University of La Verne COURSE SYLLABUS, Ed310 Foundations of Learning

Instructor contact info: John Bartelt, Ph.D.

Work: (909) 593-3511, ext. 4672 Cell: (909) 525-8472 <jbartelt@laverne.edu> or <drjohn@laverne.edu>

COURSE TITLE: Ed310 - Foundations of Education (4 units). [Philosophy]

(Note: there are two “approaches” to Ed310 being taught at ULV, both of which are formally approved to satisfy exactly the same three General Education requirements, and either of which will appear on your transcript as “Ed310: Foundations of Education”. The version referred to in this syllabus emphasizes philosophy as a primary core organizing principle of the course. The other version emphasizes ethics as a primary core organizing principle of the course. Different sections of this course may appear on the schedule delineated as “Foundations of Education: Philosophy” and/or “Foundations of Education: Ethics” to differentiate the two respective approaches, but credit can only be granted for Ed310 once.)

CATALOG ENTRY: Provides a philosophical framework as well as a practical understanding of the field of education. 4.000

Credit Hours. Course Attributes: AHPR (Humanities, Philosophy and Religion), GEHb (General Education, Humanities, Philosophy or Religion), INTD (Interdisciplinary Thinking), UVCD (Community & Diversity), UVVO (Values Orientation). Prerequisites: Undergraduate level ENG 109 Minimum Grade of C- or Undergraduate level ENG 110. Minimum Grade of C- or Undergraduate level WRT 109 Minimum Grade of C- or Undergraduate level WRT 110 Minimum Grade of C- or Undergraduate level TWE1 XXXX. Minimum Grade of C- or ULV English 110 Certification CRD.

COURSE PURPOSE and DESCRIPTION: The primary purpose of this course is to provide the student with a philosophical

framework, and a practical understanding, of the field of Education, by understanding how philosophies have helped to shape the U.S. educational system, defined the role of the teacher and the community, affected the politics of delivering instruction, and defined the role of ethics in education.

COURSE OBJECTIVES and STUDENT COMPETENCIES: Students will:

· Examine, evaluate, understand, and clearly articulate the connection between the major philosophies and the educational perspectives, theories, and practices that exist today.

· Identify different types of current U.S. school models, and describe specifically how different philosophies have shaped and affected them.

· Accurately articulate the meaning and situational nature of ethics, and successfully analyze various ethical issues facing schools today.

· Use critical thinking skills to develop a personal perspective on philosophical and ethical issues which impact education. REQUIRED TEXTS: None. All readings will be provided electronically through Blackboard. RECOMMENDED READING: “Teaching as a Subversive Activity” (by Postman & Weingartner, 1971). [ISBN: 0385290098]

COURSE REQUIREMENTS: 1. Class attendance. 2. Class participation. 3. Reading of text, handouts, and materials. 4. Successful completion of all activities. 5. Passing of quizzes and exams. STUDENT RESPONSIBILITIES / BASIS FOR GRADES:

Class attendance is mandatory. Attendance and in-class participation are mandatory. Each 10% of seat time missed will result in one full letter grade reduction.

Do not write any papers in advance. Wait until each assignment is discussed in class before beginning it.

Submit your papers and coursework Credit may be reduced for work that is up to one week late. Work more than one week late

Create an environment in which everyone can see themselves

reflected positively in the world.

Be what you love.

on time. may not be accepted. If you have a personal crisis that demands your missing class, please talk with your instructor, in advance if possible. You may be able to make up for that time by attending an equivalent class session of another Ed310 section taught by the same instructor. The learning experiences derived from lectures, class interaction, and group discussions cannot be substituted with extra readings or writing assignments.

Participation in discussions in class (10%).

The lectures in this class are participatory. You are expected to ask questions and enter into discussions throughout the term. This may also include posting to course blogs, wikis, etc.

Library research (10%). Visit the Wilson Library, learn about their research resources, and then play with the Wilson Library research resources. Later in the course, you will need to access at least one scholarly (e.g. peer-reviewed journal) resource for a PowerPoint presentation.

