HISTORICAL
ELCF 200
SYLLABUS
Summer I 2008
Section 61
Class meets M, W
Room ED 100
Semester Hours: 3
Dr. Makedon
Office: ED244
Tel. (773) 995‑2003
Office Hours: M, T, W, R
Instructor's Academic home page: http://webs.csu.edu/~amakedon/CSUhomepg.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:
Course,
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
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: Oral interviews, 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 and
final examinations; 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. Thus missing a class consisting of
3 meeting hours results in 3 attendance points being lost. Attendance begins “counting”
since first day of class-no exceptions, unless absence is “excused;” please see
below regarding which absences count as “excused.”
II. Field Observation Requirements:
School or
Cultural Observation Report...................................... 10
TB test Result
& Field Hours sign‑in form ............................... 10
IV. Code of Ethics
Report.............................................................. 5
V. Personal Philosophy of Ed Report (No Presentation,
everyone completes).......5
VI. Classroom Presentations: Choose one of the
following:
Position, Role
Play, and Personal Philosophy/Philosophy
of Ed (Personal Philosophy/Philosophy of Education
Presentation is different from Personal Philosophy of
Ed.
Report, see V
above).................................................................... 20
Grading Criteria: Scoring rubric for each of the above assignments
(grading criteria) is indicated right below the amplification for each
assignment, below.
Extra Credit: Extra
credit assignments are in addition to points earned, above. There may or may
not be extra credit assignments assigned to class, depending on such factors as
class interest, research issues, and instructor assessment of class progress.
All extra credit assignments must be turned in by the deadline dates announced
by the instructor, or else receive no extra credit. Once submitted, extra
credit assignments may not be revised. For further instructions regarding
deadline dates, and the like, please see below.
Grading Criteria:
90‑100
A
80‑89
B
70‑79
C
60‑69
D
below 60 F
Required Text:
Makedon, Alexander. History and Philosophy of
Education, Instructional Packet. Chicago, Il.: Campus Custom Publishing,
2000.
Internet-Based Required
W.E.B. DuBois, Talented Tenth, in its entirety.
Recommended
Makedon, Alexander. Humans in the World:
Introduction to Radical Perspectivism. AuthorHouse Publications, 2008 (or
chapters on the Internet until published).
Conceptual Framework:
The
“The
ELCF
200 addresses professionalism, knowledge, competency, and technology. No
educator can claim to act professionally without understanding the underlying
philosophy of education in pedagogy, or the historical foundations that brought
about educational reform. It addresses standards 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.
Society for the Philosophical Study of Education (SPSE) (formerly “Midwest
Philosophy of Education Society”)
4.
5.
State of
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
“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.
Society for the Philosophical Study of Education (SPSE) (formerly “Midwest
Philosophy of Education Society”)
The
Society for the Philosophical Study of Education (SPSE) (formerly “Midwest
Philosophy of Education Society”) is an affiliate of CLSE. The course meets the
educational “standards,” in the broad sense of the term “standard” as benchmark
expectation, of SPSE. The purpose of
SPSE is the philosophical study of educational issues, as also stated its
Constitution. (see SPSE web site at http://webs.csu.edu/~big0ama/mpes/mpes.html)
4.
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
State
of
Schedule of
All references to Wingo and Church, below, refer to
readings in the philosophy of education and history of education sections,
respectively, of the aforementioned instructional packet.
Assignment/Project Date
1. INTRODUCTION:SYLLABUS 6/2
2. REVIEW OF REQUIREMENTS 6/2
3. PERSONAL INTRODUCTIONS 6/2
4. REVIEW OF COURSE
PHILOSOPHY OF EDUCATION
HISTORY OF EDUCATION
5. PHILOSOPHY OF EDUCATION:
EDUCATION" 6/2
6.
7.
PHILOSOPHY"
|
DEADLINES FOR: PERSONAL PHILOSOPHY
REPORT 6/9 CODE OF ETHICS REPORT 6/9 CULTURAL CENTER OBSERV. SCHOOL OBSERV. REPORT |
8.
9.
