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EDF 7685: Educational Foundations: A Philosophical & Multicultural Analysis
Dr. Susie Jans-Thomas
Spring 2012
Course Description
Aims to broaden and deepen students’ awareness of various educational philosophies and their
influences in everyday classroom practice. Emphasis will be on the pluralism and diversity of
educational ideas, the practical implication of such ideas, development of critical and analytical
thinking and open mindedness.
Our Vision
To be the best regional comprehensive university in America.
Our Mission
To empower each individual we serve with knowledge and opportunity to contribute responsibly
and creatively to a complex world.
How do you align with the paradigm?
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EDF 7685:
Educational Foundations: A Philosophical & Multicultural Analysis
College of Professional Studies
Department: Research and Advanced Studies
Credits: 3.0 sh (may not be repeated for credit)
Day & Time: Tuesdays 5:30 p.m. to 8:15 p.m. on-line
*See specific dates for contact meetings
Professor:
Dr. Susie Jans-Thomas
Associate Professor
Editor, The Journal of Intercultural Disciplines
Phone: 850.857.6173
Email: sjansthomas@uwf.edu
Office: 77/101- Pensacola Campus
Office Hours: Tuesdays – 2:00 p.m. to 5:00 p.m.
Wednesdays – 1:00 p.m. to 5:00 p.m.
Thursdays – 2:00 p.m. to 4:00 p.m.
*By appointment as needed by students.
Course Description:
Aims to broaden and deepen students’ awareness of various educational philosophies
and their influences in everyday classroom practice. Emphasis will be on the pluralism and
diversity of educational ideas, the practical implication of such ideas, development of critical and
analytical thinking and open mindedness.
Completion of EDF 6602 is recommended prior to taking this course.
Purpose of the Course:
The Empowered Person and Professional and Making a Difference is the theme of the
Professional Education Unit’s conceptual framework. This theme focuses learning experiences on
activities that permit the candidate to examine what he/she does and to take an active role in
the instructional process. The subject matter, class activities, skill development of this course
were selected to assist your personal growth in one or more of the following Empowered Person
and Professional Making a Difference characteristics: a) critical thinker, b) lifelong learner, c)
counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional.
Student Learning Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students will analyze the ideological perspective and political economy of an historical
era to identify their impact on educational systems and curriculum.
Students will articulate a philosophy of education.
Students will understand the importance of literacy in a democratic society.
Students will evaluate ways of achieving social equality in public schools.
Students will study the effect of cultural and socioeconomic differences on instructional
delivery systems.
Students will examine the contributions of minority groups on educational policies and
procedures.
Students will assess methods for achieving social equality in schools.
Students will explore the effects of current educational trends related to changing
history, philosophy, ethics, cultural diversity, socioeconomic status, human relations
skills, and gender issues.
Students will study various aspects of diversity among learners in a pluralistic society,
such as: class, ethnicity, gender, exceptionality, religion, language, learning styles.
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Topics Covered
Daily use of the document: The day and date of each class meeting are provided. The
bold faced word, or phrase, is the general theme or topic for the class session. The list of
statements underneath the bold faced theme are supporting topics reflective of the main topic.
The *Readings are expected to be completed before class, and correspond to the day
under which they are listed.
Day 1 –January 11, 2012: Overview and Course Expectations
Discussion on Syllabus
Course Expectations
Organization of the Course
Research Writing
Identifying the Purpose of Writing
Plagiarism
Presenting Research Material
The Writing Process
Presenting a Paper
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Day 2 –January 18, 2012: Philosophic Issues in Education
Paradigm for making connections while reading
The Nature of Philosophy and Education
Metaphysics
Epistemology
Axiology
Goals and Practices
The Great Philosophical Debate Begins W.E.B. Du Bois
Of Our Spiritual Strivings
“How does it feel to be a problem?”
Of the Dawn of Freedom
Color-line
Freedmen’s Bureau
Of Mr. Booker T. Washington and Others
Industrial education
Of the Meaning of Progress
“A Negro Schoolmaster in the New South”
Of the Wings of Atalanta
Liberal Arts Education v. Industrial Education
Of the Training of Black Man
Historically Black Colleges and Universities (HBCUs)
Curriculum
Of the Black Belt
The Philosophy of Place
*Readings:
Knight, Chapter 1 & 2
Du Bois, I – VII, inclusive
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 3 – January 25, 2012
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Traditional Philosophy and Education
Idealism
Socrates and Plato
The Apology
The Republic
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Realism
Aristotle
Nicomachean Ethics
John Locke
Some Thoughts Concerning Education
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Neo-Scholasticism
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Read more about it:
Thomas Aquinas
Summa Theologica
Mortimer Adler
Six Great Ideas
Paideia Program: An Educational Syllabus
Robert M. Hutchins
The Great Philosophical Debate Continues W.E.B. Du Bois
Of the Quest of the Golden Fleece
King Cotton
Of the Sons of Master and Man
Race Relations
Of the Faith of the Fathers
Role of Religion
Of the Passing of the First-Born
Hope of and for the Future
Of Alexander Crummell
A Purpose in Life
Of the Coming of John
“’John,’ she said, ‘does it make every one – unhappy when they study and learn
lots of things?
