ELCF 615

ELCF 615

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

SYLLABUS

Summer I 2008

Section 61

Class meets T, R

5-9:15 p.m.

Room ED 302

Semester Hours: 3

Dr. Makedon

Office: ED244

Tel. (773) 995‑2003

Office Hours: M, T, W, R 9:15-9:30 p.m. in ED 100/ED244

Instructor's Academic home page: http://webs.csu.edu/~amakedon/CSUhomepg.html

COURSE DESCRIPTION:

An in-depth study of several established philosophies of education such as idealism, perennialism, pragmatism, existentialism and Marxism. Emphasis will be on the application of philosophical theories to educational issues.

AMPLIFICATION:

Students at the doctoral level will engage in both, expanding their epistemological horizons inside established philosophical movements (for example, idealism, perennialism, Marxism, pragmatism, existentialism, romanticism, perspectivism); and conducting reviews of, writing reports about, and making class presentations on, selected scholarly papers on a variety of philosophical topics in the philosophy of education.

PREREQUISITE:

Admission to the Ed.D. program in educational leadership.

COURSE OBJECTIVES:

Explore the major philosophical foundations of our educational assumptions
Think critically, instead of uncritically accepting the status quo
Develop the ability for intellectual empathy of opposing points of view
Learn through practice major philosophical methodologies, including, but not limited to, dialectic and Socratic method
Develop a personal philosophy and educational code of ethics

ASSESSMENT

Write review reports, discussion, and class presentations of scholarly papers on major philosophical movements in education; take final examination
Write reports and discuss positions both for and against specific philosophical points of view
Analyze hypotheticals against one’s own position or point of view
Write personal philosophy report (goals, methods, curriculum); and a personal code of ethics

CONCEPTUAL 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.

ELCF615 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 all major professional educational leadership associations in the United States regarding the importance of philosophical foundations. It also meets criteria regarding philosophical foundations of 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), an affiliate of APA-Central and CLSE, and through CLSE, of NCATE

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. 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. 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.

REQUIREMENTS

1. Attendance 10 points

2. Paper Reviews & classroom presentations

(5 total @ 2-3 pp single sp. each) 40

3. Personal Philosophy Report

(2-3 pp single spaced) 5

4. Ethics Paper (5 pp single spaced) 10

Final Examination

(15 mult. choice q. @ 2 pts each) 30

Total=100

GRADING POLICY

A=90-100 points

B=80-89

C=70-79

D=60-69

F=Below 60

REQUIRED TEXTS:

Curren, R. A companion to the philosophy of education (ISBN:

9780631228370). Hoboken, NJ: Wiley-Blackwell, John Wiley & Sons, 2003.

Proceedings of the Midwest Philosophy of Education Society, 2001-2003 (ISBN: 9781420810066). Ed. Olivet Jagusah, Donald Smith and Alexander Makedon, AuthorHouse Publishers, 2005.

Proceedings of the Midwest Philosophy of Education Society, 2004-2005 (ISBN: 9781425993795). Ed. Jason Helfer. Bloomington, Indiana: AuthorHouse Publishers, 2007.

Amplification of Required Texts and Readings:

1. MPES Proceedings 2004-2005 volume:

Students are listed in alphabetical order in the class roster. The first student in such roster (Brisco) will be assigned attendance number 1. The second on the roster (Brown), attendance number 2. And so on. See roster, below. Each student is supposed to read two papers in the 2004-2005 Proceedings, starting with student attendance #1, who reads the first paper and second papers listed in the Proceedings (my 2004 Presidential address, and "Existentialism and Discourse Ethics"). Student attendance #2 reads the third and fourth papers, and so on. Each student writes a report on each paper, and makes a class presentation on the papers that he or she read (please see below, “amplification of requirements”). There are a total of 12 students in class, and a total of 26 papers in this volume, more than enough to cover all students in class (12X2=24 papers). See below, next Proceedings volume (2001-2003), on how the remaining two papers will be assigned (26-24=2).

