HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF AMERICAN PUBLIC EDUCATION Dr. Makedon AMPLIFICATION OF COURSE REQUIREMENTS Click here to see Course Syllabus Click here to see List of Philosophers for the Position and Role Play Presentations
10 Hours of Field Experience:
At a minimum, all students should complete the following observation requirements (=10 hours):
6 hours in the Chicago Public Schools. Students must observe for at least 2 hours at each school, including at least 1 public elementary and 1 public high school.
4 hours in public or private schools, or in cultural centers. There are strict guidelines regarding all the school and cultural center visits (punctuality, professionalism, and observation methodology). The instructor and/or an officer from the Field Observation Office (ED 322) will explain these guidelines in class. Regarding what to observe in the field (such as, goals of the specific instructor or cultural center, teaching methods, and curriculum), please see "What to Observe in the Field," below. The instructor will also distribute to the class the sign up sheets, and will explain exactly how to complete them.
What to Observe in the Field:
Since at the end of their observations students are required to complete a one-page schools or cultural center observation report, they should structure their observations around what will be required of them to be able complete their reports. Please see "Structure of the Field Observation Report," below. During their field observations, students should make note of the educational goals, methods, and curriculum of the school, classroom, or cultural center they observed in. It is important that students are able to distinguish among these three types of educational issues (goals, methods, and curriculum), esp. since even professional educators often confuse these three, let alone beginning education students. Regarding the difference between methods and curriculum, please see the explanation offered in section E of the section describing the personal philosophy presentation, below.
How to discover educational goals:
Without being overly intrusive, students may be able to infer educational goals from what the cultural center or teacher are trying to teach (their goals for the day, or for the year). Obviously, in a fourth grade addition class, the goal might be to teach addition (you can be even more specific, depending on what kinds of addition concepts the teacher is trying to teach). If you visit the museum of medicine, the goal might to teach the public about the history, or other aspects, of medicine.
How to discover teaching methods:
Pay careful attention to the techniques the teacher, or the cultural center are using in conveying the information.
How to discover curriculum:
Observe the subject(s) being taught, including ideas and concepts covered, and the type of information that is being conveyed.
Tuberculosis Test:
All students must show proof of TB test results to the instructor, taken during the past 12 months, prior to beginning their observations. Students who fail to show the results of such test will not be allowed to sign up for a school observation, which may cost them most of the observation points (=max. 20); they may also lose 2 observation points as a result of not showing proof of a TB result. Selection of Schools:
A master list of "acceptable" schools is compiled by the Field Placement Office. Each student selects at a minimum two Chicago Public Schools, one elementary and one secondary. Detailed guidelines will be announced in class.
Number of Hours at Each School:
Students may stay in a school no less than two hours during each visit.
Show-Up Times in the Schools:
Students must show up at the pre-specified time.
University Identification Card; Field Placement Office Reference Letter
All students are advised to sign-in when they arrive at their schools, usually in the school's guest book, and be prepared to show the following documents to the school, in the event the school asks for any of them: (a) currently validated student ID; and (b) Field Placement Reference letters (distributed in class).
Professional Attire, Demeanor, etc.:
Schools are under no official obligation to accept our students. Please dress appropriately, as we all depend on the impression each one of us makes on the school through our demeanor, professionalism, and politeness.
Maximum Number of Students Allowed to Visit a School:
Number of students allowed to visit a school will depend on that school's regulations.
Procedure for Cancelling or Re-Scheduling a School Visit:
In the event that you cannot visit a school at the pre-scheduled time due to an emergency, call the school at least one day in advance (preferably a week in advance) to let the school know that you will be unable to attend. During your conversation with the school, identify yourself fully, including your name, your university, the course you are enrolled in (CI 200), and the day and time you were supposed to visit. To re-schedule a visit, ask the school whether they would allow you to re-schedule your visit with that school for another day and time. If they allow you to re-schedule, then make sure that you give them your name, ask them to include it in their calendar, and ask the name of the person that just confirmed your reservation. Subsequently, notify the Field Placement Office and/or Instructor of the change.
Structure of Field Observation Report:
Students must write a 1-2 page(s) report on either a school, or a cultural center that they observed in, and distribute copies to the whole class. Students write only one report on any one school or cultural center, rather than on each school or center that they visited.
The Field Observation Report should include the following sections, all of which should be clearly identified in the report by their corresponding subheadings:
1. Student's Name, Course, Section, Attendance Number, Term, Year 2. Name and Address of Cultural Center or School 3. DESCRIPTION OF OBSERVATION: Brief summary of observation 4. GOALS: Briefly state the educational goals of the institution/classroom that you observed in. 5. METHODS: Briefly state the methods used in the institution/classroom that you observed in. 6. CURRICULUM: Briefly state the curriculum of the institution/classroom that you observed in. 7. COMPARISON WITH PHILOSOPHER: 7a. PHILOSOPHER'S IDEOLOGY: Briefly state the educational ideology of a philosopher covered in class 7b. COMPARISON WITH PHILOSOPHER'S IDEOLOGY: State how a philosopher covered in class may react to the observation site, and explain why.
