SYLLABUS Amplification of Course Assignments
Spring Semester 2005
Semester Hours: 3
Dr. Makedon Office: ED244 Tel. (773) 995-2003 Office Hours: M, W, F 12-1:10 p.m., R 7:50-8:20 p.m. Instructor's Academic home page: http://webs.csu.edu/~amakedon/CSUhomepg.html Syllabus: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ELCF400/Syllabus.html Amplification: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ELCF400/Amplification.html
Course Prerequisite: Illinois teaching certificate or consent of department.
Course Description in College Catalogue:
In-depth examination of major philosophies of education and their relation to teaching practice, methods, curriculum, and educational administration. Philosophies examined will include idealism, perennialism, pragmatism, existentialism, Marxism, romanticism, phenomenology, hermeneutics, and post-structuralism. Emphasis on practical significance of educational theories.
Amplification of Course Description:
In addition to those mentioned above, the following philosophies of education may also be examined: radical perspectivism, W.E.B. DuBois' philosophy of education, and eastern theosophical schools of thought (Buddhist, Hindu, Confucian). Several philosophical readings will be chosen by students themselves in completing their article review, presentation, and extra credit 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. Expose and analyze underlying philosophical assumptions in educational practice. 3. Develop the ability to distinguish between goals, methods, and curricula in education. 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 to support one's views with well reasoned arguments that make sense. 10. Develop philosophical research skills, particularly as they may shed light on educational issues. 11. Develop a personal philosophy of education. 12. Analyze ethical issues in education, including professional codes of ethics, from a variety of philosophical perspectives.
Assessment Measures
Objectives 1 and 2: Last Day of Class Quiz ("LADOQ"), mid term and final examinations, classroom presentations, classroom presentation summaries/papers, classroom discussion, article review paper & presentation, and extra credit paper assignments.
Objective 3: Role play, position and personal philosophy papers and presentations.
Objective 4: Classroom discussion, position, role play an personal philosophy presentations, mid term essay examination.
Objective 5: Role play and position presentations; classroom discussion; mid term essay examination.
Objectives 6, 7, 8: Classroom discussions; role play and position presentations.
Objective 9: Position paper & presentation, position summary, mid term essay examination, classroom discussion.
Objective 10: Article review paper and presentation.
Objective 11: Ethics discussion and review.
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. This means that each evening class missed without a written medical or work-related excuse, or the like, counts for three points. II. Article Review Paper and Presentation............................... 10 III. Mid Term Multiple Choice Examination............................. 20 IV. Classroom Presentations: Choose between Position, Role Play, and Personal Philosophy.......................................... 20 V. Code of Ethics Project............................................................. 5 VI. Personal Philosophy Paper.................................................... 5 VII. Final Examination- Hypothetical Essay Questions: Take Home.......................................... 20 VIII. Last Day of Class Quiz (LADOQ)...................................... 10
Grading Criteria:
90-100 A 80-89 B 70-79 C 60-69 D below 60 F
Required Text:
1. Makedon, Alexander. History and Philosophy of Education, Instructional Packet. Chicago, Il.: Campus Custom Publishing, 2000.
Internet-Based Readings:
Jean Jacques Rousseau, Emile, Condensed edition. John Dewey, Democracy and Education, selected chapters. Plato, Meno. W.E.B. DuBois, Talented Tenth.
Supplemental Readings:
In addition to our textbook and Internet-based readings, students will be expected to read any one of the following original works:
Adler, Mortimer J. (1982) The Paideia Proposal. Macmillan. Aristotle. Aristotle on Education: Being Extracts from the Ethics and Politics. Ed. & tr. John Burnet (1967). Cambridge University Press. Aristotle. Ethics. Confucius, Analects. Dewey, John. (1968) Experience and Education. New York: Collier. Dewey, J. Human Nature and Conduct. New York: Collier. DuBois W.E.B.. The Souls of Black Folk. Freire, Paulo. (1997). Pedagogy of the Oppressed. New York: Continuum. Giroux, Henry A. (1988) Teachers as Intellectuals: Toward a Critical Pedagogy of Learning Hirst, Paul and R. S. Peters. (1970) The Logic of Education, Routledge and Kegan Paul. Kant, Immanuel. Metaphysics of Morals. Kant, Immanuel. The Educational Theory of Immanuel Kant. Ed. & tr. E. F. Buchner (1904), Lippincoat Press. Makedon, A. Humans in the World: An Introduction to Radical Perspectivism. Forthcoming. First Books Publisher, 2005. Marx, Karl. The Capital. Mill, John Stuart. John Stuart Mill on Education. Ed. Francis W. Garforth. (1971) Teachers College Press. Nietzsche, Friedrich. Beyond Good and Evil. Pestalozzi, Johann Heinrich. (1974) Pestalozzi. Ed. Lewis Flint Anderson. Greenwood Press. Plato, Republic. Sartre, Jean Paul. Being and Nothingness. Smith, Philip G. (1970) Theories of Value and Problems of Education. University of Illinois Press.