Get your copy ASAP from: http://www.authorhouse.com/BookStore/ItemDetail~bookid~43264.aspx

2. MPES Proceedings 2001-2003 volume:

Same process as described above, except each student reads 3 papers instead of just 2; and student #1 starts reading from the fifth paper on down. Fifth paper is: "Disintegration, Reintegration, and Identity". So student attendance #1 reads the following three papers: "Disintegration, Reintegration, and Identity" then the next paper: "Visions of Freedom" and finally the next paper: "You Can Never Step in the Same Revolution Twice." Student with Attendance #2 reads the next three, and so on. Each student writes a report on each paper, and makes a class presentation on the papers that he or she read (to be described in class). There are a total of 12 students in class, and a total of 34 papers (from 5th paper on down) in this volume. The first 11 students read 33 papers. The 12th student on the roster (=Ford) reads the 34th paper, and the 2 remaining from the 2004-2005 Proceedings volume, above .
Get your copy ASAP from: http://www.authorhouse.com/BookStore/ItemDetail~bookid~28064.aspx

3. A Companion to the Philosophy of Education

There are a total of 45 papers in this volume. All students must read the following 14 papers:

Paper #1 "The Socratic Movement"
Paper #2 "Stoicism"
Paper #5 "Humanism"
Paper #6 "Enlightenment Libreralism"
Paper #9 "Romanticism"
Paper #10 "The Past as Future: Hellenism, the Gymnasium, and Altertumswissenschaft"
Paper #11 "Critical Theory"
Paper #22 "Moral Education"
Paper #31 "Children's Rights"
Paper #36 "The Ethics of Teaching"
Paper# 39 "Ethics and the Aims of American Higher Education"
Paper #41 "Academic Freedom"
Paper #42 "The Ethics of Research"
Paper #45 "The Role of Ethics in Professional Education"

The remaining 31 papers may be used as optional extra credit, each paper is worth 1 point (including writing a one page summary and personal reaction, and making copies for rest of class). Time permitting, students present their summaries in class. Maximum 3 extra credit points per student. No two students may choose the same paper. All extra credit presentations are maximum 2 minutes for the presentation, and 1 minute for questions and answers period (max. 3 minutes).

Please see below on how to order your copy of this book.

4. Internet readings:

Plato's Meno at: http://classics.mit.edu/Plato/meno.html
Rousseau's Emile (abridged version): http://www.ilt.columbia.edu/pedagogies/rousseau/em_eng_abridged.html
DuBois "Talented Tenth:" http://www.teachingamericanhistory.org/library/index.asp?document=174
DuBois Souls of Black Folk: "Of Our Spiritual Strivings" http://www.bartleby.com/114/1.html "Of the Training of Black Men" http://www.bartleby.com/114/6.html There are 14 chapters; the remaining 12 can be read as optional extra credit; same rules apply as described under required readings in Companion, above, except there is a maximum of 2 extra credit points (2 chapters per student, maximum).
Makedon "Radical Perspectivism-Education" http://members.aol.com/abacuspubl/homepg.html Other 14 chapters can be read as optional extra credit, max. 2 extra credit points, same as above (see DuBois).
--------------------------------------

Please order your copy of the Companion book ASAP: Randall Curren, A Companion to the Philosophy of Education (Blackwell Companions to Philosophy) (Paperback) This book may be found both at the CSU bookstore, and, probably by far more affordably, on the Internet. For example, it may be ordered through:

amazon.com:

http://www.amazon.com/gp/offer-listing/1405140518/ref=si3_rdr_bb_unew (amazon.com $24.95 to 67.99.-- 26 available)

http://www.amazon.com/Companion-Philosophy-Education-Blackwell-Companions/dp/1405140518/ref=sr_1_1?ie=UTF8&s=books&qid=1211244850&sr=8-1 (amazon.com $36.40 each --4 available)

Cheapestbookprice.com:

http://www.cheapestbookprice.com/IM/?submit=1&price=1&key=isbn&keyval=9781405140515 $24.00 to 36.40 -- 6 available

half.com (by ebay)

http://product.half.ebay.com/Companion-to-the-Philosophy-of-Education_W0QQtgZinfoQQprZ50809833 $24.00 to 46.62 --12 available

AMPLIFICATION OF REQUIREMNENTS

1. Attendance (10 points)

Each hour students have an unexcused absence counts as one lost point. For example, if a student is absent for a class that meets between 5 and 9:15 p.m. will cost such student 4.25 points. Please note that students are expected to come to class prepared and take an active part in every class session. Readings associated with each topic must be completed prior to the designated class session. This is particularly important during the summer session, which is an extremely intense and compact learning experience that lasts only 4 weeks, as contrasted to the regular 16 weeks of a regular semester. This means that we will have one-fourth of the time to complete the same range of requirements, as students do in a regular semester. Students are required to attend every class.