Importance of Meeting Deadline Dates for Field Observation Requirement:
Students should have completed all their cultural and school observation hours, and reports, by the deadline dates. If sign-in sheets are turned in late, students lose 1 point for each class period they are late, for up to 10 points. Likewise, if field observation reports are turned in late, students lose 1 point for each class period they are late, for up to 8 points. Deadline dates are listed in the "Schedule of Readings and Requirements," which is distributed in class.
Revisions of Field Observation Reports:
Students are allowed up to 2 revisions to receive full credit for their Field Observation reports (minus points lost due to tardiness). Each revision is due within a week from the date the report is returned to the student by the instructor.
Additional Tips on How to Write a Field Observation Report:
In the "Comparison with Philosopher" section, describe hypothetically how might one of the philosophers covered in class react to your cultural or school observation. For example, how might John Dewey react to a certain school's goals, methods, or curriculum were he to visit the classroom(s) that you visited, and why? Use the description you gave of the philosopher's educational ideology as the basis for your analysis (see 7a, above). Make sure that for each statement that you make regarding the philosopher's reaction, you also explain why.
Cover pages and binders:
PLEASE DO NOT INCLUDE A COVER PAGE, BINDER, OR COVER for your report. If your report is more than 1 page in length, simply staple pages together. Include all identifying information on the top of the first page, incl. your name, course, section, attendance number, term, and year, and name and address of Cultural Center or School (please see "Structure of Field Observation Report," above).
Required Subheadings in the Field Observation Report:
Reports should include proper subheadings that clearly identify each separate section in the paper, as indicated above (please see "Structure of the Field Observation Report"). Reports without such subheadings will be returned unmarked to the student for revision.
Distribution of Field Observation Report to the Whole Class:
Each student should make copies of his/her Field Observation Report for distribution to the whole class, including the instructor. Students who do not distribute their reports to the class lose 1 point for each class period they are late, for up to 2 points. The reason for this distribution of reports is partly to inform the whole class of the variety of educational experiences in the Chicago area, including innovative teaching methods, and possible reactions by philosophers studied in class. The instructor may keep his copies of the reports for future reference. Students should make sure they always keep a copy of their reports for their own files.
Classroom Presentations: Position, Role Play, Personal Philosophy
Students choose between 3 types of class presentations:
A. Position Presentation B. Role Play Presentation C. Personal Philosophy Presentation.
Each student is required to deliver only one of these presentations.
No papers are required for the position and role play presentations, except for a single bibliographic page. This page must be typed, and distributed to the whole class. Regarding detailed guidelines on how to write the bibliographic page, please see instructions, below. Students who choose to make a personal philosophy presentation must write a one-page summary of their personal philosophy, which they distribute in class on the day of their presentation. There is no requirement for those who choose to make a personal philosophy presentation to prepare a bibliography, unless in their presentation they make references to other authors; or make factual statements that require backing them up with research or other factual evidence. Regarding detailed guidelines on how to write the personal philosophy summary page, please see instructions, below. Since no full length papers are required for the position and role play presentations, students may or may not wish to distribute any other materials of their own to class (such as, in addition to a bibliography, pictures of the philosophers they are discussing or role playing). There will be no extra credit points assigned for such materials.
Bibliographic Page
Each presenter must distribute to the whole class a typed bibliographic page with a list of all the authors they made references to; and of sources for their factual statements, including factual statements made regarding their philosopher. Bibliographic pages must be typed, or else they will be returned to the student ungraded for revision. Regarding the difference between statements of fact, and statements of value, please see "Distinguishing between Statements of Fact and Statements of Value," below. All position and role play presentations require a bibliographic page, since by definition such presentations are about a philosopher, and therefore require at least one bibliographic reference of where the student found all the facts regarding his or her philosopher. In the event a student chooses to discuss his/her personal philosophy, he/she may or may not have to distribute a bibliographic page, depending on whether such student makes any references to other authors (which is not required that he or she does so); or includes in his or her presentation factual statements that require backing them up with a list of research or other sources. If such student makes no factual claims in his or her personal philosophy presentation; or does not make any references to other authors, then he/she is not required to distribute a bibliographic page. Please make sure that you do not include in your bibliographic page any redundant sources, but only those which back up specific factual claims made in your presentation.
Summary Page for the Personal Philosophy Presentation
Please see the explanation on how to write the Summary Page for the Personal Philosophy in the section "Personal Philosophy Presentation."