”Top Three Belief Systems” reflection paper (10%).

[Side note: ReligiousTolerance.org is a relatively unbiased (and optional) resource for inter-faith research.]

Take the “Belief-O-Matic“ (a fun test which suggests what religion your beliefs are most in line with).

Then research the religions

reflected by your top three results, and write a two-page personal reflection paper* about your findings. This is NOT about what you “should” believe, but rather an opportunity to research belief systems which are similar to your stated beliefs. Answer as you really believe, NOT as you “should” respond.

”Philosophical Games” reflection paper (10%).

Peruse the Philosophical Games site, and then play any three games that look interesting.

Then write a two-page reflection paper* explaining why you think the results were or were not valid and useful for your growth.

”Life Patterns” reflection paper (10%).

Peruse some of the articles that seem of interest to you on the Patterns page (a summary of journal articles pertaining to several aspects of human behavior).

Then (a) depict which major

patterns you recognized in the articles that were also evident in the “heart map” exercise that we did in class, and (b) hypothesize how those patterns might have manifested themselves.

Presentation of an assigned educational issue (10%).

You will be assigned a topic, to make a 3-to-5 minute presentation in class covering one of the major critical issues related to education today. You will be given some class time to research (in pairs if you wish) and/or to outline your presentation.

Most Ed310 course resources will be best accessed with a computer; however, the QR codes for some assignments are herein provided for your mobile device convenience.

OPTION ONE: You will make a PowerPoint (or Google, or Open Office, or whatever) presentation, and be graded on this rubric. Your presentation will include slides to reinforce (but not to substitute for) your oral presentation. Please follow the PowerPoint guidelines listed below.

OPTION TWO: Instead of doing a PowerPoint presentation, you may instead choose to depict your summary and analysis of the issue in the form of a graphic organizer (such as any of these or any of these) and then share your summary and analysis with the class, using your graphic organizer as a central focus point, in a 3-5 minute presentation (plus a minute or two for class conversation and/or questions). You will be graded on your summary and analysis, your critique, your graphic organizer, and your oral presentation.

OPTION THREE: Instead of making an oral presentation, you may instead choose to record your presentation (with voice) as a video (using Jing, for example) and post that to the course Critical Issues Blog for comments from other students.

(For NONE of the options do you need to also submit a formal written paper.) EVERYONE is expected to post some comment to all of the Jing videos that are posted to the

Critical Issues Blog.

Children’s Story Book (10%). Author a simple children’s story book, of approximately 10-20 pages, which either directly explains, or else teaches indirectly by analogy, any one or more of the philosophies that we have studied during the course. The book must contain writing and illustrations (which can be clip art, pictures, original drawings, etc.) of some sort. (You will not be graded on your drawing ability!) It can take the form of a story book, comic book, script storyboard, acted-out picture book, visual fairy tale, etc. Be prepared to read your book to the class, and to explain, and answer questions about, the relationship of your story (and/or its characters) to your chosen philosophy. You will be graded on this rubric.

Reddit assignment (10%). Read all of the posts and comments under the “hot”, “new”, “top”, and “controversial” tabs of the following Reddit subs: (1) reddit.com/r/Christianity (or any other religion of your choice) (2) reddit.com/r/atheism (3) reddit.com/r/Buddhism

OPTION ONE: Write a one-paragraph reflection of your key observations and learnings to share in class.

OPTION TWO: Depict your key observation/learning in the form of a graphic (using a meme is okay).

In-class quizzes (10%). This will be from written quizzes, and/or from electronically captured responses.

Final exam (10%). The final exam will be given in two parts: (a) an individualized written paper, to be completed in class, which will be based directly on your answers on the in-class quizzes; and (b) you will be assigned to a group, to design, and then explain, a thought web that associates and links together pre-printed cards marked with definitions, philosophies, philosophers, school types, and critical issues.