10. REVIEW FOR THE MIDTERM EXAMINATION 6/11
|
IMPORTANT NOTICE: STUDENTS |
11. MID TERM EXAMINATION (=50 MINUTES) 6/16
(exam
12. W.E.B. DUBOIS "THE TALENTED TENTH" 6/16
13. SCHOOL OBSERVATIONS (See field placement brochure)
14. CLASSROOM PRESENTATIONS GROUP 1 6/16
15. IDEALISM: PLATO: MENO (LECTURE) 6/18
16.
ROMANTICISM: JEAN JACQUES 6/18
ROUSSEAU: EMILE
(LECTURE &
CONDENSED VERSION ON THE
INTERNET)
17. PERSPECTIVISM: MAKEDON:
HUMANS IN THE WORLD (LECTURE) 6/18
18. CLASSROOM PRESENTATIONS GROUP 2 6/18
|
IMPORTANT NOTICE: STUDENTS WHO MISS THEIR SCHEDULED PRESENTATION |
19. HISTORY OF EDUCATION:
ANCIENT MESOPOTAMIAN,
EGYPTIAN, GREEK EDUCATION
(PACKET OUTLINE & LECTURE)...... 6/18
|
NOTE REGARDING HISTORY OF EDUCATION: SEVERAL HISTORY OF EDUCATION EVENTS |
20. MEDIEVAL EDUCATION
(INSTRUCTIONAL PACKET
OUTLINE & LECTURE)....... 6/23
21. POST‑MEDIEVAL EDUCATION:
RENAISSANCE,
PROTESTANT REFORMATION,
SCIENTIFIC REVOLUTION,
INDUSTRIAL REVOLUTION
(INSTRUCTIONAL PACKET
OUTLINE & LECTURE)..... 6/23
(INSTRUCTIONAL PACKET
OUTLINE & LECTURE).... 6/23
22. AMERICAN EDUCATION: 6/23,
6/25
|
REFERENCES TO CHURCH CH. 1 "THE DISTRICT SCHOOL"- Read whole chapter CH. 3 "THE COMMON SCHOOL MOVEMENT"- Read
whole chapter CH. 4 "THE SEARCH FOR A CH. 5 "FAILURE OF
THE COMMON SCHOOLS IN THE
SOUTH"- Read summary, only CH 7 ATRAINING THE CH. 10 "HIGH SCHOOL IN THE PROGRESSIVE
ERA" Read summary, only CH. 14 "CHANGING DEFINITIONS OF EQUALITY OF
EDUCATIONAL Each one of the above chapters is supplemented by
summaries and outlines of such chapters written by the Instructor, which may
be found right before each chapter begins, in the Instructional Packet.
Students should read chapters 1-3 and 14 in their entirety, and only the
summaries for chapters 5, 7 and 10. |
|
DEADLINE FOR: (A) SCHOOL OBSERVATION
REPORTS TBA SIGN‑IN
FORMS ............................... TBA LATE REPORTS |
23. REVIEW OF
24. REVIEW FOR FINAL EXAMINATION 6/30
25. FINAL EXAMINATION 7/2 (2 hours
max.
AMPLIFICATION
Code of Ethics Review Report:
Each
student reviews, summarizes, and critiques NEA’s code of ethics. NEA’s code of
ethics may be found on the web at nea.org.
Students
may review another educational agency’s code of ethics (for example, another
teacher union, school, professional specialty within education, and h like). If
planning to review another code of ethics, please secure instructor’s prior
approval to do so to make sure such agency is properly educational.
Furthermore, students reviewing another code (not NEA’s) must attach such code
to their ethics reports. Students reviewing NEA’s code of ethics need not
attach NEA’s code to their reports.
Students
write and distribute to class a Code of Ethics Review Report (including a copy
of the actual code, if reviewing a code other than NEA’s). Report should be 1-2
pages long, single spaced, typed, no cover pages, organized as follows:
Name,
Student attendance number, Course, section, year, Date Submitted, Code of
Ethics Report, Union (NEA or AFT), Three Points of Agreement, Two Points of Concern,
Conclusion.
The instructor has posted on the web detailed
guidelines on the design of code of ethics review report at:
http://webs.csu.edu/~amakedon/
Please
click on the appropriate link for this assignment.
