edld 502: philosophy of education online …coehs.umt.edu/peppssyllabi/pdfs/edld 502 philosophy of...

EDLD 502: PHILOSOPHY OF EDUCATION

Online Fall 2012

Instructor: Courtney Stewart, PhD. EDLD Office Number: Room 208 Office Phone Number: 243-5204 [email protected] Hours: By appointment

Course Text

Ozmon, H. (2012). Philosophical foundations of education. (9th Ed). Upper Saddle River, New Jersey: Merrill Prentice-Hall

Focus of the Course

This course will examine the major systematic philosophies of education and contemporary theories. Knowledgeof these philosophies of education and theories of schooling will be applied to the study of current issues and problems in education (aims of education, methods of education, curriculum, and role of the teacher) and to the development of educational policy and practice. The importance of developing a clear and understandable philosophy of education relative to theory and practice will be emphasized.

This class is an online format and will occur from Sept 10 to Nov 18. The class will be broken into 10 weeks. Each week will have a “checking for learning” activity (either a quiz, group discussion, website review, journal article review, current event, or case study)

Utilizing powerpoints, class group discussion, individual written assignments, technology, and other twenty-first century innovations, students in this course will be exposed to the different philosophies of education.

Course Objectives

Instruction and interaction in this course will address the following knowledge and performance-based standards for students pursuing graduate course work and/or a degree-Students will be able to: (a) Be aware of the major proponents and sources of the major systematic philosophies of education and theories of contemporary schooling; (b) Communicate the basic premises of the major systematic philosophies of education and theories of contemporary schooling; (c) State the aims of education, methods of education, curriculum, and role of the teacher advocated by each major systematic philosophy of education and theories of contemporary schooling; and (d) Analyze contemporary policy and practice educational issues in light of educational philosophies and theories of education.

Students upon completion of this course should be able to: ISLIC

1. Identify current teaching/educational/faculty proposedchanges and their impact on higher education; 1,2,4

2. Recognize the uniqueness of students and the responsibility to educated all; 1,2

3. Recognize effective teaching methods 2 4. Discriminate between various effective teaching design 2

3. Recognize internal and external constituents 1,4 6. Compose a response to a contemporary issue in higher education

and successfully defend the stated position. 1

Masters of Education Culminating PortfolioThe M.Ed. in Educational Leadership requires a culminating portfolio. As part of this portfolio, students will submit a benchmark assignment from each of the required M.Ed. courses. The benchmark assignment for this course is the Educational Philosophy paper (Assignment #3 in this syllabus)

Scholarly Writing and Student Evaluation Guidelines and Expectations

Quality graduate scholarship requires not only the ability to master the concepts found in literature and research, but also the ability to use this information to integrate knowledge. The opportunity to demonstrate your level of mastery and creativity will often be in the form of a formal research paper. All papers should be subjected to spelling and grammar checks. Papers containing spelling errors and /or grammatical mistakes will not be deemed acceptable. Scholarly writing requires a standardized format for all citations. There are several style manuals that outline and explain the expectations in this area. The most commonly used writing format in the social sciences is found in the Publication Manual of the American Psychological Association (APA), which is available at the UC Bookstore. Read the following list of guidelines and employ them when writing for this class. Papers that do not follow these guidelines will not be accepted.

Include an original title, a title page, and a references list.Do not number the title page. The page numbers should start with the second page of

text, numbered “2”.Cite references and give credit to all sources. All information that is not commonly known, or

your own original conclusion must be cited.Use APA writing FormatUse Microsoft word for assignments and upload them to MoodleUse double space and justify only the left margin.Indent every paragraph (this is not a business letter).Request an extension if more time is needed from the professor in an email to Courtney.

