KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (08/05/06)
Course Number/Program Name ECE 8100 Philosophical and Ethical Foundations for Teacher Leaders
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Doctorate (Ed.D.)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Anita S. VanBrackle
Faculty Member
Submitted by:
Approved
Oct 9, 2006
Date
Not Approved
Department Curriculum Committee Date
Approved
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Department Chair
Date
School Curriculum Committee
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School Dean
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Dean, Graduate Studies
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Vice President for Academic Affairs Date
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President
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ECE 8100_____________________
Course Title __ Philosophical and Ethical Foundations for Teacher Leaders
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
This course is intended to nurture a more philosophic perspective towards planning, implementing,
evaluating curriculum, teaching, and school policy. Emphasis will be on understanding the implications of
the philosophic roots and ethical implications of current school reform, curriculum decision-making and
classroom instruction.
III.
Justification
A course such as this is important in helping teachers to develop a deeper and more thoughtful foundation
from which to understand and respond to current education practices as leaders for learning. Through
collaborative development of teaching, learning, and leadership, philosophic perspectives will enable
teachers to conduct a more systematic and meaningful reflection of their own teaching practice and on the
ethics and standards of the profession.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Possible Texts
Adler, M. The Paidea proposal
Dewey, J. Democracy and education
Greene, M. Landscapes of learning
Locke, J. Some thoughts concerning education
Plato’s Meno
Rousseau, J., Emile
Aronowitz & Giroux, Teachers as intellectuals
Prerequisites:
Admission to the Ed.D. program
Objectives:
Course objectives
1. Describe, contrast, and critique major schools of
educational philosophy and ethical action
2. Interpret current school policies, practices and
reforms in relation to major schools of educational
philosophy
3. Develop a personal philosophy of education that
takes into consideration the key components of
educational philosophy and informs ethical
teaching behavior
4. Apply philosophic concepts to the creation and
evaluation of curriculum and instruction
Doctoral
KSDS
2A, 4A, 4D, 5D
Distributed School
Leadership Roles
Change Leader, Relationship
Development Leader,
Performance Leader, Learning
and Development Leader,
Curriculum, Instruction &
Assessment Leader, Process
Improvement Leader
1C, 2B, 4C,
Change Leader, Operations
5B, 6B, 6D
Leader, Relationship Leader,
Learning and Development
Leader, Curriculum, Instruction
& Assessment Leader,
Process Improvement Leader
4A, 5B, 5E, 5F, Change Leader, Performance
6D
Leader, Operations Leader,
Relationship Development
Leader, Process Improvement
Leader, Performance Leader
1C, 2C, 3C,
Change Leader, Relationship
4C, 4D, 4E, 4F Development Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Operations Leader, Data
Analysis Leader
PSC/NCATE
Standard
1.1, 1.2, 1.,3. 1.4,
1.5, 1.6, 1.7, 1.8
1.3, 1.4, 1.5, 1.6,
1.7,1.8
1.6, 1.7, 1.8
1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8
Instructional Method
Lecture, class participation and discussion, technology, group and individual assignments
Possible assignments might include:
1. Statement of Philosophy – Thorough statement of a personal philosophy of education that takes into consideration
the nature of the learner, learning, and teaching; the role and content of curriculum, beliefs about the teaching
process, the ethical responsibilities of the teacher, and the relationship between the school and a democratic
society..
2. Teaching Profile – In this paper the students would examine their own classroom practices and environment to see
what philosophy is lived by the classroom and the implications
3. Critique of Philosophic Positions – Students will choose three of the major philosophic positions and compare and
contrast each in relation to their respective views of the nature of the student, the nature of learning, and the nature
of education in a democratic society.
4. Case Studies of Ethical Dilemmas – Students will be presented with and construct their own case studies related
to classroom or school-based ethical dilemmas and discuss various ethical perspectives from which the situation
could be addressed.
4. Critique of School & Curriculum Reform – Students will select one recent school reform initiative or local curriculum
change program and then examine it according to its philosophic underpinnings and implications.
Method of Evaluation
Each assignment would be evaluated according to a rubric provided to the students at the beginning of the
assignment. The course grade would be assigned according to a standard percentage scale.
Grading:
93-100%
A
85-92 %
B
V.
77-84%
C
69-76%
D
<69%
F
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
EECE
ECE 8110
Phil. & Ethical Found
3
Spring 2007
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD
Spring SEMESTER 2007
I.