Grading
Rubric, Code of Ethics Report (5 points
max):
|
|
All stated |
Some
are not stated |
None
is stated |
|
Organization
(subheadings) |
2 points |
1 |
0 |
|
|
Relevant
analysis |
Analysis
somewhat relevant to code content |
Analysis
is irrelevant |
|
Content |
2 points |
1 |
0 |
|
|
No
mistakes |
1
to 4 mistakes |
5
or more mistakes |
|
Spelling
and Grammar |
1 points |
.5 |
0 |
|
TOTAL |
5 points |
2.5 |
0 |
Note
regarding revisions and tardiness: Students are
allowed up to 2 revisions. Please see policy regarding revisions, below. Also
consult policy regarding late papers/presentations, below.
Personal Philosophy of Education Report
Each
student writes and distributes to class a personal philosophy of education
report by the deadline date. Report should be 1-2 pages long, single spaced,
typed, no cover pages, organized as follows:
Name,
Student attendance number, Course, section, year, Date Submitted, Personal
Philosophy of Education Report, Goals of Education, Teaching Methods,
Curriculum.
The
instructor has posted on the web detailed guidelines on the design of personal
philosophy of education report at:
http://webs.csu.edu/~amakedon/
Please
click on the appropriate link for this assignment.
IMPORTANT
NOTICE: The Personal Philosophy of Education
Report is different from the Classroom Presentation of Personal Philosophy and
Philosophy of Education Summary (or the 5-page paper associated with such
presentation). While all students must complete the Personal
Philosophy of Education Report by the deadline date, only those students who select
the personal philosophy and philosophy of education classroom presentation
option (among the three available classroom presentation options) complete the
Personal Philosophy and Philosophy of Education Summary and Paper. The two
summaries are organized differently, with the former type being much
less comprehensive, graded mainly on effort, and not required to be presented
in class; while the latter is longer, more comprehensive, and part of a
classroom presentation. Please see instructions on the web at:
http://webs.csu.edu/~amakedon/
of
why students should exercise caution in using the former as basis for writing
the latter. Please click on the appropriate link for this assignment.
Grading Rubric, Personal Philosophy Report (5 points
max):
|
|
All stated |
Some
are not stated |
None
is stated |
|
Organization
(subheadings) |
2 points |
1 |
0 |
|
|
Relevant
analysis |
Analysis
somewhat relevant to personal philosophy category |
Analysis
is irrelevant |
|
Content |
2 points |
1 |
0 |
|
|
No
mistakes |
1
to 4 mistakes |
5
or more mistakes |
|
Spelling
and Grammar |
1 points |
.5 |
0 |
|
TOTAL |
5 points |
2.5 |
0 |
Note regarding revisions and tardiness: Students are
allowed up to 2 revisions. Please see policy regarding revisions, below. Also
consult policy regarding late papers/presentations, below.
Position, Role Play, and Personal Philosophy
Papers and Presentations
Explanations, instructions, and policies regarding
each one of the above types of classroom presentation, and their accompanying
paper assignments, are available through the following:
(A) Amplification section of the instructional packet
(=textbook), where there are several typed pages of explanation regarding each
type of assignment;
(B) Samples of the structure of the paper assignments
associated with each of the above types of classroom presentation, available on
the Internet at: http://webs.csu.edu/~amakedon/
Please
click on the appropriate link for this assignment.
( C) Instructions, definitions, and rules regarding
the nature of each of the above classroom presentations, posted on the Internet
at: http://webs.csu.edu/~amakedon/
Please
click on the appropriate link for this assignment.
(D) Classroom handout that reproduces in print the
instructions that are available on the Internet (see B, C, above), distributed
in class, with all students signing on the back of such handout that they read
and understood it.
Further explanation re: Position, Role Play,
and Personal Philosophy Summaries and Presentations
No two students can choose the same “philosopher” for
their position or role play presentations. Students select “philosophers” from
a list distributed in class by Instructor (only about half of people on the
list are professional philosophers, the others philosophized). Students may
also choose, if they like, a philosopher or someone who philosophized who is
not on the list. Get instructor approval, and insert name alphabetically in
list. Students reserve a name on the list by signing their initials and
attendance number next to “philosopher” of their choice in the list. If you
have questions or concerns regarding paper or presentation requirements, please
consult with Instructor.
