HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF AMERICAN PUBLIC EDUCATION SYLLABUS Amplification of Course Assignments
Spring Semester 2005 Jan.10-May 2 Class meets M, W, F Section 1: 10-10;50 A.M. Section 2: 11-11:50 a.m. Room ED100
Semester Hours: 3
Dr. Makedon Office: ED244 Tel. (773) 995-2003 Office Hours: M: 12-5 p.m. R: 7:50-8:00 (10 minutes after end of class) Other days and times by arrangement. Instructor's Academic home page: http://webs.csu.edu/~amakedon/CSUhomepg.html Syllabus: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ELCF200/Syllabus.html Amplification: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ELCF200/Amplification.html
Course Prerequisite: BIL 145 or ELCF 152 or PE 201 (formerly PE 252)
Course Description in College Catalogue:
Historical and philosophical influences in the organization of American public education. Contemporary development including special, middle school, and multicultural education. Ten clock hours of field experience.
Amplification of Course Description:
Philosophical foundations include an examination of a variety of philosophies of education, including idealism, perennialism, pragmatism, Marxism, existentialism, romanticism, perspectivism, and W.E.B. DuBois' philosophy of education. Historical foundations include brief examinations of cultural forces that influenced the development of American education, including ancient Mesopotamian, Egyptian and Greek education, medieval education, post-medieval, and the Age of the Enlightenment. Our examination of American education includes the colonial period, the rise of the common (public elementary) schools, antebellum and postbellum periods, the history of special/vocational education, the twentieth century, rise of the public high school, and the effects of the civil rights movement on education. Each student must complete ten clock hours of field experience in public schools and cultural centers, and write a field observation report. Finally, students will be exposed to relevant research sources on the Internet, which they will be asked to consider when completing their course assignments.
Internet sources: Web links to our course syllabus, amplification of course requirements, list of philosophers for the course, and numerous book resources may be found on the instructor's academic web page, listed above. You may also visit CSU's library on the Internet, where you can search for books or articles, at: http://www.csu.edu/library
Course Objectives:
1. Gain a basic understanding of major philosophies of education. 2. Gain basic understanding of historical trends that influenced the development of education in the United States, including links to ancient beliefs and cultures. 3. Develop the ability to examine educational goals, teaching methods, and curricula from a variety of philosophical perspectives 4. Develop problem-solving and critical thinking skills. 5. Develop the ability to empathize with, or "understand," a diversity of philosophical perspectives or points of view 6. Develop the ability to use the Socratic method in teaching 7. Develop the ability to use dialectic or "open discussion" methods in teaching 8. Develop the ability to think independently in analyzing current educational issues, instead of accepting uncritically the prevailing practice or ideology 9. Develop the ability support one's views with well reasoned arguments that make sense 10. Finally, develop the ability to formulate an internally consistent, comprehensive, and articulate personal philosophy of education.
Assessment Measures
Objectives 1 and 2: Quizzes, mid term examination, field experience report, classroom presentations, classroom presentation summaries/papers, classroom discussion, and extra credit paper assignments.
Objectives 3 and 4: Field experience reports, role play and position presentations, role play and position summaries/papers, and classroom discussion.
Objective 5: Role play and position presentations; classroom discussion.
Objective 6: Role play and position presentations; classroom discussion.
Objective 7: Classroom discussions; role play and position presentations.
Objective 8: Field experience report; mid term essay examination; role play and position presentations; role play and position summaries; classroom discussion.
Objective 9: Position presentation, position summary, classroom discussion.
Objective 10: Personal philosophy presentation, personal philosophy summary and paper, classroom discussion.
Course Requirements and Grading Criteria: Points (Total=100)
I. Attendance ............................................................................... 10 *Each non-excused class hour being absent results in one attendance point being lost. II. Field Observation Requirements: School or Cultural Observation Report...................................... 10 TB test Result & Field Hours sign-in form ............................... 10 III. Mid Term Examination: Multiple Choice.............................. 10 IV. Code of Ethics Report.............................................................. 5 V. Personal Philosophy Report.................................................... 5 VI. Classroom Presentations: Choose between Position, Role Play, and Personal Philosophy........................................... 20 VII. Final Examination: Hypothetical Essay Questions............... 20 VIII. Last Day of Class Quiz ("LADOCQ") ................................ 10
Extra Credit: Extra credit assignments are in addition to points earned, above. All extra credit assignments must be turned in by the deadline dates announced by the instructor in class, or else receive no extra credit.