ECE 8100 Philosophical and Ethical Foundations for Teacher Leaders
II.
Instructor Information
III.
Class Meeting Information
IV.
Possible Texts
Adler, M. The Paidea Proposal
Dewey, J. Democracy and Education
Greene, M. Landscapes of Learning
Greene, M. The Dialectic of Freedom
Locke, J. Some Thoughts Concerning Education
Plato’s Meno
Rousseau, J., Emile
Aronowitz & Giroux, Teachers as Intellectuals
Goodlad, Soder, & Sirotnik, The Moral
Dimensions of Teaching
Strike, K.A. & Soltis, J. The Ethics of
Teaching
Usher, R. & Edwards, R. Postmodernism
and Education
V.
Catalog Course Description
This course is intended to nurture a more philosophic perspective towards planning, implementing, evaluating
curriculum, teaching, and school policy. Emphasis will be on understanding the implications of the philosophic roots
and ethical implications of current school reform, curriculum decision-making and classroom instruction.
VI.
Purpose/Rationale
A course such as this is important in helping teachers to develop a deeper and more thoughtful foundation from
which to understand and respond to current education practices as leaders for learning. Through collaborative
development of teaching, learning, and leadership, philosophic perspectives will enable teachers to conduct a more
systematic and meaningful reflection of their own teaching practice and on the ethics and standards of the
profession.
VII.
Conceptual Framework Summary
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an endstate. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates at the doctoral level develop into leaders for learning and
facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates
collaborative practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high
levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of
expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an
end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources.
VII.
General Course Goals and Objectives
As a result of the readings, assignments and discussion in the course, students will be expected to:
Course objectives
Doctoral
Distributed School
KSDS
Leadership Roles
1. Describe, contrast, and critique major schools of 2A, 4A, 4D, 5D Change Leader, Relationship
educational philosophy and ethical action
Development Leader,
Performance Leader, Learning
and Development Leader,
Curriculum, Instruction &
Assessment Leader, Process
Improvement Leader
2. Interpret current school policies, practices and
1C, 2B, 4C,
Change Leader, Operations
reforms in relation to major schools of educational
5B, 6B, 6D
Leader, Relationship Leader,
philosophy
Learning and Development
Leader, Curriculum, Instruction
& Assessment Leader,
Process Improvement Leader
3. Develop a personal philosophy of education that 4A, 5B, 5E, 5F, Change Leader, Performance
takes into consideration the key components of
6D
Leader, Operations Leader,
educational philosophy and informs ethical
Relationship Development
teaching behavior
Leader, Process Improvement
Leader, Performance Leader
4. Apply philosophic concepts to the creation and
1C, 2C, 3C,
Change Leader, Relationship
PSC/NCATE
Standard
1.1, 1.2, 1.,3. 1.4,
1.5, 1.6, 1.7, 1.8
1.3, 1.4, 1.5, 1.6,
1.7,1.8
1.6, 1.7, 1.8
1.1, 1.2, 1.3, 1.4,
evaluation of curriculum and instruction
4C, 4D, 4E, 4F
Development Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Operations Leader, Data
Analysis Leader
1.5, 1.6, 1.7, 1.8
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
Course Requirements and Assignments
Possible assignments might include:
1. Statement of Philosophy – Thorough statement of a personal philosophy of education that takes into consideration
the nature of the learner, learning, and teaching; the role and content of curriculum, beliefs about the teaching
process, the ethical responsibilities of the teacher, and the relationship between the school and a democratic
society..
2. Teaching Profile – In this paper the students would examine their own classroom practices and environment to see
what philosophy is lived by the classroom and the implications
3. Critique of Philosophic Positions – Students will choose three of the major philosophic positions and compare and
contrast each in relation to their respective views of the nature of the student, the nature of learning, and the nature
of education in a democratic society.
4. Case Studies of Ethical Dilemmas – Students will be presented with and construct their own case studies related
to classroom or school-based ethical dilemmas and discuss various ethical perspectives from which the situation
could be addressed.
4. Critique of School & Curriculum Reform – Students will select one recent school reform initiative or local curriculum
change program and then examine it according to its philosophic underpinnings and implications.
XVIII.
Evaluation and Grading
Each assignment would be evaluated according to a rubric provided to the students at the beginning of the
assignment. The course grade would be assigned according to a standard percentage scale.