Position Presentation is
delivered individually by student who takes a position for, against, or
undecided regarding a “philosopher’s” philosophy. Each student has 2 minutes to
present, 2 additional minutes (on the average) to answer questions by students
in the audience, and additional time with no pre-specified time limit to answer
Instructor’s questions.
Grading Rubric, Position Presentation (10 points max):
|
|
All stated (must be in form of argument) |
1
is not stated |
2
are not stated |
3
are not stated |
|
Organization
(Arguments For/against/response) |
3
points |
2 |
1 |
0 |
|
|
All
categories are in argument form |
1
is not in argument form |
2
are not in argument form |
3
are not in argument form |
|
Content:
Defense is in form of philosophical argument (see syllabus and Instructional
Packet) |
7
points |
4 |
2 |
0 |
|
TOTAL |
10 |
6 |
3 |
0 |
Note regarding revisions and tardiness: Students who did
not receive all their points during the presentations, please schedule meeting
with Instructor to revise/complete presentation for full credit. Students who
did not receive full credit (10 points) for their presentations must see
instructor on the same or the following class session as their presentation
date, to make arrangements for meeting during Office hours with Instructor,
otherwise lose their chance to revise their presentation for full credit.
Instructor reserves the right to ask students to read additional assignments,
or the like, pertinent to the ideas they presented, such as, their philosopher’s
ideas. The reason for this “extra reading” is for students to gain a better
understanding of the ideas of their philosophers, or other topics they
discussed during their presentation, and therefore also make valid arguments
for or against such ideas. Please consult policy regarding late presentations,
below.
Position Presentation Summary should
be 1-2 pages long, single-spaced, typed, no cover pages, and
include the following subheadings:
Name,
Student attendance number, Course, section, year, Date Submitted, Position
Presentation Summary, Philosopher, Position For/Against/Undecided,
Introduction, Argument For (Against), Argument Against (For), Response to
Argument Against (For), Bibliography (at least one reference of sources
read). Attach minimum of 20 source pages
to copy given to Instructor.
Distribution of Summary: Students
distribute summary to class on the day of their presentation, right before they
start presenting. Without copies of their presentation summary to give students
and Instructor at the time they are supposed to present, students may not
proceed with their presentation, and lose 2 points. Students should
reschedule their presentation for another time.
Grading Rubric, Position Presentation Summary (10
points max):
|
|
All stated |
1
is not stated |
2 are not stated |
3 or more are not stated |
|
Organization (All subheadings correctly stated,
including bibliography, see Instructions in Syllabus) |
4 points |
3 |
1 |
0 |
|
|
Copies |
No copies |
|
|
|
Copies made for whole class (same holds true for all
summaries, see instructions in syllabus)
|
May proceed
with presentation |
May not proceed with presentation, loses 2 points,
must reschedule presentation |
|
|
|
|
All are relevant |
1 is not relevant |
2 are not relevant |
3
are not relevant |
|
Content:
Analysis is relevant to position taken (see syllabus and Instructional
Packet) |
5
points |
3 |
1 |
0 |
|
TOTAL |
10 |
6 |
2 |
0 |
Role Play Presentation is
delivered in pairs by two students who role play two different “philosophers”
who discuss the same educational issue. Students choose which educational issue
to discuss. Each pair has 4 minutes to present, 4 additional minutes to answer
questions by students in the audience, and additional time with no
pre-specified time limit to answer Instructor’s questions.
Grading Rubric, Role Play Presentation (10 points
max):
|
|
Both introduction and response |
1
is not stated |
2
are not stated |
|
|
Organization
(Introduction, Response to topic, see instructions in Syllabus and
Instructional Packet) |
2
points |
1 |
0 |
|
|
|
Copies |
No copies |
|
|
|
Copies
made for whole class |
May proceed with presentation |
May
not proceed with presentation, loses 2 points, must reschedule presentation |
|
|
|
|
No
mistakes |
1
misrepresentation |
2
misrepresentations |
3
or more |
|
Accuracy:
Philosophers were represented accurately |
5 points |
3 |
1 |
0 |
|
|
Each
asked the other 2 or more questions about topic |
1 question |
No
question |
|
|
Dialogue:
Presenters engaged each other in a dialogue about topic |
3 points |
1 |
0 |
|
|
TOTAL |
10 points |
5 |
0 to 1 |
|
Note regarding revisions and tardiness: Students who did
not receive all their points during the presentations, please schedule meeting
with Instructor to revise/complete presentation for full credit. Students who
did not receive full credit (10 points) for their presentations must see
instructor on the same or the following class session as their presentation
date, to make arrangements for meeting during Office hours with Instructor,
otherwise lose their chance to revise their presentation for full credit.