[At the instructor’s discretion, and if all of your assignments have been turned in, you may also be given opportunities to earn extra credit to improve your grade. However, no such opportunities may substitute for missing assignments.]

Students who do exceptionally well on the quizzes and written assignments early in the term (which will involve clearly articulating the concepts inherent in each of the major philosophies) might possibly be excused from one of assignments, quizzes, and/or exams.

Please read this carefully:

*You will note that there are several “reflective papers” due during the term. You are welcome (and indeed, encouraged) to substitute one or two of those papers with a brief (approximately 3-minute presentation, or about 2-3 pages in writing) creative project, such as a video, podcast, radio theatre, skit, cartoon, children’s book, poem, script, PowerPoint presentation, graphic organizer, or whatever suits your fancy. You have an open license to create, and you are strongly requested (although not absolutely mandated) to share those projects with the entire class for possible extra credit.

Most class sessions will begin with a very brief (five minutes or less) student-presented summary of the previous session for the benefit of anyone who was absent that session. Those absent will be subsequently asked to summarize that session (either orally and/or in writing). Whoever participates in the summary presentation will earn extra participation credit, and may also qualify to skip that section’s quiz if there is one.

You may use your personally-prepared (written or typed) notes in class for the written final exam, provided they were largely written and/or phrased by you and are not simply verbatim printouts of the notes provided by your instructor.

Please do not begin assignments until after they have been assigned and discussed in class. Also, additional and/or different activities may be assigned, at the discretion of the instructor.

S t r e t c h

your mind

Embrace Diversity

Educate

to change

the world.

Guidelines for PowerPoint presentations (please pay special attention to the bold and underlined points below!):

Work cooperatively with a partner or small group to research for one another, and incorporate some ideas from each person. You will each, however, ultimately be individually responsible for your own assigned topics.

Be responsible for teaching the critical theory or educational issue that you have been assigned, by: (a) providing a clear overview of your topic, and (b) presenting each side of the argument without obvious bias (you are invited to end your presentation by sharing your personal bias).

Each member of your group must participate in the delivery of your presentation.

Practice timing your presentation. It should be about 5-10 minutes in length, followed by a few minutes to respond to questions or comments.

Either before or during your presentation, you are responsible for one class engagement tool (some activity that actively engages your audience in participation) that should not exceed two or three minutes.

You should include the following slides in your presentation: an introductory slide (with your topic and your name), a few slides providing the definition and history of your issue, a few slides for each point of view, and a closing slide listing your references. Always credit every source of information. Use at least four references total, including at least one from a scholarly source.

Even though you are not going to be graded on your technological creativity, you must have a few graphics, charts, and/or pictures (not just clip art) embedded in your presentation.

As a general rule, please do not use more than 5 bullet points per slide, and no more than 7 words per bullet point. The slides are NOT there to read from, but to reinforce the most important points.

DO NOT READ entire sections from your slides or from your notes! Speak from the heart. Practice your presentation without using the slides at all.

WEEKLY SESSION TOPICS AND ACTIVITIES (which are outlined and summarized on the course index page) are subject to change at the

instructor’s discretion. ASSIGNMENT DATES, which are also outlined on the course index page, are also subject

to change at the instructor’s discretion. Modifications of this syllabus may be made at any time at the professor’s discretion. GRADING:

The grading policy outlined in the ULV Catalog will be followed, in accordance with a point system derived from the “Basis for Grades” section above.

Basically: “A” work evidences insightful mastery of the subject matter and exceptional quality in written and oral communication; “B” work evidences professional competence in the subject matter and in all written and oral communication; “C” work results from completing course assignments and requirements with minimally acceptable proficiency. Any student not meeting the criteria for a “C” grade will fail the course.

Please note that you will not normally be granted an extension of time to complete work. To wit: Incomplete grades (INC) are authorized only when it is impossible for the student to complete the course because of illness or other justifiable cause, and only with a formal written petition (available from the Registrar) from the student to the professor which is approved before the end of the term. In Progress grades (IP) are reserved for those directed studies, independent studies, field work courses, senior projects, and graduate culminating activities where the contract at the time of registration specifies a date of completion which is beyond the end of the term of registration. A Withdrawal (W) may only be granted during the first 60% of a term.

