BBST 465 Christian Philosophy of Education
Biola University - Fall 2011
MW 8:00 a.m. – 9:15 a.m.
Grove 5A
Paul Spears, Ph.D., paul.spears@biola.edu, Sutherland 209, ext.
June Hetzel, Ph.D., june.hetzel@biola.edu, Education Building, ext. 5674
COURSE DESCRIPTION
This course is designed to be a senior capstone course in which the student will search the Bible,
educational philosophy, and current educational issues in order to integrate personal Christian
beliefs and values with the field of education. Historical educational theories and philosophies
will be compared to those of contemporary society and traditional Christian world view(s).
Students will engage in developing their own integrated philosophies.
SCHOOL OF EDUCATION’S MISSION and VISION STATEMENTS
The School of Education mission is “to equip Christian teachers and administrators for service in
public, private, mission, and home-schools through biblically-centered education, scholarship,
and service.” The vision of the School of Education is “to equip a generation of influential
educators [who are] focused on God’s calling, devoting their strengths, gifts, and scholarship, to
meet the needs of diverse students and to advance the Kingdom of God.”
GOALs and objectives
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The student will develop a foundational understanding of anthropology, theology,
and philosophy as it pertains to education (pondering papers, class discussions,
interactive journals).
The student will begin to consider various aspects of educational history, politics,
sociology, economics, and educational paradigms (pondering papers, class
discussions, interactive journals).
The student will develop a working philosophy of education (reflection essays).
The student will cultivate a theological and philosophical web of belief to better
evaluate the vast educational theories espoused within the discipline (class
discussions, interactive journal, pondering papers, reflection essays).
The student will consider both the Old and New Testaments and draw
implications for teaching and learning, articulating a Christian worldview and
biblical perspective of the teaching/learning process (pondering papers, class
discussions, interactive journals, reflection essays)
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Fall 2011[Type text]
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Formative and summative assessments
This capstone integration course provides an opportunity for you to wrestle with integration of
faith and learning within the context of completing your Liberal Studies degree and in view of
your role as a future educator.
While the summative assessment for this course is your final philosophy paper, opportunities
for formative assessment and feedback will occur throughout the semester, including a first
writing of your philosophy paper (establishing a baseline and also providing your professors
opportunities to provide feedback), a mid-semester submission of your paper (a second
opportunity for your professors to provide feedback), and then a final submission of your
philosophy paper (this final submission will receive the largest percentage of your course grade).
Multiple opportunities for formative assessment include in-class discussion, Q & A, pondering
papers, peer discussions, and interactive journaling. This class will be somewhat organic in
nature, in that each of you will take a slightly different path in prayerfully pursuing and shaping
your philosophy of education and your professors will reshape discussions based upon questions
you might pose in class. Depending upon your previous educational experience and your
exposure to some of the great thinkers whose thoughts you will read and discuss in this class,
you may experience a great deal of disequilibrium along the way. We encourage you to be open
with your professors and peers in this disequilibrium (a necessary state that will force paradigm
shifts in your thinking), asking the hard questions and being willing to stay in the struggle as you
wrestle with new concepts and shape your philosophy of education.
Requirements
Class Attendance:
No absences will be excused except for a medical, family emergency, or bubonic plague.
Please email either Dr. Spears or Dr. Hetzel if you miss two or more classes in a row.
Unexcused absences will affect your grade.
A more complete set of guidelines on attendance can be found at
http://studentlife.biola.edu/campus-life/student-handbook/absences
Reading:
There is a significant amount of reading in this class. For some students, this will pose no
problem. For others, the quantity and depth of reading could pose a challenge. Plan to read at
least 100 pages a week. Budget 4 to 6 hours of homework time each week for this course.
To assist you in your comprehension of the texts, we will provide or recommend the following
learning scaffolds:
1) Key Vocabulary Sheets: For each major text read, a glossary will be provided to assist
you in comprehending vocabulary that may be new to you. Prior to reading each text,
review the vocabulary sheet, and keep the glossary handy as you read. You may want to
add additional terms to your glossaries as you come across unfamiliar vocabulary.
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2) Class Discussions: In-class discussions will assist in unpacking text content. We
encourage you to extend these discussions of your readings with your peers prior to and
after class and throughout the week.
3) Interactive Journaling: Reading is a receptive process that is reinforced by expressive
processes, such as speaking or writing. Journaling assists the learner as he or she encodes
thoughts, feelings, and new learning, as well articulates questions that arose out of the
reading. Your reading journal will be a key learning tool. Journal every week in response
to your readings and bring your journals with you to class.