Grading Criteria:
90-100 A 80-89 B 70-79 C 60-69 D below 60 F
Required Texts:
1. Makedon, Alexander. History and Philosophy of Education, Instructional Packet. Chicago, Il.: Campus Custom Publishing, 2000.
Conceptual Framework:
The College of Education has a "conceptual framework" which sets out in general terms what the purpose of the College is. It is repeated here so students can understand the overall aim of the College, and how this course fits such framework.
"The College of Education's conceptual framework serves as the model for preparing all candidates to succeed in helping all urban children learn. This preparation is characterized and distinguished by five core themes: (1) partnerships with the education community; (2) assessments of teaching and learning that are consistent and frequent; (3) contextualized teaching experiences; (4) technology-integrated curricula and instructional delivery and (5) standards-based teaching and learning." (Memorandum by ELCF Dept. Chair with attached sample syllabus & framework, 02/10/03.)
ELCF 200 addresses mainly themes 2, 4 and 5. It addresses the second theme through the consistency with which student progress is assessed (see section "Assessment Measures," above). It addresses the fourth theme through the integration of the course with technology-based information, such as, readings on the Internet, and course-specific web site (see "Amplification," above). Finally, it addresses the fifth theme, "standards-based teaching and learning," because it meets the standards adopted by the following regional and specialist organizations:
1. National Council for Accreditation of Teacher Education (NCATE) 2. Council of Learned Societies in Education (CLSE) 3. Midwest Philosophy of Education Society (MPES) 4. Illinois Professional Teaching Standards, Illinois State Board of Education (IPTS) 5. State of Illinois Certification Requirements, Illinois State Board of Education (SICR)
1. National Council for the Accreditation of Teacher Education (NCATE)
The course meets one of the standards adopted by the National Council for Accreditation of Teacher Education (or NCATE for short) regarding the preparation of educators in the philosophical foundations of education. NCATE is he single most important accreditation agency for Colleges of Education in the United States. As NCATE put it regarding philosophical foundations:
"Candidates preparing to work in schools as teachers or other school personnel need a sound professional knowledge base to understand learning and the context of schools, families, and communities. They understand and are able to apply knowledge related to the social, historical, and philosophical foundations of education, professional ethics, law, and policy." (Emphasis mine; NCATE, Professional Standards, 2002, p. 19.)
2. Council of Learned Societies in Education (CLSE)
The Council of Learned Societies in Education (or CLSE for short) is one of NCATE's affiliates. NCATE defers to CLSE for further analysis of Standards within the educational foundations area (NCATE, Professional Standards, 2002, p. 19). CLSE considers philosophical studies in education to be a crucial component of training for educators. As CLSE put it:
"The general objectives of these foundational studies are to introduce students to interpretive uses of knowledge germane to education and to establish a basis for life-long learning through normative and critical reflection on education within its historical, philosophical, cultural, and social contexts." (Emphasis mine; Standards for Academic and Professional Instruction in Foundations of Education, CLSE, Standard II, p. 6.)
3. Midwest Philosophy of Education Society (MPES)
The Midwest Philosophy of Education Society (MPES) is an affiliate of CLSE. The course meets the educational "standards," in the broad sense of the term "standard" as benchmark expectation, of MPES. The purpose of MPES is the philosophical study of educational issues, as also stated its Constitution. (see MPES web site at http://webs.csu.edu/~big0ama/mpes/mpes.html)
4. Illinois Professional Teaching Standards, Illinois State Board of Education (IPTS)
The course meets several of the Illinois Professional Teaching Standards (IPTS). IPTS Standards put a heavy emphasis on a foundations approach to teacher education, such as, critical thinking (Standard 6). Others include Standards 1, 2, 3, 5, 7, 8, 9. (See the ISBE web site at http://www.isbe.state.il.us/ils/default.htm)
5. State of Illinois Certification Requirements, Illinois State Board of Education (SICR)
State of Illinois certification requirements state that candidates should have had training in either the philosophy or history of education, or both. Certification brochures are available through the Office of Certification, ED208.