A grade change may only be granted: (a) within four weeks after the original grade was issued; and (b) if the original grade was posted in error at the time it was issued; and (c) the revised grade is officially reported by the instructor to the Registrar.

Please note that a 3.0 average GPA is required by the teacher credential program, with a “B” or higher for each fieldwork practicum. Competence will be demonstrated through activities such as: class participation (which may include electronic bulletin board posting),

exams, individual projects, group projects, and writing assignments. There will be a point penalty for each day an assignment is late. Assignments submitted more than one week late will not be accepted. Attendance is mandatory. Your participation in this course demonstrates your commitment to the education field. Your understanding of

the content and your participation in course activities with your peers are vital to your on-going learning. Your attendance affects your grade. Make-up work will be assigned, and grades will be reduced, for excessive absences and/or for work turned in late. Absences totaling more than 10% of the total class time will affect your grade. Missing more than 20% of the total class time will result in either a “WF” (Withdraw Fail) grade or an “INC” (Incomplete) grade, at the discretion of the instructor and consistent with the policies outlined in the ULV catalog. There is no making up for missing class time. Participation is defined by meaningfully and appropriately contributing to class discussions.

REPORT FORMATS:

All formal ULV research papers will need to be in APA format unless otherwise directed. For the purposes of this course, however, please conserve paper as much as possible, in the following ways: use single-space type on all printed material; use recycled paper (go ahead

Teach hope

and print on the reverse side of a “previously used” sheet of paper that you might otherwise not use again); do not print a cover sheet; etc. Be good to our planet!

All reports submitted electronically should be sent as e-mail attachments in a common format. Final electronic projects should be submitted on USB drive.

ACADEMIC HONESTY: University policy is as follows:

All tests, papers, oral and written assignments, and recitations are to be the work of the student presenting the material. Any use of wording, ideas, or findings of other persons requires the explicit citation of the source. Use of exact wording requires a

“quotation” format. Anyone deliberately supplying material to a student for purposes of plagiarism is also culpable. Academic dishonesty will result in appropriate disciplinary action, which may involve additional and/or revised work, refusal of course

credit, probation, suspension, or expulsion from the program. THE MISSION STATEMENT OF THE UNIVERSITY (paraphrased):

A values Orientation (live in a manner which actively supports the health of the planet and its people). Community and Diversity (understand and appreciate the diversity of cultures which exist, and appreciate bio-diversity and the

environment). Lifelong Learning (learn, think critically, do responsible research, and integrate information toward career flexibility and continued

professional growth). Community Service (service as a primary goal of the educated person; be responsible to serve the human and ecological community).

HOW TO DO WELL IN THIS COURSE:

Attend every scheduled class period. Classes are not merely reviews of the reading. Classes entail lectures, individual activities, and group projects which spring from, and go much deeper than, the reading assignments.

Study less while learning more. Don’t get caught up in memorizing facts. Studying should be a brief refresher. When you absorb material, connect all of the ideas together to one another as a whole. Always keep sight of the “bigger picture”. When you read, imagine yourself sensing the environment being written about. Strive to use mental analogies and metaphors to conceptualize every major subject theme.

Establish one or more “study buddies”, and agree to take notes, and collect handouts and assignments, for one another in the event of an emergency in which one of you needs to miss a class unexpectedly. It is not your professor’s responsibility to keep track of what you may have missed during an absence, and there is no guarantee that whatever was handed out during one session will necessarily be available again after that.

Please do not use plastic or paper covers. Staple your pages together in the upper left-hand corner. All written work will be graded on content (i.e. concept, development, and clarity), organization of ideas (i.e. logic, order, and cohesion),

and the mechanics of English (i.e. articulation, spelling, punctuation, grammar, and format style), and judged by the standards indicated in the “grading” section above.