Reading must be completed on the first day the book or article is due unless a book is
broken up into distinct assignments on the schedule. You will be asked to submit a
summative Reading Report at the end of the semester.
Class Participation:
Class will consist of both lectures and classroom discussion. Your active attention,
participation, and interaction with your colleagues are necessary to the success of your
learning. You must come to every class prepared to discuss/interact with the text(s) for
that session, as well as to potentially share from your journal. Desired class interaction
means coming to class prepared, remaining actively engaged throughout the session,
participating in the dialogue (e.g., Q & A with professors, actively engaging in
pair/shares or small group discussions, etc.), as well as refraining from any activity that
would distract you from giving your full attention to the discussion (e.g., technological
distractions). Lack of participation in class discussion will negatively affect your grade. If
you are unsure whether or not you are sufficiently participating in class, please speak
with Dr. Spears or Dr. Hetzel, and we will let you know if you are properly engaged in
the class discussion.
Reading Journal:
You are to keep a reading journal. It is an opportunity for you to interact in a written
manner with your reading. You should make journal entries of a minimum of two (2)
pages per reading assignment. You could be asked to read a portion of a journal entry
during any class time, so, write accordingly. Journals will be collected and reviewed from
time to time and should always be brought to class. Forgetting to bring your journal to
class is a 5% penalty on your participation/journal grade. Journals need to be a Moleskin
Ruled Notebook Large 5.2 x 0.6 x 8.3 inches, 240 pages (on Amazon for $13).
You can organize your journal in any format that works for you. Feel free to include
charts, sketches, bulleted lists, outlines, and notes on your reading, as well as your
narrative responses. An example of an effective interactive method for keeping a reading
journal is the WHY Journal. The following is an example.
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Fall 2011[Type text]
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A Sample of an Interactive WHY Journal
What did I read
and learn?
I read the book of
How do I feel about what I learned? How
does it connect to previous learning? How
does it connect to my philosophy of
education? How does it connect to the
spiritual and intellectual life of teachers and
students?
I was entirely startled that Jesus’ parents
Yes, I still have questions and here
they are . . .
Luke today. For
were not supervising Him for a day. Then, I
society and in education
the first time, I
began thinking about the developmental
since Jesus’ day that
noticed how Jesus
stages of a child as they move into
requires such hovering and
slipped away from
adolescence. I began to realize that
monitoring of children’s
his parents at the
parenting, as well as teaching, requires
activities in the present
age of 12 in Luke
something different at each stage. For
day?
2, how Joseph and
example, my philosophy of education
Mary didn’t start
might be entirely different if I was
teacher do when the child or
looking for Jesus
teaching six-year-olds in first grade,
student knows more they
for an entire day,
rather than twelve-year-olds in sixth
do?
and how they
grade. The spiritual maturity that Jesus
began looking for
demonstrated as He taught in the temple
when he knows more than
him among
amazed all who were listening (Luke
his teacher?
relatives and
2:46), yet he returned with his parents
acquaintances,
and was submissive to them (vs. 51), even
relationship between
eventually
though Mary and Joseph did not
parent/child and
finding Him
understand Jesus when he said, “Did you
teacher/student in the
teaching in the
not know that I must be in my Father’s
learning process? What is
temple.
house?” There is an amazing dance that
the telos (end goal) of
occurs between parent and child and
education? How do we know
teacher and learner, one that must be
where we are going and
prayerfully guarded, even when all the
when we get there?
1.
What has changed in
2. What does a parent or
3.
What should a student do
4. What is the ideal
mysteries of the other are not known.
Pondering Papers:
Questions are given at the end of every class. These questions give you an opportunity to
either continue the logical progression of the class discussion/lecture or to give you a
question that causes you to synthesize a topic with a practical issue in teaching.
Pondering papers are your written interaction with the end of class questions. They are
one page, double space, 12-point Times New Roman with 1-inch margins. You will write
four (4) pondering papers for the semester on the topics of your choosing. Each paper is
due seven (7) days after the question is given. Two (2) papers must be completed by Oct.
24th and the other two (2) are to be completed by the last day of class, Dec. 7th.
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Fall 2011[Type text]
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Reflection Essays:
There will be three reflection essays. Reflection Essay #1 will comprise 10% of your
final grade. Reflection Essay #1 will be a working paper on “What is my philosophy of
education?” and will form the baseline for your thinking at the beginning of the semester.