Schedule of Readings and Requirements
All references to Wingo and Church refer to readings in the Instructional Packet
Assignment/Project Date
1. INTRODUCTION 1/10 2. PERSONAL INTRODUCTIONS 1/12 3. REVIEW OF REQUIREMENTS 1/10
4. REVIEW OF COURSE READINGS: 1/14 PHILOSOPHY OF EDUCATION HISTORY OF EDUCATION
1/17=No Class M. L. King Birthday
5. PHILOSOPHY OF EDUCATION: WINGO, CH. 1 "PHILOSOPHY AND EDUCATION" 1/19, 1 /21, 1 /24
6. CH. 6 JOHN DEWEY 1 /26, 1 /28, 1 /31
7. CH. 8 "THE PROTEST OF THE PERENNIAL PHILOSOPHY" 2/2, 2/4, 2/7 DEADLINES FOR: PERSONAL PHILOSOPHY REPORT 2/2 CODE OF ETHICS REPORT 2/4 CULTURAL CENTER OBSERV. REP. 2/9
8. CH. 10 "THE EXISTENTIALIST PROTEST" 2/9, 2/11, 2/14
9. CH. 9 "THE MARXIST PROTEST" 2/16, 2/18, 2/23
2/21=NO CLASS President's Day
10. REVIEW FOR THE MIDTERM EXAMINATION 2/25 11. MID TERM EXAMINATION 2/28 12. W.E.B. DUBOIS "THE TALENTED TENTH"* 3/2, 3/4 13. SCHOOL OBSERVATIONS (See field placement brochure) 3/7-3/11=NO CLASS Spring Break
14. DISCUSS RESULTS OF MID TERM EXAM 3/14 15. IDEALISM: PLATO: MENO* (5 pages) 3/16 16. ROMANTICISM: JEAN JACQUES ROUSSEAU: EMILE* (5 pages) 3/18 " 17. PERSPECTIVISM: MAKEDON: HUMANS IN THE WORLD * (5 pp) 3/21 18. CLASSROOM PRESENTATIONS: POSITION, ROLE PLAY, PERSONAL PHILOSOPHY 3/23, 3/25, 3/28, 3/30, 4/1, 4/4 19. DEADLINE FOR: (A) SCHOOL OBSERVATION REPORTS; AND (B) SCHOOL AND CULTURAL SIGN-IN FORMS ............................... 4/6
HISTORY OF EDUCATION: ANCIENT MESOPOTAMIAN, EGYPTIAN, GREEK EDUCATION 4/8, 4/11 20. MEDIEVAL EDUCATION 4/13 21. POST-MEDIEVAL EDUCATION: 4/15 RENAISSANCE, PROTESTANT REFORMATION, SCIENTIFIC REVOLUTION, INDUSTRIAL REVOLUTION 22. AGE OF THE ENLIGHTENMENT 4/18 DISTRIBUTION OF FINAL EXAMINATION 4/18 23. AMERICAN EDUCATION: COLONIAL 4/20 24. AMERICAN EDUCATION: POST-COLONIAL 4/22 25. CHURCH, CH. 1, "THE DISTRICT SCHOOL" 4/25 RETURN OF FINAL EXAM TO INSTRUCTOR 4/25 26. CH. 3 "THE COMMON SCHOOL MOVEMENT" 4/27 27. CH. 4 "THE SEARCH FOR A NEW PEDAGOGY" 4/27 28. CH. 5 "FAILURE OF THE COMMON SCHOOLS IN THE SOUTH" 4/27 29. CH. 10 "HIGH SCHOOL IN THE PROGRESSIVE ERA" " 30. CH. 14 "CHANGING DEFINITIONS OF EQUALITY OF EDUCATIONAL OPPORTUNITY" " 31. DISCUSSION 4/29 32. LAST DAY OF CLASS 5/2 QUIZ (5 MC QUESTIONS) 5/2 RETURN OF FINAL EXAM TO STUDENTS 5/2
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.
Rules Regarding Classroom Decorum:
1. No eating in the classroom. 2. No children are allowed to attend. Please find alternative child care facilities for your child(ren). 3. No one who is not officially registered is allowed to attend. 4. No form of disruptive behavior will be tolerated.
Notice from the Coordinator of Disabled Student Services
The College of Education is strongly committed to taking all reasonable steps to ensure that our students are able to work to their fullest potential. The Abilities Office provides services for all students in attendance at Chicago State university with verified disabilities. Please direct all requests for accommodation due to a disability to Ms. Sandra K. Saunders, Coordinator of Disabled Student Services, at (773) 995-4401 in SUB 198.