Exchange papers with a classmate for proofreading, prior to submitting it to your instructor. If the first page is full of mistakes, the rest your paper will go unread, and your grade will reflect that.

Please place your name and course information (e.g. “John Bartelt, Ed310, Thu 4-7pm”) on all papers and e-mail correspondence. Please respect your fellow classmates by arriving on time. Latecomers either force class to start late, or result in some students missing

concepts altogether. Read the book. Review your class notes. Learn the language of your topic. Think about how you can apply the information. Organize your

notes. Organize your thoughts. Organize your time. Turn in your work on time. Academia is simply common sense with its hair combed. Read the material in advance. That gives you an overview of the topic in preparation for lecture concepts and class projects, which often

go much deeper. Ask questions! If you don’t understand something, you can be certain that someone else is unclear about it too. Many concepts are built

on each other, and some can’t be skipped without making subsequent ones more difficult to grasp. Ponder out loud. Many great ideas spring from simply wondering about something. And have fun!

OTHER POLICIES: CHILDREN: Alas, University liability issues prohibit your children from attending class with you. If you have an emergency situation, please

contact me. ELECTRONICS: If you leave your cell phone on in the classroom, please have it where you can reach it quickly and easily, and converse on it

only if you have a genuine emergency. I will not tolerate non-emergency cell phone conversations during class, and reserve the right to request that any student’s phone be turned off for the remainder of the term if it becomes disruptive. This policy also applies to text messaging and all other forms of electronic communication. The classroom is not an acceptable place to socialize electronically with friends, and this includes the form of non-emergency text messages. Thank you for respecting your instructor and your fellow students by following this policy. BTW, if you use real-time electronics to research and/or to take notes in class, and if you discover something cool about a topic, you are invited to openly share your discoveries and insights in real-time with the rest of us.

FOOD: Presuming we are not assigned to a computer lab, you should feel free to bring snacks, food, and/or covered beverages to class (either for yourself and/or to share with others), but please be considerate of potential messes, smells, and allergies. A peanut and limburger cheese fondue, for example, might not fare quite as well in a small classroom environment as traditional finger foods.

Question

Teach peace

STUDENTS WITH DISABILITIES: University policies concerning students with disabilities are available through the Director of Services for Students with Disabilities in the main campus Student Health Center (Ext. 4441.) Students may speak privately with the instructor for assistance contacting the Director of Students Disabilities Services.

CONFERENCING: I can be contacted by phone (909/593-3511, ext. 4672) or by

e-mail <jbartelt@laverne.edu>. I return all received calls and correspondence, and am open to scheduling office meetings that will suit your schedule.

Pillars of the College of Education and Organizational Leadership:

University of La Verne Ed310 – Foundations of Education

John Bartelt, Ph.D.

Readings/resources for the entire course (Additional readings are listed in each section.)

Ed310 Syllabus - Course purpose, requirements, assignments, readings, activities, grades. Ed310 General Notes - A six-page summary of some key philosophical concepts. Ed310 General Outline - A one-page outline of the course's key points. Ed310 Philosophy Notes - A few of the key PowerPoint lecture slides from class. Ed310 Philosophy Theories - Notes about major philosophers and philosophies. Ed310 Learning Theories - Notes about major learning theories and theorists. Ed310 Session Themes - Visual concept maps for all sixteen major course themes. Ed310 Wiki Notes - A wiki-based set of interactive and expandable notes for this course. EAR - Electronic Ancillary Resources for La Verne College of Education students.

Section 01 Theme: Who Are You?

Intros, questions, definitions, paths; MEAL, what is real, theories; circles thought web (philosophies, critical

issues, school types); openness to the good in all perspectives

Readings for this section (covered in class): Critical Issues - A list of some of the major critical issues to be discussed later in the course. Ed310 Course Trailer - A 60-second visual overview of the course.

Assignment given this section: Get familiar with Wilson Library and EAR course resources.

Section 02 Theme: What is the Universe?