[email protected] Late assignments will be accepted only by prior consent of the instructor. Do not provide an abstract or use a Running Head

Academic HonestyAll students must practice academic honesty. Academic misconduct is subject to academic penalty by the course instructor and/or disciplinary sanction by the University. You are required to be familiar with the Student Conduct Code. The Student Conduct Code is available for review online at http://life.umt.edu/vpsa/student_conduct.php. Accommodations

I want to be sensitive to any special needs that you may have. If you require some special accommodation or youare uncomfortable with some aspect of this course, I invite you to discuss these matters with me.Students with disabilities may request reasonable modifications by contacting me. The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students (DSS). “Reasonable” means the University permits no fundamental alterations ofacademic standards or retroactive modifications. (For other options see http://life.umt.edu/sa/dss/).

Online Formatweekly Assignments- one of the following will be assigned to each sessionQuiz You will have two attempts to take the quiz. As it is a check for your learning of the session, the intention is not for the grade but for the learning.

Group Discussion Each student will participate (1 original post, 2 replies to others) in a large class discussion forum regarding a prompt from that session’s readings and content before the 11:59 pm the last night of the session. No points will be earned for postings occurring after the 11:59 pm deadlines.

Reflection Paper (1page max)Each student will write a reflection paper discussing some topic in relation to the philosophy discussed in that class week. It can be a topic of your choice.

Article Analysis (1page max)Each student will choose one of the provided journal articles and provide a one page maximum review of the article addressing the prompts provided under the article.

Website Review (1 page max)Each student will choose one of provided websites and write a one page maximum review of the website.

Current Event For the identified class sessions, students will post on Moodle an example of a philosophical issue found in a recent journal or newspaper. Please post the link to the article as well as an introduction and reason for selecting it.The purpose of this assignment is to allow the students to develop an awareness of the impact different educational philosophies can have on society. This activity will assist students in developing the skill necessary to develop informed opinions regarding the consumption current media andwhat philosophical stance they are operating from.

Field Experience Requirements for the Department of Educational Leadership – Established Fall 2011

Field Experience10.58.705(g) of the Montana Professional Educator Preparation Program Standards (PEPPS) notes that successful candidates:complete an internship/field experience that provides at least 216 hours of significant opportunities to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial,

sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly administratively endorsed school district personnel for graduate credit.

To address this standard, the Department of Educational Leadership has redesigned field experience expectations for students in either the M.Ed. or Licensure/Endorsement program. These field experience expectations are described on the Department’s Website http://www.coehs.umt.edu/edlead/default.html . It is important to note that considerations have been made for students who have gained admittance to the department prior to the Fall 2011 Semester.

The field experience is designed to foster applied learning with best practices for educational leadership. The field experience provides the student with the opportunity to bring together leadership theory and practice in actual organizational environments. Each student is required to secure support from a K-12 administrator who will act as a mentor to the student through the student’s field experience in leadership activities.

Course AssignmentsIn addition to the assigned readings, class session check for understanding assignments, and adherence to the Professional Standards for Student Performance (Appendix A), each student will be required to complete the following 3 assignments:NOTE: All assignments should use a Title Page (see Appendix B)

5. Philosopher Presentation: The student will select a philosopher to expand your knowledge of by preparing a presentation for the rest of the class. Select an author from the provided list in this syllabus. Prepare a presentation either through powerpoint, prezi, video, or pdf that can be viewed and shared with the rest of the class online. Creativity is encouraged. DUE SEPT 30

6. Educational Philosophy Paper: The student will write a paper describing his or her educational philosophy and describe which philosophical system they were influenced by and why. State how your educational philosophy was influenced by those philosophies that were studied and be sure to provide citational support from the text or other materials. In the paper indicate the educational aims of your philosophy. Also address the educational methods or activities that would adhere to your educational philosophy. Be sure to include the key proponents of the theories you use as advocating a particular philosophy(ies) and included in your philosophy. Also provide a critique of the major advantages and disadvantages of the philosophies you have included and what program practices would be associated with your philosophy. DUE NOV 19