Instructor reserves the right to ask students to read additional assignments,
or the like, pertinent to the ideas they presented, such as, their philosopher’s
ideas. The reason for this “extra reading” is for students to gain a better
understanding of the ideas of their philosophers, or other topics they
discussed during their presentation, and therefore also represent accurately
such ideas during their role play presentations. Please consult policy
regarding late presentations, below.
Role Play Presentation Summary
should be 1-2
pages long, single-spaced, typed, no cover pages, and include the following
subheadings:
Name,
Student attendance number, Course, section, year, Date Submitted, Role Play
Presentation Summary, Philosopher, Introduction, Goals of Education, Teaching
Methods, Curriculum, Reaction to Topic, Bibliography (at least one reference of
sources read). Attach minimum of 20 source pages to copy given to Instructor.
Students
distribute summary to class on the day of their presentation, right before they
start presenting. Without copies of their presentation summary to give students
and Instructor at the time they are supposed to present, students may not
proceed with their presentation, and lose 2 points. Students should
reschedule their presentation for another time.
Grading Rubric, Role Play Presentation Summary (10
points max):
|
|
All stated |
1
is not stated |
2 are not stated |
3 or more are not stated |
|
Organization (All subheadings correctly stated,
including Bibliography, see Instructions in Syllabus) |
5 points |
3 |
1 |
0 |
|
|
All are relevant |
1 is not relevant |
2 are not relevant |
3
are not relevant |
|
Content:
Analysis is relevant to section in the summary (see syllabus and
Instructional Packet) |
5
points |
3 |
1 |
0 |
|
TOTAL |
10 |
6 |
2 |
0 |
Personal Philosophy and Philosophy of Education presentation is delivered individually by student.
Student writes, distributes and discusses his or her personal philosophy and
philosophy of education. Each student has 2 minutes to present, 2 additional
minutes (on the average) to answer questions by students in the audience, and
additional time with no pre-specified time limit to answer Instructor’s
questions.
Grading Rubric, Personal Philosophy Presentation (10
points max):
|
|
All topics are included in presentation |
1
is not stated |
2
are not stated |
3
or more are not included |
|
Organization
(Topics: Nature of Humans, Goals of Humans, Goals of Ed., Teaching Methods,
Curriculum Bibliography if necessary-see instructions in Syllabus and
Instructional Packet) |
4
points |
3 |
2 |
0 |
|
|
Consistent
throughout |
1
inconsistency |
2
inconsistencies |
3 or more |
|
Consistency: There is a core theme that runs
throughout the personal philosophy (Goals of Humans consistent with Goals of
Ed., etc., see instructions in
Syllabus and Instructional Packet) |
4 points |
2 |
1 |
0 |
|
|
Answered all questions |
Unable
answer 1 question |
Unable
answer 2 or more questions |
|
|
Comprehensiveness:
During discussion, presenter was able to relate his or her personal
philosophy to social and educational aspects |
2 points |
1 |
0 |
|
|
TOTAL |
10 points |
6 |
0 to 3 |
|
Note regarding revisions and tardiness: Students who did
not receive all their points during the presentations, please schedule meeting
with Instructor to revise/complete presentation for full credit. Students who
did not receive full credit (10 points) for their presentations must see
instructor on the same or the following class session as their presentation
date, to make arrangements for meeting during Office hours with Instructor,
otherwise lose their chance to revise their presentation for full credit.
Instructor reserves the right to ask students to read additional assignments,
or the like, pertinent to the ideas they presented, such as, their philosopher’s
ideas. The reason for this “extra reading” is for students to gain a better
understanding of the ideas of their philosophers, or other topics they
discussed during their presentation, and therefore explore areas that could
benefit them in developing their personal philosophy more fully. Please consult
policy regarding late presentations, below.
