online screencasts and mini-preparation assignments will provide consolidation/support, with possible additional mini-lectures and aids to making links between sessions on the module.

Virtual classrooms may be established to aid online activity.


Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours 3
Interactive lectures cover major themes
        1
Group-work will be included in summative assessment
4
Timetable (if known) Interactive lectures may incorporate small group work and short tasks, discussions and question and answer formats.
 
        The final session of the module will be devoted to short group presentations.
Virtual classrooms may be established to aid online activity.
 
 
Private Study 46
TOTAL HOURS 50

Assessment

EXAM Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
             
CONTINUOUS Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Practical Assessment  10 minutes plus prep  First Semester  50  Yes  Non-standard penalty applies  Group Presentation Non-standard penalty applies for late submission, Work submitted after the deadline listed will be deemed late and will receive the following penalties: 5 mark deduction for up to one week late 10 mark deduction for up to two weeks late Work submitted over two weeks late will be deemed to have gone beyond the submission window and counts as a non-submission, gaining a 0. 
Coursework  1000 words  First Semester  50  Yes  Non-standard penalty applies  Written Assignment Non-standard penalty applies for late submission, Work submitted after the deadline listed will be deemed late and will receive the following penalties: 5 mark deduction for up to one week late 10 mark deduction for up to two weeks late Work submitted over two weeks late will be deemed to have gone beyond the submission window and counts as a non-submission, gaining a 0. Notes (applying to all assessments) Presentation mark is an individual mark.  

Recommended Texts

Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module.
Explanation of Reading List:

Some materials for reading and discussion will be supplied online via the appropriate VITAL site. Suggestions for wider reading will also be given. 

Example texts of general interest are:
Whyte, W. (2015) Redbrick: a Social and Architectural History of Britain''s Civic Universities. Oxford: Oxford University Press
Coffey, A. (2001), Education and Social Change. Buckingham: Open University Press.
Bailey, M & Freedman, D, (2011) The Assault on Universities: a Manifesto for Resistance. London: Pluto Press.

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