7. Final Exam: A comprehensive final exam will be taken online. Available NOV 19-26

GradingGrading for this course is explained below. Specific assignment assessment rubrics can be found in AppendicesC.Unacceptable projects/papers are those that do not meet the requirements of the class assignment They are often papers or parts of papers from other classes or consist of research that that the

writer finds more interesting than the class assignment. Papers that are plagiarized, both by direct copying or a lack of adequate citation, are unacceptable and will be graded accordingly. Papers that are poorly written containing numerous grammatical and/or mechanical errors will not be accepted. Grades will be determined by the following formula: Points

Class Session Assignments 50Philosopher Presentation 20Educational Philosophy Paper 100 Final Exam 30

Total 180

Course grades will be based upon a percentage of the total possible course points: A = 94 100 A = 90 93 B+ = 87 89 B = 79 82

B = 83 86 C+ = 75 78 C = 71 74 Etc. (in 4 point increments) Tentative Class Sessions and Topics*

Session

Dates

C

lass Topic

R

eading/ PPT

Assig

nments (Due Dates)

Week 1

Sep 10-16

Idealism Ch. 1 / Week 1Post on

Class Discussion Forum

Week 2

Sep 17-23

Realism C

h. 2/ Week 2

R

eflection Paper

Week 3

Sep 24-30

Eastern

Philosophy, Religion

C

h. 3/ Week 3Take Week#1-3 Quiz

Philo

sopher Presentation

Due Sep 30

Week 4

Oct 1-7

P

ragmatism

C

h. 4/ Week 4Current Event

Week 5

Oct 8-14

Reco

nstructionismCh. 5/ Week 5

W

ebsite Review

Week 6

Oct 15-21

B

ehaviorismCh. 6/ Week 6

R

eflection Paper

Week 7

Oct 22-28

Ex

istentialismCh. 7/ Week 7

Tak

e Week5-7 Quiz

Week 8

Oct 29-Nov 4

Marxism Ch. 8/ Week 8Post on

Class Discussion Forum

Week 9

Nov 5 - 11

Analy

tic PhilosophyCh. 9/ Week 9

A

rticle Review

Week 10

Nov 12- 18

Po

stmodernismCh. 10/ Week 10

Educational

Philosophy Paper Due Nov 19

Final Exam

O

pen Nov 19-26

* This syllabus is subject to changes. Possible Philosophers List for Presentations

Socrates. 469-399 B.C. Athens. Left no writings of his own but is the protagonist in the dialogues of Plato see especially, "Meno," "Phaedo," and "Apology."

Aristotle. 384-322 B.C. Athens. Opposed Plato's forms and sought an education based upon inductive logic. Organon, Politics, Ethics, Metaphysics.

Augustine. 354-430 A.D. Bishop of 'Hippo. Brought neoplatonism to Christianity. The Teacher.

Thomas Aquinas 1225-1274. Paris and Cologne. A scholastic who brought the ideas of Aristotle to Christianity. Summa Theologica. Martin Luther. 1483-1546, Germany. Important protestant reformer who advocated free compulsory education for all classes and both sexes. "Letter to Mayors and Aldermen," "Sermon on the Duty of Sending Children to School."

John Calvin, 1509-1564. Geneva. Another important reformer whose concept of man (as an evil being) and whose formal curriculum have been the basis for much educational discussion. Institutes ofChristianity, Catechism. Francis Bacon. 1561-1626, England. Statesman and philosopher--sought tore-enthrone the value of the senses and experiment in inquiry (father of modern experimental science). The New Atlantis, Advancement of Learning.

Johann Amos Comenius. 1592-1670, Early advocate of the development of instruction according to a rational plan--following nature. The teacher was to focus learning constantly through sense perception. The Great Didactic. /

Immanuel Kant. 1724-1804. German idealist philosopher. "Vorlesung tiber Padagogik"

Johann Heinrich Pestalozzi. 1746-1827, Switzerland. Well-known educational reformer who advocated respect for the individuality of the pupil and a home education of the head, heart, and hand based upon mother love. Leonard and Gertrude, How Gertrude Teaches her Children.