Personal Philosophy and Philosophy of
Education Presentation Summary should be 1-2 pages long,
single-spaced, typed, no cover pages, and include the following subheadings:
Name,
Student attendance number, Course, section, year, Date Submitted, Personal
Philosophy and Philosophy of Education
Presentation Summary, Title (if any), View of Human Nature, Goals for
Humans, Goals of Education, Teaching Methods, Curriculum. Attach minimum of 5
page single-spaced, typed paper, with same subtitles as those in the Personal
Philosophy and Philosophy of Education Presentation Summary, to copy given to
Instructor.
Students
distribute summary to class on the day of their presentation, right before they
start presenting.
Grading Rubric, Personal Philosophy Presentation Summary
and 3-page single spaced paper (5 points max for each or 10 points total;
please note that all students making a personal philosophy presentation must
write both, a summary and a paper, give copies of summary to students and
Instructor, and copy of paper only to Instructor):
|
SUMMARY |
All stated |
1
is not stated |
2 are not stated |
3 or more are not stated |
|
Organization (All subheadings correctly stated, see
Instructions in Syllabus) |
2.5 points |
1.5 |
.25 |
0 |
|
|
All are relevant |
1 is not relevant |
2 are not relevant |
3
are not relevant |
|
Content:
Analysis is relevant to section in the summary (see syllabus and
Instructional Packet) |
2.5
points |
1.5 |
.5 |
0 |
|
TOTAL |
5 |
3 |
.75 |
0 |
|
PAPER |
All stated |
1
is not stated |
2 are not stated |
3 or more are not stated |
|
Organization (All subheadings correctly stated,
including length of paper=3 single spaced typed pages, see Instructions in
Syllabus) |
2.5 points |
1.5 |
.25 |
0 |
|
|
All are relevant |
1 is not relevant |
2 are not relevant |
3
are not relevant |
|
Content:
Analysis is relevant to section in the summary (see syllabus and
Instructional Packet) |
2.5
points |
1.5 |
.5 |
0 |
|
TOTAL |
5 |
3 |
.75 |
0 |
Mid-Term Examination
The mid term examination consists of 5 multiple choice
questions worth 2 points each. Each question on the midterm exam may have one,
or more than one correct answers to each question. Each incorrect answer
cancels out a correct one. For example, if a question has three right answers,
and you answer 2 correct ones and one incorrect one, the incorrect one cancels
one of your correct ones, which leaves you with one third of the points for
that question, or .66 points (2 divided by 3). The midterm “covers” all topics
covered in class between the beginning of class, including lectures and
textbook and Internet reading assignments (if any), and the end of class
previous to the day the midterm is taken. Questions on the midterm are selected
randomly by the instructor, and may or may not include questions on any one
topic covered in the readings or during lecture. Students should be prepared to
answer questions on any of such topics. Instructor will announce at least one
class session before the midterm date the topics that midterm may cover.
Grading rubric: Self-explanatory, points total depends
on number of correct answers per exam question.
Final Examination
The final exam consists of 15 questions worth 2 points
each. It is of the exact same type as the mid term exam (=multiple choice, one
or more than one correct answers to each question). Final exam “covers” all
topics covered in class between the end of the midterm and the end of class
previous to the last day of class, including lectures and textbook and Internet
reading assignments (if any). Questions are selected randomly by the
instructor. Students should be prepared to answer questions on any of the
topics covered in class. Instructor will announce at least one class session
before date of the final the topics that final exam may cover.
Grading rubric: Self-explanatory, points total depends
on number of correct answers per exam question.
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 exam 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 stationery that includes such official's office address
and current telephone number. Students must first present such evidence to the
instructor to be allowed to make up a missed exam. Students who are allowed to
make up an exam because of an excused absence must consult promptly with the
instructor to arrange for a make up examination date. No make up exams may be
taken after the last day of class.
Deadlines:
No assignments will be accepted after the announced
deadline date for such assignment has passed. Assignments that are turned in
late will not be read, and will be given zero points, unless student was
absent on the day assignment was due, and such absence counts as an “excused
absence” (please see above, “make up exams,” and below, “excused absences,” for
a definition of what counts as an excused absence). In such cases, student will
be permitted to turn in assignment during the next class session, or when he or
she returns to class after an excused absence period, whichever comes first.