Deadline Dates for Submitting Bibliographic and Summary Pages
To receive full credit for a presentation, please make sure that (a) you submit a written bibliography/summary to the instructor just prior to your presentation (position & role play presentations require a bibliography; personal philosophy requires a Summary); (b) distribute copies to the whole class on the day of your presentation (before the presentation begins); and (c) your bibliography supports all the factual statements made during your presentation. Students who do not submit bibliographies and/or summaries during their presentations (as explained earlier), lose 1 point for each class period they are late in submitting a bibliography or summary to the instructor, for up to 5 presentation points. Students who do not distribute their bibliographies to the whole class, also lose 1 point for each class period they are late in distributing them, for up to 2 presentation points. Thus students who should have submitted and distributed a bibliography or summary, but did not, may lose up to 7 presentation points.
Revisions of Bibiliographic/Summary Pages
Bibliographic/summary pages may be revised twice for full credit. The instructor may ask students to revise bibliographies/summaries for several reasons, including: (a) include additional sources that support factual statements made during the presentation; (b) conform to the guidelines on how to write a bibliography or summary, mentioned in "Structure of Bibliographic Page," below; and "Structure of Summary Page" in the section that describes the Personal Philosophy Presentation.
Structure of Bibliographic Page
Include all identifying information on the top of the page, incl. your name, attendance number, course, section, term, year, and type of presentation this page corresponds to (position, role play, personal philosophy). Please DO NOT INCLUDE A COVER PAGE, BINDER, OR COVER for your bibliographic page. The list of sources itself should follow the guidelines for writing bibliographies in such "standard" manuals as Kate L. Tarubian's A Manual for Writers of Term Papers, Theses, and Dissertations. At a minimum, please list your sources in alphabetical order, and include the following information:
For articles found in journals, give author, title of journal article (in quotation marks), name of journal (underlined), issue number, year, and page numbers.
For books, give author, title of book (Underlined), publisher, year of publication, and page numbers.
For articles in encyclopaedias, give the encyclopaedia editors (mentioned on the front cover of the encycl.), name of encyclopaedia (underlined), publisher, year of publication, title of article (in quotation marks), and author of article (if indicated in article).
Brief Description of Presentations:
A. For the position presentation, students take a position vis a vis a certain philosopher, and present arguments for and against the philosopher's ideas, and their response to the argument(s) against their position. Position presentations are delivered in panels of three.
B. For the role play presentation, students pretend they are a philosopher reacting to a certain educational issue (delivered in pairs).
C. For the personal philosophy presentation, students present their personal philosophy (incl. philosophy of education). The personal philosophy present. is delivered individually.
There are strict guidelines that students must follow in their presentations. Regarding these guidelines, including criteria for grading the presentations, please see relevant sections, below.
What constitutes an "argument?"
All presentations require that students use arguments. Arguments are the "bread and butter" of philosophical thinking. It is therefore important that students have a basic understanding of what constitutes an "argument." By the term "argument" here, we do not mean the popular conception of something "disagreeable" or "argumentative," but of something well supported with convincing reasons or claims. For our purposes here, an argument is not merely an opinion, let alone a "feeling" or emotional disposition toward something or someone. An argument is an opinion, feeling, or view backed up by one or more reasons. In other words, it is not enough that you merely state what you like or dislike about something or someone, you must also explain why. Your reason(s) must make sense, and be convincing. Please make sure that you distinguish between statements of value, and statements of fact, and that you back up your factual claims with credible evidence. Be prepared to point to the sources in your bibliographic page that correspond to, or support your factual statements in your presentation. Regarding the distinction between these types of statements, please see the section "Distinguishing between Statements of Fact and Statements of Value," below.
Distinguishing Between Statements of Fact and Statements of Value:
There are two types of statements: statements of fact, where you are stating that something is a fact (for example: "Chicago Public Schools have 300,000 students"); and statements of value, where you inform the reader of your values (e.g., "Chicago Public Schools should have 300,000 students"). If you make factual statements which you would like to use as reasons for or against something or someone, then be prepared to show the exact source of your facts, be it a research study, a book, an article, an official document, or an interview. Your sources must be credible, or else they may not constitute a legitimate source or "reason." For example, quoting a fictional character in a science fiction movie about, say, the impending invasion of the earth by extraterrestrials does not constitute a credible source to support a claim that the earth will in fact be invaded by such extraterrestrials. Avoid using as sources such discredited books or magazines as are known for fraudulent or "untrue" claims, such as, any number of supermarket tabloids, unless you are prepared to use further evidence to back up your claims. If the instructor requests it, then you should be able to show him exactly which sources in your bibliography correspond to which statements of fact in your presentation. You need not give references for statements of value. Metaphorically speaking, you are the "reference" for such statements: your values are your own, except you must also give reasons for your values.
Presentation Dates:
All three types of presentations are delivered during the same time period. For specific presentation dates, please see Schedule of Readings and Requirements, which is distributed in class. Number of days required for presentations varies with size of each class.
Time allotted to each presenter:
For all three types of presentations each presenter has 2 minutes for the presentation, and 2 minutes for answering questions from the class. Total=4 minutes per presenter.