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*Readings:
6
He paused and smiled. ‘I am afraied (sic) it does,’ he said.
‘And, John, are you glad you studies?’
‘Yes,’ came the answer, slowly but positively.”
p. 171
Knight, Chapter 3
Reed & Johnson, Chapter 1, 2 & 5
Du Bois, complete
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 4 –February 1, 2012:
Modern Philosophies and Education
****RESEARCH PAPER PROSPECTUS DUE
Pragmatism
William James
Talks to Teachers
John Dewey
“My Pedagogic Creed”
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Neo-Pragmatism
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Existentialism
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
The Great Philosophical Debate Continues Booker T. Washington
A Slave among Slaves
Boyhood Days
The Struggle for an Education
Helping Others
The Reconstruction Period
Black Race and Red Race
Early Days at Tuskegee
Teaching School in a Stable and a Hen-House
Anxious Days and Sleepless Nights
*Readings:
Knight, Chapter 4
Reed & Johnson, Chapter 7, 8
Washington, Chapters I – IX
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 5 –February 8, 2012: The Postmodern Impulse
Observations
Philosophical Roots
Varieties
Postmodernism and Education
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Cornel West
Prophetic Thought in Postmodern Times (1993)
Richard Rorty
Objectivity, Relativism, and Truth
The Great Philosophical Debate Continues Booker T. Washington
A Harder Task than making Bricks without Straw
Making their Beds before they could lie on them
Raising Money
Two Thousand Miles for a Five Minute Speech
The Atlanta Exposition Address
Europe
Last Words
*Readings:
Knight, Chapter 5
Reed & Johnson, Chapter 12 & 18
Washington, complete
***Extend Your Thinking: Watch the movie “The Great Debaters.” Which characters reflect the
philosophical believes of W.E.B. Du Bois? Booker T. Washington? What is the political economy?
What is the educational system?
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 6 – February 15, 2012: Independent Research
There will be no on-line or face-to-face discussion this week. Use the time for research and
development of your paper topic.
Day 7 – February 22, 2012: Contemporary Theories of Education
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
George S. Counts
Dare the School Build a New Social Order?
Educational Humanism in Relation to Progressivism
Humanistic Principles
Institutional Formats
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Jonathon Kozol
William Glasser
Matthew Lipman
“Do Elementary School Children Need Philosophy?”
Philosophy Goes to School
Philosophy in the Classroom
Perennialism
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Read more about it: Mortimer Adler
Paideia Program
Great Books Curriculum
Essentialism
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
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Read more about it: E.D. Hirsch
Cultural Literacy
What Every Kindergartener Should Know
A Nation at Risk
No Child Left Behind
Reconstructionism
What kind of person is projected?
What type of classroom atmosphere is effective?
What should be taught?
What is the role of the teacher?
What methods are effective?
Futurism in Relation to Reconstructionism
Critical Pedagogy in Relation to Reconstructionism
Multiculturalism
Feminism
Nel Noddings
The Challenge to Care in Schools: An Alternative Approach to Education
Behaviorism
Background
Ivan Pavlov
John B. Watson
B. F. Skinner
Principles
*Readings:
Knight, Chapter 6
Reed & Johnson, Chapter 9, 14, & 16
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 8 – February 29, 2012: Midterm Examination Due
***I have reserved the Conference Room (Bldg 77/107) for a face-to-face discussion. Anyone who
would like to meet is welcome. Discussion will center on examination findings, research papers,
and other topics of interest.
Your Midterm Examination must be electronically submitted before 5:30 p.m. Those who choose
to attend the face-to-face discussion must turn in the examination PRIOR to 5:30 p.m. NO LATE
EXAMINATIONS WILL BE ACCEPTED.
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Day 9 –March 7, 2012: John Dewey
****Statement of Progress I – Due
Reading with the Professor: Wilson, Chapter 6
Democracy and Education
Education as a Necessity of Life
Education as a Social Function
Education as Direction
Education as Growth
*Readings:
Dewey, Chapters 1 – 4
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 10 - March 14, 2012: John Dewey
There will be no face-to-face discussion this week. ALL students must respond to on-line
discussion.