Grading:
93-100%
A
85-92 %
B
IX. Policies
77-84%
C
69-76%
D
<69%
F
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in
an ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines
established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and
adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to
have violated these guidelines will be subject to disciplinary action consistent with university policy. For example,
plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the
course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend
class will likely impact your performance on assignments and final exams. Please be prepared with all readings
completed prior to class. We depend on one another to ask pertinent and insightful questions.
Course Topics
Key topics in their tentative order of presentation
The role of philosophical and ethical deliberation in teaching, learning, and educational purposes
Anatomy of an educational philosophy: epistemology, ontology, axiology, and aesthetics
Major schools of educational thought (some potential areas to be covered)
Essentialism
Pragmatism/Progressivism
Existentialism
Idealism
Postmodernism
Influential educational philosophers, ethicists, and thinkers – historical and contemporary
(Some possibilities include)
John Dewey
Jean Rousseau
Plato
Mortimer Adler
Maxine Greene
Michael Foucault
Developing a personal philosophy of education
X.
Bibliography
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Aristotle. (1967). Aristotle on education: Being extracts from the ethics and politics. Ed.
& tr. J. Burnet. Cambridge: Cambridge University Press.
Banner, H. and Cannon, J. (1997). The elements of teaching. New Haven, CT: Yale
University Press.
Butler, J. D.. (1966). Idealism in education. New York: Harper & Row.
Cahn, S.M. (1997). Classic and contemporary readings in the philosophy of education
New York: McGraw-Hill.
Counts, G.S. (1932). Dare the school build a new social order? Carbondale, IL: Southern
Illinois University Press.
Dewey, J. (1902). The child and the curriculum/The school and society. Chicago:
University of Chicago Press.
Dewey, J. (1916). Democracy and education: An Introduction to the philosophy of education. New York: The Free
Press.
Dewey, J. (1956). Experience and education. New York: Macmillan.
Freire, P. (1970). Pedagogy of the oppressed. Trans. Myra Bergman. New York: Herder
& Herder.
Freire, P. (1994). Pedagogy of hope. New York: Continuum.
Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning.
Granby, MA: Bergin & Garvey.
Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.
Gutek, G. L. (1997). Philosophical and ideological perspectives on education. Boston:
Allyn and Bacon, 1997.
Hirsch, E.D., Jr. (1987). Cultural literacy. Boston: Houghton Mifflin.
Hirsch, E.D., Jr. (1996). The schools we need and why we don’t have them. New York:
Doubleday.
Hutchins, R. M. (1953). The conflict in education in a democratic society. New York:
Harper.
Lee, G.C. (Ed.). (1961). Crusade against ignorance: Thomas Jefferson on education. New
York: Teachers College Press.
Kneller, G. F. (1958). Existentialism and education. New York: Philosophical Library.
Kohli, W. (Ed.) (1995). Critical conversations in philosophy of education. New York:
Routledge.
Lipman, M., Sharp, A.M., & Oscanyan. F.S. (1980). Philosophy in the classroom.
Philadelphia: Temple University Press.
Maritain, J. (1967). The education of man: Educational philosophy. D. Gallagher, & I.
Gallagher Eds). South Bend, IN: University of Notre Dame Press.
Mill, J. S. (1971). John Stuart Mill on education. F. W. Garforth (Ed.). New York:
Teachers College Press.
Noddings, N. (1996). Philosophy of education. Los Angeles: Westview.
Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal
education Cambridge, MA: Harvard University Press.
Thomas, N. (1987). What does it all mean? A very short introduction to philosophy. New
York: Oxford University Press.
Park, J. (1963). Bertrand Russell on education. Columbus, OH: Ohio State University
Press.
Plato. (1937). The dialogues of Plato. B. Jowett. (Trans.). New York: Random House.
Purpel, D. (1989). The moral and spiritual crisis in education. Granby, MA: Bergin &
Garvey.
Rousseau, J. J.. (1979). Emile. Allan Bloom (Trans.). New York: Basic Books.
Schultz, F. (Ed.). (1998). Sources: Notable selections in education. Guilford, CT:
Dushkin/McGraw-Hill.
Skinner, B.F. (1976). Walden Two. (orig. ed. 1948). New York: Macmillan.
Torrey, N. L., (Ed.). (1960). Les philosophes-The philosophers of the enlightenment and
modern democracy. New York: Capricorn Books.
Wingo, G. M. (1974). Philosophies of education: An introduction. Boston: Heath.