Johann F. Herbart. 1776-1841, Germany. Advocate of an educational science, rejecting the psychology of Pestalozzi and focussing education toward personal character and social morality. The Science of Education.

Friedrich Froebel. 1782-1852, Germany. Father of the Kindergarten, advocated that education is a religious unfolding of the divine through activity--this occurs during the spontaneous activity of the child while at play. The school should be a miniature society. The Education of Man. Horace Mann. 1796-1859, Massachusetts. Father of the American public school, advocate of a universal, free, non-sectarian Christian education. Annual Reports of the Board of Education.

Maria Montessori. 1870-1952. Italian educational reformer--believed in channeling the native interests and desires of the child for social purposes. The Montessori Method.

Mortimer J. Adler. 1902-. A representative of the perennialist position, suggesting the elimination of electives and an education that brings every citizen to at least a common level of education; co-editor of "the Great Books of the Western World." The Paideia Proposal.

A. S. Makarenko. 1888-1939. The most influential Soviet educational philosopher. He began a work colony for delinquent youth which in opposition to a child-centered approach, stresses the enculturation of the individual into the collective. Pedagogical Poem.

Abraham Maslow. 1908-1970. American humanist psychologist, famous for his hierarchy of needs. The Farther Reaches of Human Nature.

John Watson, 1878-1958. The father of American behaviorism. Behaviorism.

A.S. Neill, 1883-1973. Trained in freudian psycho-analysis, founded a child-centered school based on individualistic ideas. Summerhill.

Edward L. Thorndike. 1874-1949. The father of American educational psychology and the measurement and testing movement. Principles of Teaching: based on Psychology.

B.F. Skinner. 1904-1990. The father of "operant conditioning" and articulate proponent for behaviorism applied to education. Beyond Freedom and Dignity; Walden Two.

Bertrand Russell. 1872-1970. Popular English philosopher and nobel prize winner. Co-founded the reform school, "Beacon Hill," stressing individual creativity and cooperative behavior. Education and the Good Life.

Carl Rogers. 1902-1987. Humanist psychologist, founder of client-centered therapy and advocate of student-centered education. Freedom to Learn.

John Holt. Radical individualist who began as an advocate for a student-centered school reform, but gave up and advocated home schooling. How Children Fail; Teach Your Own.

Israel Scheffler. 1923-. Analytic Philosopher who examines educational concepts. The Language of Education; Conditions of Learning.

Ernst Krieck, 1882-1947. The main educational theorist of the Third Reich. Advocated a racial

education based upon an Urgeist [original spirit] of the people. Der Wille zum Reich, 1940; Heil und Kraft, 1943.

Samuel Bowles. A marxist critic of American education, suggesting that schools provide an adequate work force and convince individuals of their future social status. Schooling in Capitalist America.

Rudolf Steiner. 1861-1925. The founder of Waldorf Schools, based upon an anthoposophic society, striving for higher spiritual knowledge by integrating the life forces of nature with a Christian community. Erziehungs-und Unterrichtsmethoden auf anthroposophischen Grundlage.

Lawrence Kohlberg. 1927-1987. Applied Piaget's work to moral reasoning--describing stages of moral reasoning. The Philosophy of Moral Development: Moral stages and the idea of justice, 1981.

Robert Ulich. 1890-1977. Left Germany in 1934, a transcendental idealist, he criticized the mechanization and empirical focus of American education. The Human Career, 1955; Philosophy of Education, 1961.

Maxine Greene, Existentialist educator at Columbia.

W. H. Killpatrick 1871-1965. A great and articulate advocate of Dewey and influential in the progressive education movement--defended the "Project Method" of education. A Reconstructed Theory of the Educative Process, 1935; Remaking the Curriculum, 1936.

Donald Vandenberg, Existentialist, more recently an advocate of post-post modernism. Being and Education.