2. Paper reviews & classroom presentations (40 points)

Each student reviews and writes 5 review reports, and makes class presentations, on a total of 5 scholarly papers published in the two Proceedings volumes, as described, above (see “Amplification of Required Texts and Readings”). The structure of review re3ports are described on line through Instructor’s academic page links to the course (http://webs.csu.edu/~amakedon/CSUhomepg.html ). Organization: The basic structure of such reviews includes the following sections/subheadings: Section 1: Name, Attendance Number; Course, Section, date Submitted; Subheading: “Paper Review Report;” Section 2: Bibliographic reference, including Author’s name and paper title; Section 3: Summary; Section 4: Personal Reaction; Section 5: Strong points (max. 3, please separate by numbering them 1-2-3); Section 6: Points of Concern (max. 3, please separate by numbering them 1-2-3); Section 7: Recommendations for further reading. Length: 2-3 pages each, single spaced, typed. Handwritten reports will not be accepted/graded. Margins are not important, for as long as words… “don’t fall off the page.” Cover page: Please do not include cover pages, simply start with Section 1 on page 1, and so on. Copies: Each student is required to make copies of review reports for whole class, including instructor. Students distribute their copies just before they are ready to present. Students cannot present their reports if they did not make copies, and may lose points. Timeliness: Students should present their reports when they are due (please see “Schedule,” below), or risk losing 2 points for each class session they are late in presenting their reports. Points: Each report and class presentation is worth a maximum of 8 points (5X8=40 points total).

Presentation Time Limit: 3 minutes for presentation, 3 minutes for questions from class, no limit for questions by Instructor

Regarding required readings in the Curren text, and on the Internet (see above, “Internet Readings”), please see “Final Examination,” below.

3. Personal Philosophy report (2-3 pp single spaced)

Each student writes, distributes, and presents to class a personal philosophy of education report by the deadline date. Report should be 2-3 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

My View of the Nature of Humans

My View of What the Goals of Humans Should Be

Goals of Education

Teaching Methods (the “how” of education)

Curriculum (=subjects or the “what” of education).

Timeliness: Students should distribute copies and present their reports when they are due (please see “Schedule,” below), or risk losing 2 points for each class session they are late in presenting their reports.

The instructor has posted on the web detailed guidelines on the design of personal philosophy of education report at: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ELCF615/

Please click on the appropriate link for this assignment.

Presentation Time Limit: 3 minutes for presentation, 3 minutes for question s from class, no limit for questions by Instructor

4. Ethics Paper (5 pp. single spaced)

Each student writes, distributes, and presents to class a personal ethics of education paper . Paper should be approximately 5 ages long, single spaced, typed, no cover pages, organized according to the following sections:

Section 1: Name, Student attendance number, Course, section, year

Date Submitted

Subheading: Personal Ethics of Education, Review of Educational Ethics Literature

Section 2/subheading: NEA Code of Ethics review (or other professional education organization/society): 1 page max

Subsections: 2 points of agreement and reasons for agreement; one point of concern, and reasons why (please number them 1-2, and 1)

Section 3: Summary and review of ethical views in any one of the 6 ethics papers in the Curren text (please see “Amplification of Required Texts and readings,” above), 1 page max

Eligible papers:

Paper #22 "Moral Education" - Paper #31 "Children's Rights" - Paper #36 "The Ethics of Teaching" - Paper# 39 "Ethics and the Aims of American Higher Education" - Paper #42 "The Ethics of Research" - Paper #45 "The Role of Ethics in Professional Education”

Organization of ethical review in section 3:

Bibliographic reference, including Author’s name and paper title

Summary

Personal Reaction

Strong points (max. 3, please separate by numbering them 1-2-3)

Points of Concern (max. 3, please separate by numbering them 1-2-3)

Section 4: Personal Code of Ethics (3 pp. max)

Please make sure that you separate logically separate concepts into distinct subsections.