Quality versus quantity; Idealism, awe, dreams, intuition, God; spirituality vs. religion; Realism, Theistic

Realism

Readings for this section: Belief-O-Matic - (web link) - A fun test suggesting what religion your beliefs are most in line with.

Assignment given this section: Visit the above site, and take the “Belief-O-Matic” test. Research the religions reflected by your top three results, and write a 2-page personal reflection paper* about your findings. (This is NOT to suggest what you “should” believe, but simply to point out that there are other belief systems which may be close in many ways to yours.)

*You may substitute this paper with a brief (approximately 3-5 minutes in presentation, or approximately 2-3 pages in writing, of) creative project, such as a video, podcast, radio theatre, skit, cartoon, children’s book, poem, script, PowerPoint presentation, or whatever suits your fancy. You have an open license to create, and you are strongly requested (although not absolutely mandated) to share those projects with the entire class. (Please have fun!) Section 03 Theme: Can We Have our Cake and Eat It Too?

Thomism; free will, science vs. religion; Pragmatism, Dewey; Existentialism, Sartre; the meaning of life/death Discuss reflection papers.

Resources for this section: Technology at La Verne - Brief overview of some technology services at La Verne.

Assignments given this section: View the video tutorial (at the link directly below) and then play with La Verne’s Wilson Library research resources online. (Later in the course, you will need to access at least one scholarly (e.g. peer-reviewed journal) resource for your PowerPoint presentation.) Also visit the Wilson Library in person if feasible.

Research: Video Tutorial Please view the video tutorial at this link. (It’s about 8 minutes in length.) Section 04 Theme: Are We Alone?

Libertarianism, egoism, altruism; is love all that matters? Atheism, theistic paradoxes

Due this section: reflection paper discussing your “Belief-O-Matic” results and research.

Assignments given this section: None. Section 05 Theme: What Are Human Foundations?

Changing interpretations; moral decisions

Theme: Sticks and Stones: In What Ways do Words Affect Us?

Linguistic analysis, semantics; ethics; description game Discuss “Belief-O-Matic” results.

Readings for this section: Philosophical Games - (web link) - A series of games with which to explore your belief system. [or, alternately, Philosophy Experiments (web link)]

Assignment given this section: Peruse the “Philosophical Games” site linked above, and then play any three of the games that look interesting (please include the “Philosophical Health Check” as one of your three games). Then write a 2-page reflection paper* explaining why you think the results were or were not valid and useful for your growth.

*You may substitute this paper with a brief (approximately 3-5 minutes in presentation, or approximately 2-3 pages in writing, of) creative project, such as a video, podcast, radio theatre, skit, cartoon, children’s book, poem, script, PowerPoint presentation, or whatever suits your fancy. You have an open license to create, and you are strongly requested (although not absolutely mandated) to share those projects with the entire class. (Please have fun!)

Section 06 Theme: What Makes Political Hot Air Rise?

Politics, the media, advertising; betraying the age in order to serve it; Kohlberg; Zen, Watts, time

Readings for this section: Patterns - A summary of journal articles pertaining to several aspects of human behavior. [or, alternately, Your Morals (web link) - A site with fun short quizzes that tell you something about

yourself.]

Assignment given this section: Peruse some of the articles in the “Patterns” link above, and write a 1-2 page reflective paper* indicating which major patterns you recognized in the articles that were also evident in the “heart map” exercise that we did in class, and try to comment on how those patterns might have manifested themselves.

*You may substitute this paper with a brief (approximately 3-5 minutes in presentation, or approximately 2-3 pages in writing, of) creative project, such as a video, podcast, radio theatre, skit, cartoon, children’s book, poem, script, PowerPoint presentation, or whatever suits your fancy. You have an open license to create, and you are strongly requested (although not absolutely mandated) to share those projects with the entire class. (Please have fun!)

Section 07 Theme: Left Right in the Middle

Liberalism, Locke; Conservatism, Burke; villains; creative visualization, perceptions, character; Nationalism,

manifest destiny; pledge, seeing ourselves in others; fragmentation, extremes

Due this section: reflection paper discussing your three “Philosophical Games” results.