Herman H. Horne 1874-1946. American idealist educator. Jesus as a Philosopher, 1927; The Philosophy of Christian Education, 1937.

Herbert Marcuse. 1898-1979. Social critic, influenced the student uprisings of the 60's in the USA. The One Dimensional Man.

William James, 1842-1910. American pragmatist and founder of the laboratory of experimental psychology in the USA. Talks to Teachers on Psychology, 1899.

Michael Apple. American neo-marxist educational critic. Ideology and Curriculum.

Henry Geroux,_ Contemporary American neo-marxist, Teachers as Intellectuals.

Emile Durkheim, 1858-1917. One of the founders of sociology and its applications to education, equates education with socialization. Education and Sociology. GeorgeS. Counts, 1889-1974. One of the founders of social reconstructionism, "Dare the School Build a New Social Order?" 1932.

Paulo Freire, 1921-. Brazilian critic and educational reformer, sometimes called a "Christian Marxist," arguing that captives are obliged to liberate their captors. Pedagogy of the Oppressed.

Jacques Maritain 1882-1973. Catholic philosopher and educator. Advocate of a Thomist integralism. Education at the Crossroads, 1943.

Ivan Illich, A radical opponent of institutionalized learning and certification. Deschooling Society.

Alfred North Whitehead. 1861-1947. Philosopher deeply concerned with education.

Friedrich Nietzsche, 1844-1900. Severe social critic who condemned all values that led to individual weakness and a "herd mentality," espec. democracy and Christianity. Argued that God is dead. On the Future of our Educational Institutions; Thus Spake Zarathustra, The Genealogy of Morals, Beyond Good and Evil.

Soren Kierkegaard, 1813-1855. A Christian existentialist who condemned the institutionalized Church of Denmark and academia for destroying Christianity. The Concluding Unscientific Postscript, Works of Love, Attack upon Christendom.

Parker Palmer. A Quaker who explores the spiritual dimension of education and suggests an epistemology of responsibility. To Know as We are Known.

Appendix A

Professional Standards for Student Performance

Graduate students in the Department of Educational Leadership at

The University of Montana are expected to:

Demonstrate professional vision in the practice of educational administration

Accept responsibility and accountability for class assignments in their role as members of the class

Demonstrate growth during the period of their graduate career

Demonstrate good decision making and an awareness of organizational issues from a variety of perspectives

Demonstrate imagination and originality in the discussion of educational leadership issues

Understand the relationship between theory and practice and the value of reflective leadership

Demonstrate a moral, humanistic, ethical and caring attitude toward others

Demonstrate an ability to build trust and positive relationships with others

Demonstrate a tolerance for diversity and a warm acceptance of others regardless of their backgrounds or opinions

Demonstrate emotional stability and an ability to work well with other members of the class, including the instructor

Demonstrate an ability to express himself/herself well in speech and writing, and

Demonstrate mastery of fundamental knowledge of course content and an understanding of its application

Appendix B

Name of the Assignment

Your Title

by

Your Name

Submitted to

Courtney Stewart, PhD

In Partial Fulfillment of the Requirements of

Educational Research

The University of Montana

Appendix C

Rubric for final paper

Co

mponent

Excelle

nt to Exemplary

100-90

Good to

Adequate 89-70

Unacceptable

69-0

1

4-15 Points11-13 points 0-10 Points

Indicated the Philosophical Systems they were influenced by and why

Understood

and indicated comprehensively

Included some

and understood to some degree

Did not include

or only addressed tangentially

1


Stated how their Educational Philosophy was influenced by stated philosophies that were studied, and cites from the text or other authors to support this position

Understood and indicated

comprehensively, had good citations to support the

position

Included philosophies and

understood to some degree, used cites some of the time

Did not include


1


Indicated the Educational Aims of their philosophy based on the educational aims of the philosophies studied and included


comprehensively the educational aims and

supported their position

Addressed the educational aims

and supported their position most of the time

Did not include


1


Educational methods or activities have been included and cited to support their educational philosophy


comprehensively the methods with citation

Included methods and

activities and supported their position

Did not include


9

10 Points7-8 points 0-6 Points

Key Proponents of the theories they use as advocating a particularphilosophy(ies) and included in their philosophy