;

Presentation Time Limit: 3 minutes for presentation, 3 minutes for question s from class, no limit for questions by Instructor

Timeliness: Students should present their papers (copies for class are optional, no extra credit assigned) when they are due (please see “Schedule,” below), or risk losing 2 points for each class session they are late in presenting their papers.

The instructor has posted on the web detailed guidelines on the design of personal philosophy of education report at: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ELCF615/

Please click on the appropriate link for this assignment.

6. Final Examination

Final exam is closed book, multiple choice. The final exam consists of 15 questions worth 2 points each. . Each question on the 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 exam “covers” the commonly required readings since the beginning of class, including lectures and textbook and Internet commonly required reading assignments. Please see “Amplification of Required Texts and Readings,” above. Such readings that students have read in preparation for the final exam include the following:

In the Curren text:

Paper #1 "The Socratic Movement"
Paper #2 "Stoicism"
Paper #5 "Humanism"
Paper #6 "Enlightenment Libreralism"
Paper #9 "Romanticism"
Paper #10 "The Past as Future: Hellenism, the Gymnasium, and Altertumswissenschaft"
Paper #11 "Critical Theory"
Paper #22 "Moral Education"
Paper #31 "Children's Rights"
Paper #36 "The Ethics of Teaching"
Paper# 39 "Ethics and the Aims of American Higher Education"
Paper #41 "Academic Freedom"
Paper #42 "The Ethics of Research"
Paper #45 "The Role of Ethics in Professional Education”

On the Internet:

Plato's Meno at: http://classics.mit.edu/Plato/meno.html
Rousseau's Emile (abridged version): http://www.ilt.columbia.edu/pedagogies/rousseau/em_eng_abridged.html
DuBois "Talented Tenth:" http://www.teachingamericanhistory.org/library/index.asp?document=174
DuBois Souls of Black Folk: "Of Our Spiritual Strivings" http://www.bartleby.com/114/1.html "Of the Training of Black Men" http://www.bartleby.com/114/6.html
Makedon "Radical Perspectivism-Education" http://members.aol.com/abacuspubl/homepg.html

Final Exam Questions: Method of Selection, other concerns:

Questions on the final are selected randomly by the instructor, and may or may not include questions on any one topic covered in the commonly required 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 final exam the topics that such exam may cover.

Grading rubric: Self-explanatory, points total depends on number of correct answers per exam question.

Extra Credit

Extra credit points are in addition to points assigned for required assignments. Extra credit paper reviews follow same format as those which are required.

Make up exams:

Only those students with written medical or other type of emergency excuse may be excused from taking the 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.

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. 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.

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 normally 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 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. Please 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.

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.

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.

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 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.

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.

SCHEDULE

Session

Topic

Activity

Assignment

Date:6/3

Intro Syllabus

Intro Philosophy of Ed (Metaphysics, Epistemology, Ethics, Logic, Aesthetics, Ontology, Cosmology)

Review of –isms Part I:

Idealism (Plato, Socrates, Hegel, Kant)

Protestantism (=history of influential educational ideas)

Romanticism (Rousseau, Pestalozzi, Froebel, Horace Mann, Montessori, Kohl, Illich, Kozol)

Review of Assignments

Lecture

Discussion

Personal Introductions

Plato’s Meno

Rousseau’s Emile (abridged)

Date: 6/5

Review of –isms Part II:

Perennialism (Aristotle, St. Thomas Aquinas, Mortimer Adler, Robert Maynard Hutchins);

Pragmatism (John Dewey, Williams James, Charles Sanders Peirce);

Existentialism (Jean Paul Sartre, Friedrich Nietzsche, Soren Kierkegaard, Albert Camus, Martin Buber);

Marxism (Karl Marx; F. Engels);

Philosophical Hinduism (Indian epics);

Confucianism (Confucius);

Philosophical Buddhism (Siddhārtha Gautama);

Philosophical Animism;

Phenomenology (Edmund Husserl);

Critical Theory (Freud/Marx and a number of resulting philosophies; also “deconstructionists” like Jacques Derrida, Lacan , Foucault, Levinas); Radical Perspectivism (Makedon)