Democracy and Education
Interest and Discipline
Experience and Thinking
Thinking in Education
The Nature of Method
The Nature of Subject Matter
*Readings:
Dewey, Chapters 10 – 14
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Day 11 – March 21, 2012: Segregated Education
There will be face-to-face discussion this week. ALL students must respond to on-line discussion.
The History of Southern Education
African-American Education
Role of the Teacher
Funding
Meeting the Needs
Historical Overview
Brown v. Board of Education Topeka
*Readings:
Walker, Chapters 1 - 4
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Day 12 – March 28, 2012: Segregated Education
*****Philosophy of Education Due
The Question of “Separate but Equal”
Socioeconomic Conditions
Community Influence
The Purpose of Education
Family Involvement
*Readings:
Walker, Complete
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 13 – April 4, 2012: Core Knowledge & Cultural Literacy
STATEMENT OF PROGRESS II DUE.
Introduction: Failed Theories, Famished Minds
Intellectual Capital: A Civil Right
An Impregnable Fortress
Critique of a Thoughtworld
*Readings:
Hirsch, Introduction & Chapters 1 - 4
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
Copyright, Jans-Thomas, S.
Day 14 –April 11, 2012: Reality of Research
Reality’s Revenge: Education & Mainstream Research
Test Evasion
Practical Effectiveness
Formalism and Naturalism
Key Research Findings
The Common School and the Common Good
*Readings:
Hirsch, complete
***I have reserved the Conference Room (Bldg 77/107) for a face-to-face discussion. Anyone
who would like to meet is welcome. Your attendance would substitute any on-line discussion
work for this week.
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Day 15 – April 18, 2012: Urban Education
Socioeconomics
Race
Poverty
Curriculum
Service Delivery
Children at-risk
Power of Vocabulary: Semantics of Reform
High Stakes Testing
*Readings:
Kozol, Introduction, Chapters 1 - 6
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 16 – April 25, 2012: Urban Education
“Resegretation”
Education in a Democracy
Economic Disparity
Class size
Suburban v. Urban Service Delivery
Role of the Teacher
Role of the Principal
No Child Left Behind
*Readings:
Kozol, complete
***I have reserved the Conference Room (Bldg 77/107) for face-to-face discussion from 5:30 p.m.
to 8:30 p.m.. Anyone who would like to meet is welcome. Your attendance substitutes for any
on-line discussion work for this week.
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Day 17 – May 1, 2012: Final Papers Due
***I have reserved the Conference Room (Bldg 77/107) for a face-to-face discussion and
presentation of papers from 5:30 p.m. to 8:15 p.m. Those in attendance may submit hard copies
of their research papers at the meeting provided they arrive at 5:30 p.m. All others should
submit their papers electronically by 5:30 p.m.
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Required Textbooks:
Dewey, John. Democracy and Education. New York: The Free Press, 1916. ISBN: 0.02.907370.7
Du Bois, W.E.B. The Souls of Black Folk. New York: Barnes & Noble Classics, 2003. Original
publication 1903. ISBN: 1.59308.014.X
Hirsch, E. D. The Schools We Need and Why We Don’t Have Them. New York: Anchor Books,
1996. ISBN: 0.385.49524.2
Knight, George R. Issues & Alternatives in Educational Philosophy, 3rd Edition. Berrien Springs,
MI: Andrews University Press, 1998. ISBN: 1.883925.21.5
Kozol, Jonathan. The Shame of the Nation. New York: Three Rivers, 2005. ISBN: 1.4000.5245.9
Reed, Ronald F. and Tony W. Johnson. Philosophical Documents in Education, 3nd Edition. New
York: Longman, 2010. ISBN: 0.8013.3316.4 **** 2nd edition meets the needs of course
content. Students should check availability.
Walker, Vanessa Siddle. Their Highest Potential: An African American School Community in the
Segregated South. Chapel Hill: University of North Carolina Press, 1996. ISBN:
0.8078.4581.7
Washington, Booker T. Up from Slavery. New York: Penguin Classics. Original publication 1901.
ISBN: 0.14.039051.0
Materials Needed
APA Manual
3 ring binder
Dividers
Materials chosen by individual students to complete assignments
Grading/Evaluation
Grading Scale
A = 97
A- = 93
B+ = 90
B = 87
B- = 85
C+ = 83
C = 80
C- = 77
D = 74
No Credit
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Participation
15%
To receive credit, ALL online responses, examinations, and assignments must be turned
in on the assigned due date. NO late work will be accepted. See syllabus and assignment
specifications for exact dates and times.
To obtain points for participation (5 points per week) students must post one
substantive (100 word minimum each) response to the discussion questions based on the
following criteria:
Relevancy of comments
Sources used
Development of Ideas
Clarity of comments
Stated information in your own words
Illustrated ideas with examples
Made connections between readings, personal thoughts, and comments of others
Referenced prior knowledge
Sought out information to solve problems about meaning
Not every posting will meet all of the criteria. Students should work to have a balance of
submissions. If you attend one of the face-to-face session you will be assessed based on the
criteria.