BIBLIOGRAPHY
Book sources: http://webs.csu.edu/~amakedon/mpes/mpes.html List of Philosophers: http://webs.csu.edu/~big0ama/CSU/ELCAF/courses/ListOfPhilosophers.html CSU Library: http://www.csu.edu/library/ Search engines: http://www.google.com http://www.yahoo.com
Adler, Mortimer J. The Paideia Proposal. New York: Macmillan, 1982. Anderson, James D. The Education of Blacks in the South, 1860-1935. Chapel Hill: University of North Carolina Press, 1988. Aristotle. Aristotle on Education: Being Extracts from the Ethics and Politics. Ed. & tr. John Burnet. Cambridge: Cambridge University Press, 1967. Bailyn, Bernard. Education in the Forming of American Society. Chapel Hill: University of North Carolina Press, 1960. Ballard, Allen B. The Education of Black Folk: The Afro-American Struggle for Knowledge in White America. 1st ed. New York: Harper & Row, 1973. Butler, J. Donald. Idealism in Education. New York: Harper & Row, 1966. Butts, R. Freeman. A Cultural History of Western Education: Its Social and Intellectual Foundations. 2nd ed. New York: McGraw Hill, 1955. Camus, Albert. The Myth of Sisyphus and Other Essays. Tr. Justin O'Brien. New York: Vintage Books, 1955. Chambliss, J.J., ed. Enlightenment and Social Progress: Education in the Nineteenth Century. Minneapolis: Burgess, 1971. Church, Robert L. Education in the United States: An Interpretive History. New York: Free Press, 1976. Cremin, Lawrence A. The Transformation of the School: Progressivism in American Education, 1876-1957. 1st ed. New York: Knopf, 1961. Cubberley, Ellwood Patterson. The History of Education. Houghton Mifflin, 1948. Curti, Merle Eugene. The Social Ideals of American Educators. Paterson, N.J.: Littlefield, Adams and Co., 1959. Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press, 1916. DuBois, W.E. Burghardt. "The Talented Tenth." In August Meier, ed., The American Negro: His History and Literature (New York: Arno Press, 1969), pp. 31-75. Fass, Paula S. Outside In: Minorities and the Transformation of American Education. New York: Oxford University Press, 1989. Freire, Paulo. Pedagogy of the Oppressed. Tr. Myra Bergman. New York: Herder & Herder, 1970. Giroux, Henry A. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, Mass.: Bergin & Garvey, 1988. Greene, Maxine. The Dialectic of Freedom. New York: Teachers College Press, 1988. Gutek, Gerald L. Education and Schooling in America. 2nd ed. Englewood Cliffs, N.J.: Prentice Hall, 1988. Hofstadter, Richard and W.P. Metzger. The Development of Academic Freedom in the United States. New York: Columbia University Press, 1955. Hogan, David John. Class and Reform: School and Society in Chicago, 1880-1930. Philadelphia: University of Pennsylvania Press, 1985. Hutchins, Robert Maynard. The Conflict in Education in a Democratic Society. 1st ed. New York: Harper, 1953. Jefferson, Thomas. Crusade against Ignorance: Thomas Jefferson on Education. Ed. Gordon C. Lee. New York: Teachers College, 1961. Karier, Clarence J., ed. Shaping the American Educational State, 1900 to the Present. New York: Free Press, 1975. Katz, Michael B. The Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts. Cambridge, Mass.: Harvard University Press, 1968. Kneller, George F. Existentialism and Education. New York: Philosophical Library, 1958. Knowles, Malcolm Shepherd. The Adult Education Movement in the United States. New York: Holt, Rinehart, and Winston, 1962. Lipman, Matthew, A. M. Sharp, and F. S. Oscanyan. Philosophy in the Classroom. 2d ed. Philadelphia: Temple University Press, 1980. Makedon, A. Humans in the World: An Introduction to Radical Perspectivism. First Books Publishers, 2005 (forthcoming). Makedon, A. "Personality Alchemists and NCATE: The Re-emergence of Dispositions in Educational Evaluation Discourse." Forthcoming in the Proceedings of the Midwest Philosophy of Education Society, 2004. Available on the Internet at http://webs.csu.edu/~amakedon/articles/PersonalityAlchemistsNCATE.html Makedon, A. "Plato. Paideia, Politics and the Past: Response to 'Reflections on the History of African Education'."Illinois Schools Journal Spring, 1998, vol. 77, no. 2, pp. 23-51. Makedon, A. "What Multiculturalism Should Not Be." Proceedings of the Midwest Philosophy of Education Society 1995 & 1996. Ed. Michael Oliker. Chicago, Illinois, 1997, pp. 172-86. Also on the Internet at http://webs.csu.edu/~amakedon/articles/ Makedon, A. "Humans in the World: Introduction to the Educational Theory of Radical Perspectivism." Proceedings of the Midwest Philosophy of Education Society, 1991 and 1992. Ed. David B. Owen and Ronald M. Swartz. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 297-310. Also published as ERIC Document No. ED 368-628. Also on the Internet at http://webs.csu.edu/~amakedon/RadicalPerspectivism/ Makedon, A. "Reinterpreting Dewey: Some Thoughts on His Views of Play and Science in Education." Proceedings of the Midwest Philosophy of Education Society 1991 and 1992. Ed. David B. Owen and Ronald M. Swartz. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 93-102. Also published as ERIC Document No. ED 361 214. Also on the Internet at http://webs.csu.edu/~amakedon/articles/ Makedon, A. "Playful Gaming." Simulation and Games, vol. 15, no. 1, March 1984, pp. 25-64. Makedon, A. "Freedom Education: Toward a Synthesis of John Dewey's and Jean Paul Sartre's Theories of Freedom and Education." Proceedings of the Midwest Philosophy of Education Society. Ed. Robert Craig and Frederick C. Neff. Ames, Iowa: College of Education, Iowa State University, 1977, pp. 34-43. Also published as ERIC Document No. ED 345 986. Maritain, Jacques. The Education of Man: Educational Philosophy. Ed. Donald & Idella Gallagher. Notre Dame, Ind.: University of Notre Dame Press, 1967. Marrou, Henri Irenee. A History of Education in Antiquity. Tr. George Lamb. New York: New American Library, 1956. Marx, Karl. "Manifesto of the Communist Party." In Marx and Engels: Basic Eritings on Politics and Philosophy, ed. Lewis S. Feuer. Garden City, N.Y.: Doubleday, 1959. McCaul, Robert L. The Black Struggle for Public Schooling in Nineteenth Century Illinois. Carbondale: Southern Illinois University Press, 1987. Mill, John Stuart. John Stuart Mill on Education. Ed. Francis W. Garforth. New York: Teachers College Press, 1971. Monroe, Will Seymour. History of the Pestalozzian Movement in the United States. New York: Arno Press, 1969. Mulhern, James. A History of Education. New York: The Ronald Press, 1946. Nietzsche, Friedrich. Beyond Good And Evil. Tr. Marianne Cowan. Chicago, Illinois: Henry Regnery Company, 1955. Park, Joe. Bertrand Russell on Education. Columbus: Ohio State University Press, 1963. Pestalozzi, Johann Heinrich. Pestalozzi. Ed. Lewis Flint Anderson. Westport, Conn.: Greenwood Press, 1974. Plato. The Dialogues of Plato. Tr. B. Jowett. New York: Random House, 1937. Ravitch, Diane. The Great School Wars, New York City, 1805-1973: A History of the Public Schools as Battlefield of Social Change. New York: Basic Books, 1974. Rousseau, Jean Jacques. Emile. Tr. Allan Bloom. New York: Basic Books, 1979. Rust, Val Dean. Alternatives in Education: Theoretical and Historical Perspectives. Beverly Hills, Calif.: Sage Publications, 1977. Scheffler, Israel. The Language of Education. Springfield, Ill.: C.C. Thomas, 1960. Spring, Joel H. The American School, 1642-1985: Varieties of Historical Interpretation of the Foundations and Development of American Education. New York: Longman, 1986. Steiner, Rudolf. Discussions with Teachers. Tr. Helen Fox. London: Rudolf Steiner Press, 1967. Torrey, Norman L., ed. Les Philosophes-The Philosophers of the Enlightenment and Modern Democracy. New York: Capricorn Books, 1960. Ulich, Robert. The Education of Nations: A Comparison in Historical Perspective. Cambridge, Mass.: Harvard University Press, 1961. Violas, Paul C. The Training of the Urban Working Class: A History of Twentieth Century American Education. Chicago: Rand McNally, 1978. Wesley, Edgar Bruce. NEA: The First Hundred Years: The Building of the Teaching Profession. 1st ed. New York: Harper, 1957. Wingo, G. Max. Philosophies of Education: An Introduction. Boston: Heath, 1974.
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Alexander Makedon
Chicago State University
Copyright © 1999 A. Makedon
visits since 09/01/1999