Lecture

Discussion

DuBois “Talented Tenth”

DuBois “Souls of Black Folk”-“Of Our Spiritual Strivings”

Makedon “Radical Perspectivism”-Education chapter

Date:6/10

Review of –isms Part III:

Eclectic Philosophies of education (DuBois, “Talented Tenth;” Freire, Pedagogy of the Oppressed; Makedon, “Freedom Education”)

Review of MPES Proceedings Papers

Lecture

Discussion

Group and individual assignments

Readings in MPES Proceedings 2001-2003 and 2004-2005

Total 5 per student

Written reviews, distribution, presentations, class discussions,

Rolling basis

Date:6/12

Review of MPES Proceedings Papers

Plato’s Meno

Rousseau’s Emile

Lecture

Discussion

Group and individual assignments

Student class presentations; question and answer period

Readings in MPES Proceedings 2001-2003 and 2004-2005

Total 5 per student

Commonly required readings in Curren:

Paper #1 "The Socratic Movement"
Paper #2 "Stoicism"
Paper #5 "Humanism"

Paper #6 "Enlightenment Liberalism"
Paper #9 "Romanticism"
Paper #10 "The Past as Future: Hellenism, the Gymnasium, and Altertumswissenschaft"
Paper #11 "Critical Theory"

Written reviews, distribution, presentations, class discussions,

Rolling basis

Date:6/17

Review of MPES Proceedings Papers

DuBois’ Talented tenth; Souls of Black Folk

Makedon’s Radical Perspectivist Education

Review of commonly required readings in Curren:

Paper #1 "The Socratic Movement"
Paper #2 "Stoicism"
Paper #5 "Humanism"

Lecture

Discussion

Group and individual assignments

Student class presentations; question and answer period

Readings in MPES Proceedings 2001-2003 and 2004-2005

Total 5 per student

Written reviews, distribution, presentations, class discussions,

Rolling basis

Commonly required readings in Curren-cont’d:

Paper #22 "Moral Education"
Paper #31 "Children's Rights"
Paper #36 "The Ethics of Teaching"

Date:6/19

Review of MPES Proceedings Papers

Review of commonly required readings in Curren:

Paper #6 "Enlightenment Liberalism"
Paper #9 "Romanticism"
Paper #10 "The Past as Future: Hellenism, the Gymnasium, and Altertumswissenschaft"
Paper #11 "Critical Theory"

Lecture

Discussion

Group and individual assignments

Student class presentations; question and answer period

Readings in MPES Proceedings 2001-2003 and 2004-2005

Total 5 per student

Commonly required readings in Curren-cont’d:

Paper# 39 "Ethics and the Aims of American Higher Education"
Paper #41 "Academic Freedom"
Paper #42 "The Ethics of Research"
Paper #45 "The Role of Ethics in Professional Education”

Written reviews, distribution, presentations, class discussions,

Rolling basis

Date:6/24

Review of commonly required readings in Curren-cont’d:

Paper #22 "Moral Education"
Paper #31 "Children's Rights"
Paper #36 "The Ethics of Teaching"

Paper# 39 "Ethics and the Aims of American Higher Education"
Paper #41 "Academic Freedom"
Paper #42 "The Ethics of Research"
Paper #45 "The Role of Ethics in Professional Education”

Lecture

Discussion

Group and individual assignments

Student class presentations; question and answer period

Readings in MPES Proceedings 2001-2003 and 2004-2005

Total 5 per student

Personal Philosophy Report Due 6/26

Ethics Paper Due 6/26

Written reviews, distribution, presentations, class discussions,

Rolling basis

Date:6/26

Review of commonly required readings for final examination

Personal Philosophy Report Class Presentations

Ethics Paper Class Presentations

Review, discussion, simulation exercises

Commonly required readings for final exam (7/3)

Date:7/3

Final examination

Closed book

15 questions multiple choice (30 points)

2 hrs maximum 5-7 p.m.

Each question may have one or more than one correct answer(s)

BIBLIOGRAPHY

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.

Curren, R. A companion to the philosophy of education (ISBN:

9780631228370). Hoboken, NJ: Wiley-Blackwell, John Wiley & Sons, 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.