Limitations regarding Position and Role Play Presentations:
There are 2 limitations regarding the choices students have in making a position presentation:
First Limitation: No two students can make a position or role play presentation on the same philosopher. Students indicate early in the term their choice, so that no one else in the class may make a position or role play presentation on that philosopher.
Second Limitation: Students may deliver a position or role play presentation only on philosophers that we do not cover in our textbook readings, or lectures.
Regarding possible names of philosophers that students may choose from, the instructor will distribute a lengthy list of philosophers in class. Students may choose a philosopher who is not on the list, but must first clear the name of the philosopher with the instructor (to make sure that your choice counts as a "philosopher"). For our purposes here, anyone who "philosophized" suffciently to have a certain philsophy of his or her own, counts as a philosopher (even if he or she is not widely recognized as such).
Detailed Guidelines for Making Presentations
I. Position Presentation
Structure of Position Presentation:
1. Before beginning the presentation, each student presenting writes on the board the following information:
A. Student's Name B. Student Attendance Number C. Philosopher to be presented D. Student's "thesis" or position regarding the philosopher's ideas: Whether student is for, against, or undecided (regarding the philosopher's ideas)
2. Students present in groups of three. Each student has 2 minutes for the presentation. Students must present at least one argument for their position; one argument against their position; and their response to the argument against their position. If a student's position is against a certain philosopher's ideas, then they must respond to an argument for the philosopher's ideas.
3. How to receive full credit for the position presentation:
To receive full credit for the presentation, each student should briefly cover the following:
(a) their position: what they are for, against, or undecided about. (b) if student is for a certain philosopher's ideas, then at least one argument for (more, if time permits), including reason(s) for being for; if student is against a philosopher's ideas, then at least one argument against (more, if time permits), including reason(s) for being against
(c) anticipate opposing view: if student is for a philosopher's ideas, then at least one argument against the philosopher's ideas that another student, or someone else, might have (including reason(s) for being against); if student is against a philosopher's ideas, then at least one argument for the philosopher's ideas that another student, or someone else, might have for (including reason(s) for being for)
(d) student's response to the opposing view: if student is for the philosopher's ideas, then student's response to the argument against, above (in c); if student is against the philosopher's ideas, then student's response to the argument for, above (in c); otherwise explain why you are undecided about the philosopher's ideas.
Students who did not cover a-d during their presentation, or during the class discussion that followed the presentations, will be asked to do so by the instructor during, or immediately following the class discussion. The instructor may also request that presenter indicate which sources in his or her bibliography correspond to certain factual statements in his/her presentation. Regarding the writing and distribution of a bibliographic page, see the general guidelines, above.
4. Class discussion: Following the presentations, there will be a 2-minute question/discussion period per student by the whole class. Total discussion time for all three students=6 minutes. Class should make an effort to address questions to each one of the presenters on the panel.
Further explanation of certain parts of the position presentation:
Explanation of Arguments For Your Position or "Thesis"
State the argument(s) that support your position, or "thesis," and give reasons why, in your view, they support your thesis. You should offer at least 1 argument for. You must give reasons why you think as you do. Give your own opinion, except you must also give reasons for your view. If others have the same view as you do, then, however well known or "important" the others may be, you must still state why you agree with the "others" (what reasons do you have for agreeing with them other than the fact that they are "important").
Explanation of Arguments Against Thesis
Every presenter should include at least 1 argument against his/her thesis. These are arguments that people who may disagree with your thesis may raise. For example, if you are for (pro) the views of a certain philosopher, then state at least 1 argument against the views of your philosopher. You do not have to be personally against the philosopher, or feel emotionally divided between your arguments for, and the arguments against your thesis. Simply think of an argument that someone else might have against the philosopher's views. It is important that you also state what reasons those who are against the philosopher may have for being against (it is not enough that you merely state that someone may disagree with such and so, but also offer reasons in support of those objections). Generally speaking, state the argument, and give the reasons that people who object to your thesis might conceivably have for their objections. If you are undecided about your topic (neither pro nor con), the argument against becomes, together with the argument for, the reason why you are undecided (that is, they weigh equally in your mind).
Explanation of your Response to the Argument(s) Against Your Thesis
Discuss what your response is to the objection to your thesis. State whether you agree or disagree with the opposing argument, and why. It is important that you don't simply state whether you agree or disagree, but that you also state your reasons why you agree or disagree with the objection. If you are undecided about your philosopher's ideas, then discuss why you remain "undecided," that is, why in your mind the pro and con arguments weigh about equally in your mind.
II. Role Play Presentation:
Students who choose the role play presentation, must role-play a philosopher of their choice. Students can choose to role play any philosopher, except one that has already been selected by someone else in the class, or someone that is included in our textbook readings or lectures. Please see "Limitations regarding Position and Role Play Presentations, " above.