Book and article reviews: Students will be expected to research the philosophical literature, and write, discuss, and disseminate summaries. Detailed guidelines regarding the structure such reviews should take may be found at http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
Code of Ethics Paper: Each student reviews, summarizes, and critiques either NEA's or AFT's code of ethics. The instructor has posted on the web detailed guidelines on the review and design of codes of ethics at: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
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/~amakedon/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.
Calendar: Schedule of Readings and Requirements
All references to Wingo and Church refer to readings in the Instructional Packet
Assignment/Project Date
1. INTRODUCTION 1/13 2. PERSONAL INTRODUCTIONS 1/13 3. REVIEW OF REQUIREMENTS 1/13 4. REVIEW OF COURSE READINGS 1/13 5. PHILOSOPHY OF EDUCATION: WINGO, CH. 1 "PHILOSOPHY AND EDUCATION" 1/20 6. CH. 6 JOHN DEWEY 1/ 27 Dewey, Democracy and Education (Internet) 1/ 27 7. CH. 8 "THE PROTEST OF THE PERENNIAL 2/3 PHILOSOPHY" 8. CH. 10 "THE EXISTENTIALIST PROTEST" 2/10 9. CH. 9 "THE MARXIST PROTEST" 2/17 10. REVIEW FOR THE MIDTERM EXAMINATION 2/24 DEADLINE FOR: CODE OF ETHICS, PERSONAL PHILOSOPHY REPORTS 2/24 11. MID TERM EXAMINATION 3/3 Mid term exam is for 50 minutes between 5 and 5:50 p.m. Class resumes regular discussion at 6:00 p.m. 12. W.E.B. DUBOIS "THE TALENTED TENTH" 3/3 3/10=NO CLASS, SPRING BREAK
13. IDEALISM: PLATO: MENO 3/17 DISCUSS RESULTS OF MID TERM EXAM 3/17 DEADLINE FOR: ARTICLE REVIEW REPORTS 3/17 15. ROMANTICISM: JEAN JACQUES ROUSSEAU: EMILE (Internet) 3/24 16. RONANTICISM: HORACE MANN, CHAPTERS 3, 4 IN TEXTBOOK (LOOK IN HISTORY SECTION OF YOUR INSTRUCTIONAL PACKET) 3/31 18. PERSPECTIVISM: MAKEDON: HUMANS IN THE WORLD (Internet) 19. CLASSROOM PRESENTATIONS: POSITION, ROLE PLAY, PERS. PHILOSOPHY 4/7, 4/14, 4/21, 4/28
DISTRIBUTION OF FINAL EXAMINATION=4/14 RETURN OF FINAL EXAM BY STUDENTS=4/21 RETURN OF FINAL EXAM TO STUDENTS=4/28
20. LAST DAY OF CLASS QUIZ (LADOQ) = 4/28
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.
Examination Process:
During in-class exams, students may not leave the classroom until after they have turned in their examination paper (ELCF Department policy).
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 Regarding Absences:
Each hour of absence from the classroom during class time counts as minus one attendance point, unless excused for the same types of reasons, and backed up by the same types of documents. For example, if a student is absent from a class that meets for 3 hours, he or she loses 3 attendance points.
Notice Regarding Late Assignments:
Late assignments are penalized 3 points for each class session they are late.
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/~amakedon/CSU/ELCAF/courses/ListOfPhilosophers.html CSU Library: http://www.csu.edu/library/ Internet search engine: http://www.google.com English Server: http://eserver.org
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. Craver, Samuel. & Ozmon, Howard. Philosophical Foundations of Education, 1998. 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. Curren, Randall. A Companion to the Philosophy of Education, Blackwell Publishing, New York, N.Y., 2003. 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. Noddings, Nel. Philosophy of Education, Westview Press, 1995. 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.
|
Alexander Makedon
Chicago State University
Copyright © 1999 A. Makedon
visits since 09/01/1999