Excused absences
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 explanation, office address
and current telephone number.
Unexcused absences:
Each class hour of unexcused absence counts as one
point lost. For example, a student loses 3 points if he or she missed a class
session that meets for three hours.
“Tardies@
A student is considered to be “tardy” if he or she
walks in class after Instructor has taken attendance. Three “tardies” are equal
to one absence point.
Communicating via Email: Assignments
No assignments will be accepted through email, for example,
as email attachments. All such email messages or attachments will not be
opened, will not be read, will not be graded, and will receive zero
points. All assignments must be physically turned in to the
Instructor by the end of class session on the day that they are due, in class,
or else receive zero points.
It is the student’s responsibility to complete all
assignments as previously indicated by Instructor, print them using their own
ink and paper, and turn them in to Instructor by the end of class on or before
the deadline date.
Communicating via Email: Contacting
Instructor
Students who
wish to contact the Instructor should not do so through email.
Instructor does not read or respond to student email messages. Instead of
sending email messages, please use the telephone. Students should call
Instructor at his campus office phone number (773-995-2003). Instructor’s voice
mail is easily accessible on or off campus. For example, when on campus
students may dial extension 2003 from any of the several campus telephones
inside the College of Education Building, or numerous other locations on
campus, free of charge. Students may also talk to Instructor in class, or meet
with him during his office hours. If you want instructor to call you back,
please make sure that you leave a phone number with your voice message, and
clearly indicate that you wish the Instructor to call you back. Leaving a
message indicating that if the Instructor wants, he may call you back is not
the same as asking the Instructor to call you back. Unless you ask Instructor
in your message to call you back, it is unlikely that he will.
Revisions
Students will be allowed a maximum of two revisions on
all of their paper work, except exams, Oral interviews, and extra credit
assignments. All revisions are due on the class following the class during
which the Instructor asked for such revisions, otherwise lose 2 points for
each session that they are turned in “late.” Students will not be penalized for
correctly revising their papers, which means all students are given the
opportunity to revise their written work to receive full credit (except for, as
mentioned, above, exams and extra credit assignments, neither of which are “revisable”).
Office Hours
Students may meet with Instructor during office hours
to discuss any of the class assignments. Students are strongly encouraged to
read their text assignments regularly, and meet with Instructor to discuss any
questions they may have regarding any of the concepts covered in the textbook,
in class, or in our Internet reading assignments. Do not wait until the twelfth
hour to meet with Instructor, or right before an exam, as there may not be
enough time for you to review, read, or understand relevant concepts or
assignments. Do not allow questions that you may have go unanswered by not
meeting with Instructor during office hours, or asking relevant questions
during class discussions. Students who do not wish to avail themselves of the
available office hours, and ask questions they may have, are knowingly choosing
not to use the available time to ask the Instructor on a one-to-one basis
questions that may help them better understand the reading material, or
complete assignments. Office hours are conveniently scheduled both day and
evening, Monday through Friday (see Office Hours schedule on the first page of
this syllabus).
Posting of Grades
Instructor does not post or announce final grades to
students while semester is still in session. Students may see their grades
following the end of the semester on the university’s website by following
normal university procedures. Instructor follows an open book policy regarding
points students received on each of their assignments. This means that since
all assignments, including exams, are completed before the end of the last day
of class, students can calculate their total points before the semester is
over, and thus have a pretty good idea of what their final grade might be,
based on the grade scale presented in the syllabus (above).
Incomplete Grades
No incomplete grades will be given, unless student has
legitimate reason of why he or she were unable to complete the course by the
end of the last day of class, such as, extreme medical emergency, or the like,
which had been unanticipated when the semester started, and which must be
officially documented, completed, and signed by the appropriate authorities or
officials concerned (such as, medical officer). Furthermore, according to
university policy to receive an Incomplete student must have achieved at least
a C in the course, which is equivalent to at least 70 points (see grading
scale, above). Finally, student must secure an Incomplete grade request form,
complete it, sign it, and give it to the Instructor to sign, prior to the
issuance of an Incomplete grade.