Guidelines for Role Play:
Structure of the Presentation:
A. Students role-play in pairs. B. No two students in class can role-play the same philosopher, or a philosopher that was selected for a position presentation. Please see "Limitations regarding Position and Role Play Presentations," above. C. The pair write separately their names on the board, attendance numbers, and philosophers, and the common education topic they will be discussiiong/debating about. For further details on which topic they can choose, please see D-a, below. D. If the two philosophers in a role play presentation hold widely different views about the selected education topic, the role play presentation may take the form of a debate. On the other hand, if they do not, then it may take the form of a discussion or "mild" debate, depending on the degree of difference between the two philosophers' views. The format for the role play presentation is as follows:
(a) Each pair of philosophers selects an educational topic to discuss or debate about. Students are free to choose any education topic they like, so long as the topic is indeed educational. Education topics may include any topic that the pair selects, from school reform issues, to controversial topics in education, to administrative, curricular, methodological, historical, or economic concerns. The instructor will present examples of such concerns in class. Please make sure that both students in a pair discuss/debate the SAME educational topic. They should not each discuss a different topic, since in that case there is a risk they may not be talking to each other, or fail to meet the requirements for receiving full credit for their presentations. It is strongly recommended that students in a pair practice/rehearse their presentation several times prior to their actual presentation, including their respective philosophers' reaction to the education topic. Students should be careful to represent their philosophers' views accurately. Avoid the temptation of inserting your own views in a philosopher's mouth, since then you risk losing presentation points as a result of making an inaccurate representation. Although students are free to choose a philosopher of their liking (or even one they don't particularly like, but would like to role play), it is important that during the presentation students represent accurately their chosen philosopher's views. In other words, try to "stay in character," meaning, role play accurately a philosopher even if you, personally, disagree with all or some of your chosen philosopher's views. Of course to role play a philosopher, you must also have a sufficient understanding of his/her ideas, and know enough about his/her views, to be able to infer from what your philosopher actually did say or write about, what he/she might have said about the specific education topic in question. Students are not required to actually emulate their philosophers "tone of voice," or dress, or the like, as actors sometimes do, but only that they represent their philosophers' ideas accurately.
(b) Each pair has a total of 4 minutes for the presentation (=2 min. per student); and 4 minutes for question and discussion by the class.
General Comment regarding the Question & Answer Period: The class should make an effort to address questions to both of the presenters in a role play presentation. The audience should avoid identifying the person presenting a philosopher, with that particular philosopher's views. Students who are role playing philosophers are merely doing their best to represent accurately a philosopher's views so they can receive full credit for their presentations, instead of offering us their own personal reactions to the topic at hand. Consequently, the class should not direct its disagreement, disappointment or even "anger" with a certain philosopher's views (or, alternatively, agreement or sympathy) against the "messenger" in a role play presentation, in this case, the presenting student. The class should try, instead, to deal with the philosophical issues at hand, remembering all along that the presenter himself or herself may not totally agree (or disagree) with the philosopher he or she is role playing.
(E) The format of the exchange between the 2 philosophers should be as follows:
1) Philosophers A, B briefly introduce themselves. Prior to your presentation, please write on the board your names, attendance numbers, and philosophers, and the common education topic that you will be discussiiong/debating about. 2) Philosopher A states his or her opinion about the selected topic 3) Philosopher B states his or her opinion about the selected topic, and asks a question of philosopher A 4) Philosopher A responds, and asks a question of philosopher B 5) Philosopher B responds 6) Philosophers A + B discuss/debate the topic 7) When 4 presentation minutes are up, the audience asks questions from each of the two philosophers for another 4 minutes.
(F) Bibliographic Page: Each student prepares and distributes a bibliographic page to the whole class prior to his/her presentation. Regarding the structure of the bibliographic page, please see relevant guidelines, above.
(G) Evaluation of the Role Play Presentation: Students participating in the role-play exercise will be evaluated on the basis of the following 5 criteria:
1) Accuracy: student accurately represents philosopher's views 2) Discussion of education topic: Discusses topic, and responds to other philosopher (see items 3-6 in E, above) 3) Articulateness: Communicates ideas in an articulate/flawless manner 4) Logic: Makes reasonable inferences, avoids contradictions, etc. 5) Bibliographic Page: Has distributed to the whole class typed bibliographic page supporting all relevant statements of fact
III. Personal Philosophy Presentation
Students who choose to make a personal philosophy presentation, present their own philosophy, and philosophy of education to the class. Students must also write a one page summary of their personal philosophy, structured according to the guidelines explained below. In order to receive full credit for your presentation, there are strict guidelines on how to present your personal philosophy, what to include in your presentation, and how to write the summary.
Guidelines for Writing the Personal Philosophy Summary
Each student who chooses to make a personal philosophy presentation writes a one-page single or double-spaced summary of his/her personal philosophy, and distributes copies of his/her summary to the whole class. The summary must be distributed on the same day as the presentation, just prior to the presentation.