The first reflection essay will need to be 4-6 pages, APA format. Formative feedback
(individual and group) will be provided by your professors on Reflection Essay #1.
Reflection Essay #2 will be on the same topic, but will be more robust, becoming an 8-10
page double spaced APA format paper. Reflection Essay #2 will be worth 15% of your
grade. Formative feedback (individual and group) will be provided by your professors on
Reflection Essay #2.
Reflection Essay #3 will be your final essay on the topic, “What is my philosophy of
education?” Your thinking should be more refined by the end of the semester and the
paper will still be limited to 8-10 pages, double spaced, APA format. Your third essay
will be worth 20% of your grade.
The Reflection Essays build upon one another and are, in essence, the same assignment;
however, your thinking will become more refined as the semester progresses. The
reflection essays will be discussed in our first class; however, the following guiding
questions may assist you in getting started with your thinking . . .
Overarching Questions:
What is your personal philosophy of education?
What is teaching and learning from a Christian perspective?
How do historical educational theories and philosophies compare to contemporary society and a
traditional Christian worldview of learning?
Persons Involved in the Teaching/Learning Process:
Who is the learner?
Who is the teacher?
What is the responsibility of the teacher?
What is the responsibility of the learner?
What is the role of the Holy Spirit?
What is the responsibility of the parent?
What is the responsibility of the community?
What is the responsibility of the educational institution?
Boundaries:
What should the subject matter and scope and sequence be?
What should the setting be?
How does prior knowledge affect learning?
How should individual differences affect the teaching/learning process?
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Fall 2011[Type text]
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Process and End Goals:
What is the purpose of education?
What are the paths of education?
What are the methods of education?
What are the learning outcomes of education and how should they be determined?
Can learning be assessed? Should learning be assessed?
Scripture Reading:
You are required to read the Gospel of Luke once a week and Ephesians twice a week.
The weekly readings of Luke need to be completely read before Monday’s class and
Ephesians need to be read before each Monday and Wednesday class. Books are to each
be read in one sitting. You are also to read Ephesians and the Gospel of Luke the day
before the first session of each book (Nov. 28th and Dec. 5th respectively).
Percentages of Course Grade:
Reading Completed & on Time
Class Participation and Journal
Pull Questions
Reflective Essays
Grading Policy:
A
93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C
73-76
C- 70-72
25%
15%
15%
45% (1st Essay 10%, 2nd 15%, 3rd 20 %)
D+ 68-69
D
63-67
D- 60-62
Academic Honesty:
We are committed at Biola University to ethical practice in teaching, scholarship, and service.
As such, plagiarism and other forms of academic dishonesty will not be tolerated. It is
imperative that you present all written, oral, and/or performed work with a clear indication of the
source of that work. If it is completely your own, you are encouraged to present it as such,
taking pleasure in ownership of your own created work. However, it is also imperative that you
give full credit to any and all others whose work you have included in your presentation via
paraphrase, direct quotation, and/or performance, citing the name(s) of the author(s)/creator(s)
and the source of the work with appropriate bibliographic information. To do otherwise is to put
oneself in jeopardy of being sanctioned for an act or acts of plagiarism that can carry serious
consequences up to and including expulsion from the university.
Disability Services Statement:
“Students desiring accommodations on the basis of physical, learning, or psychological disability
for this class are to contact Disability Services. Disability Services is located in the Learning
Center in the Biola Library, upstairs from the main floor, and can be reached by calling
562.906.4542 or extension 4542.”
Course outline
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Date
Topic Scheduled
August 24, 2011
First Day Review of Syllabus
August 29, 2011
C. S. Lewis: "Our English Syllabus"
August 31, 2011
Jacques Barzun: Begin Here: The Forgotten Conditions of
Teaching and Learning Chapters 1-5
September 5, 2011
Labor Day (No Class)
September 7, 2011
Jacques Barzun: Begin Here: The Forgotten Conditions of
Teaching and Learning Chapters 6-9
First Reflection Essay Due
September 12, 2011
Jacques Barzun: The House of the Intellect
September 14, 2011
Jacques Barzun: The House of the Intellect Continued
September 19, 2011
Spears and Loomis: Education for Human Flourishing
Chapter 1 "Humanity Revisited"
September 21, 2011
Spears and Loomis: Education for Human Flourishing
Chapter 2 "Historical Perspectives on Education”
September 26, 2011
Spears and Loomis: Education for Human Flourishing
Chapter 3 "Who Knows: Education and Epistemology"
September 28, 2011
John Henry Newman: The Idea of the University
Discourse II. “Theology as a Branch of Knowledge”
Discourse III. “Bearing of Theology on Other Knowledge”
October 3, 2011
Plato: Meno
October 5, 2011
Plato: Meno Continued
October 10, 2011
Aristotle: Nicomachean Ethics Selections Books I-III
October 12, 2011
October 17, 2011
Aristotle: Nicomachean Ethics Selections Books IV-VII
Class Reflection
October 19, 2011
Torrey Bible Conference (No Class)