Important Notice regarding Updates: Please
note that where there is a minor difference between the Instructions in the
Amplification Section of the Instructional Packet, and the Instructions posted
on the Internet, students should use the instructions on the web sites given in
the syllabus or in class as the most recent update. The instructions in the
packet are by far more extensive, covering approximately 30 double spaced typed
pages. It is strongly recommended that students read the amplification section
in the packet carefully before they ask the Instructor for more detailed
instructions regarding each project. This way students can identify specific
difficulties or problems they may have after reading the amplification section,
instead of general questions that the amplification section may have answers
to, such as, what each project means. The nature of each project is not only
analyzed by the Instructor in class during our Syllabus review session, and at
other times, but also explained in the amplification section. The amplification
section is very useful in explaining the nature of each project, and associated
activities, such as, what constitutes an argument, how to make a role play
presentation, how to construct a bibliography, or how to design arguments for
and against (=position presentation). There are only a couple of minor policies
in the Amplification that should be changed, such as, the fact that students do
have to write and distribute summaries for each presentation, examples of the
structure of which are on the Internet (see:
http://webs.csu.edu/~amakedon/
Field Experience Observation Reports
There are detailed guidelines in the amplification
section of the instructional packet on both, what and how to conduct a
classroom or cultural center observation, and how to write the school or
cultural center observation report. To receive full credit, students must
follow the guidelines regarding subtitles, and nature and content of each of
the subsections in their reports.
Grading Rubric, Field Observation Report (10 points
max):
|
|
All stated |
1
is not stated |
2 are not stated |
3 or more are not stated |
|
Organization (All subheadings correctly stated, see
Instructions in Syllabus) |
5 points |
3 |
1 |
0 |
|
|
Copies |
No copies |
|
|
|
Copies made for whole class |
1 |
0 |
|
|
|
|
All are correctly made |
1 is not correctly made |
2 are not correctly made |
3 or more are not correctly made |
|
Content: Analysis is correctly made in each section,
as described in Instructional Packet |
4 points |
3 |
1 |
0 |
|
TOTAL |
10 |
6 |
2 |
0 |
TB test results
TB test results are required for field observation. If
student does not turn in to Instructor TB results, he or she will not receive
school observation sign-in form, and lose 2 points. Students need not make
copies of TB test results for Instructor, just show Instructor your original TB
test results.
Rules Regarding Classroom Decorum:
1. No eating in the classroom. Pop or coffee, or other
non-alcoholic beverages, are allowed.
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.
5. Please either turn off cell phones during class, or
switch them to vibrator mode. Anyone receiving a cell phone call, please
temporarily leave the classroom until you have completed your phone
conversation.
6. During exams, no student may leave the classroom
for any reason, except extreme emergency. Please avail yourself of our bathroom
facilities prior to the beginning of the examination period
Notice from the Coordinator of Disabled
Student Services
The
Notice regarding tape recordings
By Instructor:
Instructor reserves the right to record (a) class
discussions; and (b) meetings with students during office hours. Such tapes may
help Instructor review or improve his teaching or consulting. Each time
Instructor uses such recording device, he will properly notify class or
individual students ahead of time. Instructor has cleared such policy with
University Attorney. All such audio tape recordings are used for strictly educational,
non-commercial purposes, to help Instructor keep a record of classroom and
office discussions. Instructor plans to listen to such tapes to further improve
his professional performance as lecturer and consultant (see “EXMO,” below,
regarding possible future uses of such tapes as a learning tool for students).
By Students:
Only students who have obtained permission from the
Abilities office will be allowed to use recording devices to assist them in
their learning.
Tape Use:
Students registered in class may avail of the
Instructor’s audio tape recordings to review relevant class discussions, if
such recordings are available. Taped office consultations are off limits to all
students except those who held such consultations. Class tapes may be listened to during office
hours, for example, to review lectures or class discussions, but may not be
removed from Instructor’s office. Students must promptly return such tapes to
the Instructor in his office before the end of posted office hours. It is recommended
that students bring their own cassette players and earphones to be able to
listen to such tapes without disturbing others who may be present.
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Book sources:
http://webs.csu.edu/~amakedon/mpes/mpes.html
List of
Philosophers: http://webs.csu.edu/~big0ama/
Search engines: http://www.google.com
http://www.yahoo.com
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