To receive full credit, students should organize their personal philosophy summaries as follows:
1. Name, Attendance #, Course, Section, Term, Year 2. Type of Project: Personal Philosophy 3. Title of your Personal Philosophy 4. Your view of Human Nature 5. Your view of the Goals for Humans 6. Your view of the Goals of Education 7. Your view of Teaching Methods 8. Your view of Curriculum
Regarding what sections 4-8 should address, please see "Presentation Guidelines," below. Please describe succinctly or very briefly your personal philosophy in items 4-8, so that you may not exceed one single-spaced page.
Presentation Guidelines:
A. Students present individually. Each student has 2 minutes for the presentation itself, and 2 minutes for questions from the class. B. Bibliographic Page: If students make factual statements in their personal philosophy presentations, then thay must also distribute a typed bibliographic page to the whole class prior to their presentation. Regarding structure of the bibliographic page, please see relevant guidelines, above. C. Before beginning the presentation, presenter writes on the board his/her name, attendance number, and title of his/her philosophy. Presenters are free to give any title they wish to their personal philosophy, so long as the title somehow represents the contents of their philosophy. D. During the presentation, you must address the following issues:
1. Your view of Human Nature 2. Your view of the Goals for Humans 3. Your view of the Goals of Education 4. Your view of Teaching Methods 5. Your view of Curriculum
E. Explanation of items 1-5 in D, above:
Your view of Nature of Humans: In your view, what are humans by nature like? Your view of human nature will also limit what humans can do, and therefore what types of goals anyone can reasonably expect humans to be able to accomplish (or, for that matter, to have). For example, since humans are incapable by nature to fly on their own, one cannot possibly have as a goal to teach humans how to fly faster, take care of their wings, human wing physiology, or the like (all of which would amount to so much nonsense). Be careful that in selecting goals for humans, you take into account your view of human nature, so that your goals do not seem to be impossible or "unrealizable."
Your view of Goals for Humans: In your view, what should be the purpose or "goals" of human beings? These are the goals that you think humans should have, even if they don't have them now. Make sure that humans are "by nature" capable of achieving these goals, as you defined human nature to be like. Alternatively, your goals for humans imply that you hold certain assumptions regarding human nature, otherwise it may be impossible for anyone to realize your goals.
Your Goals of Education: In your view, what should be the purpose or "goals" of education? What would you like education to espouse, so that by fulfilling your educational goals, at the same time you advance your goals for humans? Please make sure that whatever your goals of education may be, they are consistent with, or similar to your goals for humans. Otherwise, you risk falling into a contradiction, or having disparate views about humans and education that do not constitute a "philosophy." A philosophy should have a common core, defined by your goals for humans, with which everything else you espouse about life, society, or education should be consistent (or even derived from).
Teaching Methods: Teaching methods describe HOW to teach something (the technique used). Methods may be contrasted to the curriculum, which describes WHAT to teach (such as, what subjects; please see "Curriculum," below). One may use a single method, say, lecture, to teach a variety of subjects (e.g., math, history, physics, etc.). Alternatively, one may use a variety of methods (lecture, project approach, socratic method, field trips, hands-on, cooperative learning, tutoring, and the like) to teach a single subject.
Helpful Hints in Thinking about Teaching Methods: Given your goals of education, you should ask yourself "what methods would I like to adopt in order to fulfill my educational goals?" Your methods should relate directly to your goals, or else you may not have a philosophical system that "hangs together." This is why you should explain during your presentation, or be prepared to show, the connection between your educational goals, and your educational methods. Explain how each one of your methods eventually fulfills one or more of your educational goals, and why. Avoid including methods simply because they are "popular," or impressive, or even "effective." Although some methods may be the best in bringing about certain educational goals, these may not be YOUR goals, and therefore may be irrelevant in showing how they can be effectively used to promote YOUR philosophy in educational practice. Make sure, in other words, that the methods you choose are no more than "means" of bringing about your goals of education. Otherwise, your methods may be seen as "desirable for their own sake," in which case, they might constitute a hidden set of goals that may contradict, or be inconsistent with, your pronounced goals of education.
Curriculum: As mentioned in the section on "Teaching methods," above, by the term "curriculum" we shall refer to WHAT is being taught, or the content of the information being conveyed. This usually includes the subjects being taught (e.g., art, chemistry, philosophy, and the like).
Helpful Hints: Like the helpful tips mentioned in the section regarding methods, so here you should show how your chosen curriculum will help bring about the fulfillment of your educational goals (which in turn lead to the fulfillment of your goals for humans, which is the core of your personal philosophy). Again avoid including certain content areas simply because they are "popular," or impressive. Although some subjects may be the best in bringing about certain educational goals, these may not be YOUR goals, and therefore may be irrelevant in showing how they can be effectively employed to promote YOUR philosophy in educational practice. Make sure, in other words, that the curriculum you choose is no more than a "means" of bringing about the fulfillment of your goals of education, instead of being seen as "desirable for its own sake." If it is not shown how your curriculum will help bring about your educational goals, then it may constitute another type of "goal" that may contradict, or be inconsistent with, your pronounced goals in education.