Readings for this section: Sources of Power - Sources of power and privilege in the classroom. The Ideological Animal - Excerpts from an article by Jay Dixit in “Psychology Today”.

Section 08 Theme: From Scorched Earth

Postmodernism; mutually-exclusive values; Watts, opposites; group, density, degree

Theme: One Person’s Poison

Humor and offensiveness; other psychological factors Review of all major philosophies presented so far.

Due this section: reflection paper discussing your “life patterns”.

Assignment given this section: You will be assigned to a group, and given the topic, to make a ten-minute presentation in class covering a specific topic or critical issue related to education today. Your presentation will include PowerPoint slides to reinforce (but not to substitute for) your oral presentation. Please follow these PowerPoint guidelines. You will be graded by rubric. You should be ready to present no later than Section Ten.

Section 09 Mid-term (written) exam.

If possible, you will be given about 90 minutes during this class section (possibly either with provided

laptops or in a computer lab) to work with your assigned group on your critical issue presentation. This work must be done in class.

Section 10 Group “Critical Issues” presentations.

Due this section: (all) assigned Critical Issues group PowerPoint class presentations. Section 11 Theme: Waiting in Left Field

Marxism, Marx; Liberation Pedagogy, Freire; grouping the major theories

Assignment given this section*: Author a simple children’s story book, of approximately 10-20 pages, which either directly explains, or else teaches indirectly by analogy, any of the philosophies that we have studied during the course. The book must contain writing and illustrations (can be clip art, pictures, original drawings, etc.) of some sort. (You will not be graded on your drawing ability!) It can take the form of a story book, comic book, script storyboard, etc. Be prepared to read your book to the class, and to explain, and answer questions about, the relationship of your story (and its characters) to your chosen philosophy. Be prepared to present your book by Section Thirteen. Please follow this Children’s Storybook Rubric. *Wait for this to be assigned! It may not be required, depending on the quality of work received to this point in the term.

Section 12 Theme: Learning Theories

Taxonomies, Multiple Intelligences, Skinner, Vygotsky, Piaget, Erikson, Maslow, Kohlberg, Jung, Rogers, etc.

Readings for this section: Ed310 Learning Theory Notes - Some of the key PowerPoint lecture slides from class. Socio-Political Philosophy Critique- Philosophies that critique Western civilization.

Crossword Puzzle - Optional study aid, just for fun.

Assignment given this section: Please review your course notes to date. Section 13 Theme: No Child Left Awake

NCLB; legal issues in K-12; CSET prep

Theme: What a Day a Difference Makes

Issues of race, class, gender, sexual orientation, religion, age; CRT, Marxism, Feminism, Queer Theory,

Integrative Theory, Ageism; the maleness of religion; modern Anarchists Discuss last week’s Readings.

Readings for this section: Major Concepts of Critical Pedagogy - Peter McLaren's brilliant discussion of hegemony. Questions and Concepts derived from reading Peter McLaren's work. The Pathology of Privilege - Full transcript of Tim Wise’s speech on racism and inequality. Legal Issues in Education - An overview of some legal precedents in K-12 education.

Assignment given this section (optional): e-mail in “secret statements/questions” within 24 hours (this will be discussed in class).

Section 14 Theme: What’s The Catch?

Ken Wilbur, Integrative Theory; Maya Angelou; mental boomerangs; hope always lives, Battle for America;

“columns” exercise; loving others

Theme: Concluding Questions

Secret statements; issues and themes Read story books.

Due this section: Children’s Story Book (to be presented in class). Section 15 Final Exam [given in two parts: (a) an individualized written paper, to be completed in class, which will be based directly on your answers on the in-class quizzes; and (b) you will be assigned to a group, to design a thought web that associates and links together pre-printed cards marked with definitions, philosophies, philosophers, school types, and critical issues.]

Concluding Activities (Course grades are also often given, privately, on this day.) ///