Understood and

indicated some proponents

Included some proponents but did not

show a good understanding of why they were included

Did not include


9


Critique: major advantages and disadvantages of the philosophies they have included

Understood and indicated comprehensively the

advantages and disadvantages of the philosophies

indicated

Included a few of

the advantages and disadvantages

Did not include


9


Program practices associated with their orientation in theirphilosophy

Understood and

indicated comprehensive program practices

Name a

few program practices

Did not include


9


Mechanics and Grammar

Followed APA

and used appropriate grammar

Followed APA most

of the time and appropriate grammar

Did not use

APA and had grammar errors

Conceptual FrameworkThe Professional Education Unit has adopted a conceptual framework that places central value on learning as a collaborative endeavor. The faculty in the Professional Education Unit believes that an educational orientation is insufficient and outmoded if it is based on isolated content, is teacher-dominated, and is directed primarily toward passive students learning alone. Thus, it is the Unit’s intent that education candidates at The University of Montana-Missoula will experience a cohesive learning community during their own preparation, with the goal that they will be disposed and equipped to create communities of learners in their own future educational settings.

The faculty has identified three essential elements of learning communities which form organizing themes or strands that permeate all the programs and drive the candidate proficiency outcomes:

Integration of IdeasMembers of a learning community look beyond the traditionally segmented curriculum and think creatively about the interrelationships among subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and dealing with actual problems in contextual learning situations. Students will utilize previous subject knowledge and address actual educational problems in their development of their understanding of curriculum and the benchmark project.

Cooperative EndeavorsIn a learning community, knowing and learning are viewed as communal acts, and all members can learn from each other. There is a commitment to engage all learners cognitively and emotionally in acquiring and sharing knowledge that is personally meaningful. In the process, members create a culture that encourages personal responsibility and active commitment to the group and its learning goals. Students will participate in a variety of group projects and be assessed in ability to be a contributing member to Moodle discussions and supporting the classmates.

Respect for Diversity and Individual WorthBy definition, a learning community embraces diversity, requiring and valuing the input of all voices present. The ethics of care and mutual respect are viewed as essential for supportive learning environments that enhance each member’s self-esteem and foster risk-taking, creative conflict, and excellence. Students are required to adhere to the Department of Educational Leadership’s Professional Standards for Student Performance. They are also expected to participate in all tasks and discussions in a manner that promotes a scholarly environment where diverse ideas are tolerated and discussion is supported by informed opinion.

Appendix I

Montana Professional Educator Preparation Program Standards (PEPPS) 10.58.705 School Principals, Superintendents, Supervisors, and Curriculum Directors

(1) The program requires that successful candidates:

24. Facilitate the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community in order to promote the success of all

students;2. Promote a positive school culture, provide an effective instructional program, apply best practice to

student learning, and design comprehensive professional growth plans for staff in order to promote the success of all students;

3. Manage the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment in order to promote the success of all students;

4. Collaborate with families and other community members, respond to diverse community interests and needs, including Montana American Indian communities, and mobilize community resources in order to promote the success of all students;

5. Act with integrity, fairness, and in an ethical manner in order to promote the success of all students;6. Understand, respond to, and influence the larger political, social, economic, legal, and cultural

context in order to promote the success of all students; and 7. Complete an internship/field experience that provides at least 216 hours of significant opportunities

to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly administratively endorsed school district personnel for graduate credit.

(History: 20-2-110, MCA; IMP, 20-1-501, 20-2-121, MCA; NEW, 2007 MAR p. 190, Eff. 2./9/07.

edld 502: philosophy of education online …coehs.umt.edu/peppssyllabi/pdfs/edld 502 philosophy of...

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