F. Questions by the Instructor: If student did not address during his/her presentation, or during the question period, any of above elements in his/her philosophy (see 1-5 in D, above), including: nature of humans, goals of humans, goals of education, teaching methods, curriculum); or did not clearly explain the connection between goals of humans and goals of education; or goals of education, and methods or curriculum; or in some other way left something unanswered in his or her philosophy, then the Instructor may ask additional questions following the 2 minute question period by the whole class. The reasons for these additional questions by the Instructor are (a) to allow the presenter to receive full credit for his/her presentation; and (b) to further help the presenter understand the problems associated with building a consistent philosophy of education, or ultimately formulate a thoroughly analyzed, or "philosophical," personal philosophy.
Grading Policy:
Each presentation will be graded on the basis of whether the presenter:
(a) addressed all appropriate issues in his/her philosophy during the presentation, or during the discussion period (1-5 in D, above). (b) answered satisfactorily all questions posed by the Instructor (c) gave reasons for all aspects of his/her philosophy (d) showed clearly the interconnectedness between nature and goals of humans, and all other aspects of his/her personal philosophy (incl. goals of education, teaching methods, and curriculum). (e) in the event he/she made factual statements, distributed a typed bibliographic page to the whole class whose references support all relevant statements of fact. (f) wrote and distributed to the whole class a summary of his or her presentation, as explained earlier.
Quizzes
There will be a total of 10 quiz questions worth 2 points each. If for some reason there will be fewer than 10 quizzes, the instructor will expain in class how many quizzes there will be, and how many points each quiz will be worth. Please see Schedule of Readings and Requirements regarding exactly how many quizzes there will be, and when they will be administered. In any event, the total number of points for quizzes is 20 no matter how many quizzes are given. This means that if there are fewer than 10 quizzes (for example, during summer or once-a-week sessions) each quiz may count for more than 2 points, or some questions on the final exam may count for double to make up for lost quizzes, so that altogether all quizzes equal 20 points.
Quizzes will be distributed at the beginning of class time. Quizzes include only multiple choice questions. For example, a quiz question may ask you to identify all the correct answers to a specific question regarding a philosopher's views, a historical eevent, or a passage from the textbook. Students are expected to read all reading assignments carefully. Students are also held responsible for all lectures and discussions in class, and should be prepared to answer relevant quiz questions. Each quiz will be announced at least one class session in advance. All quiz questions, except those that refer to textbook passages, are closed book. Each question will have five lettered responses. For each question, there may be 1 or more correct responses. Students should clearly indicate in their answers which lettered responses are correct. Students who do not indicate clearly their responses, including the specific letters that correspond to each question, will have their answers marked "incorrect." If students are unsure about an answer, they may explain next to their answer why they answered as they did. Occassionally, the instructor may give credit even to an incorrect response, if the explanation makes sense, and shows clearly that the student knew the answer, but possibly had a different (but correct) interpretation. The instructor allows this in order to encourage creativity in students, but also as an acknowldgment that it is not impossible that a quiz question may have a correct answer that is not among those listed in the quiz. Of course, that does not guarantee that every explanation that a student offers on the quiz is a correct one, or that such student will receive credit.
Preparation for the Final Examination
Quizzes not only test a student's knowledge of the material covered in class, and in the textbooks, but also prepare students for the final examination (please see "Final Examination," below).
Importance of Punctuality
Students should be prepared to come to class on time on the day of the quiz, so they don't miss the distribution of the quiz question. If a student misses a quiz, he/she also loses the corresponding quiz points. Quizzes cannot be made up for any reason, except excused absences. Students should also be aware of the fact that three "tardies" are equal to one absence point. Please see "Attendance," below.
Midterm Examination:
The midterm examination counts for a maximum of 20 points. Students are allowed only one 50 minute class period to answer the mid term exam question. The exam consists of two essay questions (no multiple choice questions). Students are required to answer only one of these. Students should carefully consider which one they think they can give a better answer for, since that will be the question on the basis of which their midterm examination points will be determined. The midterm examination takes place in class, and is closed book. Once the exam begins, students will not be allowed to use any of their notes, or readings, or any other reading material or collection of notes. Please note that dictionaries will NOT be allowed. No students will be allowed to leave the room for any reason during the course of the examination, unless a prior arrangement has been made with the instructor to do so for medical reasons. Such reason must be of an emergency nature, and must be backed up by a doctor's written statement on official letterhead that includes such doctor's office address and telephone number. All students should include their names and attendance numbers in their answer sheets, and number each page on their midterm exam pages with page numbers, beginning with "1" for the first page, and so on. Regarding how to record your answers, please see next section, below.