October 24, 2011
Aristotle: Nicomachean Ethics Selections Books VIII-X
2 Pondering Papers must be completed by this date.
Second Reflection Paper is due
Augustine: Confessions Introduction and Books I-II
October 26, 2011
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October 31, 2011
Augustine: Confessions Books III-V
November 2, 2011
Augustine: Confessions Books VI-VII
November 7, 2011
Augustine: Confessions Books VII-IX
November 9, 2011
Aquinas: On Nature and Grace Part 1 Question 1 (pages 35-49)
November 14, 2011
Aquinas: On Nature and Grace Treatise on Grace.
Prima Secundae Question 109 (pages 137-155)
November 16, 2011
Aquinas: On Nature and Grace
Treatise on The Theological Virtues. Question 1 (pages 219-229)
and
Questions 4, 5, 6 (pages 263-287)
November 21, 2011
C.S. Lewis Abolition of Man “Men Without Chests”
Third Reflection Paper Due
November 23, 2011
Thanksgiving Break (No Class)
November 28, 2011
November 30, 2011
C.S. Lewis Abolition of Man “The Way and Abolition of Man”
Education and Scripture (Ephesians)
December 5, 2011
Education and Scripture (Luke)
December 7, 2011
Education and Scripture (Luke)
All other written work is due.
December 12, 2011
Finals Week (No Class)
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Texts and ISBNs
You must purchase the version of the texts listed below. Other versions are not acceptable for the
course. Bringing any other text to class will take 5% off you total reading grade for each
occurrence. Your Bible is your primary text. You may select the Bible translation that you
prefer. Be sure to have your Bible with you each week.
Plato:
Meno
Focus Publishing: ISBN# 978-0941051712
Aristotle:
Nicomachean Ethics
Hackett: ISBN# 978-0872204645
Augustine:
Confessions
Oxford Press: ISBN# 0192833723
Thomas Aquinas:
On Nature and Grace
Westminster/John Knox: ISBN# 0664241557
CS Lewis:
Abolition of Man
Harperone: ISBN# 978-0060652944
John Henry Newman:
The Idea of the University
Yale University: ISBN# 0300064055
Paul Spears & Steven Loomis Education for Human Flourishing
IVP Academic: ISBN #978-083082812
PDF Readings
CS Lewis:
Rehabilitations
Oxford University Press: ISBN# 0403010748
*Out of print. Reading will be emailed.
Jacques Barzun:
Begin Here: The Forgotten Conditions of Teaching and
Learning
University of Chicago Press: ISBN# 0226038467
*Out of print. Reading will be emailed
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Fall 2011[Type text]
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Jacques Barzun:
The House of the Intellect
Harper Perennial Modern Classics: ISBN# 978-0060102302
* Out of Print. Reading will be emailed.
Undergraduate Graduation Petition
Graduating seniors (undergraduate) must file a "Senior Petition" form with the Registrar's Office
and submit any departmental checklists one year prior to graduation. Students filing late will be
charged a late graduation petition fee. A late petition is defined as any graduation petition
received after classes begin in the student's graduating semester.
Graduation in Absentia
All students are expected to participate in graduation ceremonies. If you do not plan to
participate, you must request to graduate in absentia in writing at least one month prior to
graduation day. This written request needs to be sent to three people: Ken Gilson and Indra
Ragoonanan in the Registrar’s Office, and Dr. June Hetzel, Dean of the School of Education.
Appeal Policy
It is the desire of the School of Education to serve each student equitably and fairly in each and
every circumstance. Should you encounter a situation in which you feel that you have been
treated unfairly, please see the Biola University Undergraduate Handbook for the complete
Policy for Appeals of Academic Decisions.
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Fall 2011[Type text]
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Name: _________________________________________________________
READING REPORT
Due: _________
Week
Required Reading
Check () only one column
per week (no percentages).
Completed
Completed
On Time
Late
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
The above Reading Report accurately reflects my reading for the semester.
Signature: ___________________________________________________ Date: __________
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Fall 2011[Type text]
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