How to Mark Down the Answers to the Midterm Exam Questions
Please make sure that you clearly identify which essay question you chose to respond to (such as, "Question #1," or "Question #2"). This will avoid the possibility of ever mismatching your answer, with the question that you actually intended to answer.
Structure of the Midterm Examination
Students who answer both essay questions on the midterm exam will have only the first one that appears on their exam papers graded, while the second one will not be graded or reviewed (no additional points will be given for answering both questions). The essay questions are hypothetical, asking you to imagine how a certain philosopher that was covered in class may react to another philosopher that was also covered, or to a historical event that was discussed.
Examples of Midterm Exam Questions, Useful Tips
As mentioned earlier, the midterm exam consists of two essay questions. For example, the question may ask you how John Dewey may react to Robert Maynard Hutchins' view of the university, and explain why. John Dewey may, or may not have ever said or wrote anything about Hutchins' views. Where a philosopher did not actually say or write anything about another philosopher, or visit or react to a specific historical period, students are supposed to infer (extrapolate, deduce) from what such philosopher actually did say or write about, to how he or she might have reacted to another philosopher (or historical period).
To continue with our earlier example (Dewey's reaction to Hutchins), it is recommended, although not required, that first you briefly state Hutchins' views on the university. Next, state how might Dewey react to Hutchins' views, and explain why. Please make sure that you: (a) do not simply write about Dewey and Hutchins in isolation from each other, but that you also write how might Dewey react to Hutchins' views on the university (i.e., respond to the exam question); (b) do not simply list what you think Dewey's reactions may be, but that you also offer reasons why Dewey may react as you stated he might, on the basis of Dewey's philosophy; (c) do not confuse your own ideas, with those of either Dewey or Hutchins (you should represent the philosophers accurately); and (d) know enough about both Hutchins' and Dewey's views to be able to write about both. To underline or repeat one of the suggestions made here, please remember not to spend too much time describing each philosopher, or historical period, without also answering the exam question, which is about a particular philosopher's reaction to another philosopher, or historical event. In other words, make an effort to "bridge" the ideological gap between the two philosophers, or the philosopher and the historical period, and to do it correctly (="bridge method").
A second example of a midterm essay question may involve a philosopher and a historical period, such as, how might W.E.B. DuBois react to at least three educational institutions of the Middle Ages. A third example may involve a philosopher, or philosopher of education, and an educator. The examples here are offered purely for demonstration purposes, to help students prepare for the midterm examination, and in no way should be construed to represent what the actual content of the questions may be. They represent only the type of questions that may be asked. The actual midterm exam questions may, or may not be the same as those offered as examples here.
Final examination:
The final examination is worth 20 points. It includes only multiple choice questions. There will be a total of 10 multiple choice questions worth 2 points each, of the same type as the quiz questions (please see "Quizzes," above). Students are allowed up to 2 hours to complete their final examination. The final exam takes place in class, during the final examination period (please see "Schedule of Readings and Requirements" for the exact date). The exam is closed book. Once the exam begins, students will not be allowed to use any of their notes, or readings, or any other reading material or collection of notes. Please note that dictionaries will NOT be allowed. No students will be allowed to leave the room for any reason during the course of the examination, unless a prior arrangement has been made with the instructor to do so for medical reasons. Such reason must be of an emergency nature, and must be backed up by a doctor's written statement on official letterhead that includes such doctor's office address and telephone number. All students should include their names and attendance numbers in their answer sheets, and number each page on their final exam pages with page numbers, beginning with "1" for the first page, and so on. Regarding how to record your answers, please see next section, below.
How to Mark Down the Answers to the Final Exam Questions
As was the case with the quiz questions, each question on the final exam will have five lettered responses. For each question, there may be 1 or more correct responses. Students should clearly indicate in their answers which lettered responses they think are correct. Students should match each question number (1, 2, etc.) with the corresponding correct answer(s) (a-e). Students who do indicate clearly their responses, including the specific letters that correspond to each question, will have their answers marked "incorrect."
Distribution of Final Exam Questions Packet
On the day of the final examination, the multiple choice questions will be distributed in class as a separate packet. Students should not mark on any of the answers inside the packet, or otherwise write on the questions packet that will be distributed in class by the instructor. The packet may be used again during another final exam, and should be returned intact to the Instructor at the end of the examination.
Final Examination Questions
Although of the same type as the quiz questions, the actual final exam questions may, or may not have the same content as any of the quiz questions that were earlier administered in class.
Make up exams
Only those students with written medical or other type of emergency excuse may be excused from taking the mid term or final examination on the pre-specified dates. A student's excuse must be of an emergency nature. It must be backed up by a doctor's or other official's written statement on official letterhead that includes such official's office address and current telephone number. All students taking the mid term or final examination on a different date take it on the same day and time, to be arranged with the instructor. Click here to see List of Philosophers for the Position and Role Play Presentations
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Alexander Makedon
Chicago State University
Copyright © 1999 A. Makedon
visits since 09/01/1999