Be certain to use succinct writing in your entries. Avoid wordiness. Edit sentence
structure so as not to overuse: the, that, which.
Late postings will NOT be accepted for credit.
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Philosophy of Education
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20%
Due March 28, 2012
Write a philosophy of education. It should answer the 5 questions used to study all
philosophies presented in the course. Be certain to cite sources as needed using APA formatting.
It is not necessary to choose one specific philosophy, however; there should be parallel thought
between ideas.
Be certain the work has an introduction and conclusion.
_____ What kind of person is projected?
_____ What type of classroom atmosphere is effective?
_____ What should be taught?
_____ What is the role of the teacher?
_____ What methods are effective?
This is not a philosophy of teaching. It is a Philosophy of Education. It MUST represent the
entire K-12 experience NOT one classroom, one teacher, one grade level, but what a person
looks like at the end of the entire K-12 experience.
Title Page Statement: “I completed the work I am submitting. The work I am submitting is
original and completed to the best of my ability.”
Copyright, Jans-Thomas, S.
Midterm Examination
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30%
The purpose of this examination is to analyze a current topic effecting educational
delivery systems and explain its impact on the existing Political Economy and Ideology in the
United States.
Topic: Migrant Workers
Read: The Circuit: Stories from the Life of a Migrant Child, Francisco Jimenez. Boston: Houghton
Mifflin, 1996. ISBN: 978.0.395.97901.0 This can be found in the Young Adult section of your
public library.
Locate, print/copy, and read: 10 articles from newspapers across the country. The newspapers
must represent at least 6 different states. While newspapers are not generally used in research
writing, they assist one in knowing the current issues in a society.
Locate, and read: 5 articles from professional refereed education journals that discuss the issue
of migrant children in schools.
Write a 5 – 8 page paper analyzing the issue’s impact on education. Carefully synthesize
information found in the articles into categories of political economy, ideological perspective,
and education issues. Be certain to include aspects of Francisco Jimenez’s education represented
in the research conducted.
Format
1. Title Page containing: Course number and title, author’s name, address, email address –
page one
2. Double spaced (including references) and provide a one-inch margin on all sides – pages
2 – 5 body of paper; pages 7 -8 references
3. Font - Times New Roman 12 point
4. Submitted electronically
5. Conform to the most recent APA style
6. “I completed the work I am submitting. The work I am submitting is original and
completed to the best of my ability.”
Copyright, Jans-Thomas, S.
Research Paper
25
35%
The purpose of this assignment is to synthesize research on a chosen topic related to
course content that contributes to the field of educational foundations, demonstrates knowledge
gain, and generates ideas for future research.
Prospectus – Due – Day 4 – February 1, 2012
Source: Angelo & Cross
Jans-Thomas
Respond to each prompt with a brief, well thought out response. Remember a
prospectus is a plan. Plans can change, however; the more thought that goes into planning and
researching the easier the writing.
Proposed Title:
Purpose (What will this paper do for the reader? For you?)
Major question(s) you hope to answer:
Work calendar (How will you spread the work out? When will you do it?)
Proposed Outline/Table of Contents/List of Major sections:
Help/Resources needed (What do you need in order to do an excellent job?):
Your biggest concern(s) or questions(s) about the paper:
Statement of Progress I – Due Day 9- March 7, 2012
Submit a one-page progress on the work you have completed related to your research
paper. Has the major question changed? Is the work calendar being followed? What changes
have been made in the Proposed outline based on knowledge gained through research? Have
resources been located to assist you in doing an excellent job? What questions remain?
Attach a working bibliography with your Statement of Progress.
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Statement of Progress II – Due Day 14 –April 4, 2012
Submit a one-page progress on the work you have completed related to your research
paper. Has the major question changed? Is the work calendar being followed? What changes
have been made in the Proposed outline based on knowledge gained through research? Have
resources been located to assist you in doing an excellent job? What questions remain?
Attach a working bibliography with your Statement of Progress.
Final Draft Requirements –
1.
2.
3.
4.
5.
6.
7.
8.
9.
Maximum length of 25 pages, including bibliography and endnotes
25-30 word abstract on the title page
Double spaced (including references) and provide a one-inch margin on all sides
Title Page containing: Course number and title, author’s name, address, email address,
include statement: “Submitted in Partial Fulfillment of EDF 7685: Educational
Foundations: A Philosophical & Multicultural Analysis”
“I completed the work I am submitting. The work I am submitting is original and
completed to the best of my ability.”
Font Times New Roman 12 point
Submitted electronically
Conform to the most recent APA style
Have written permission from the author for quotes more than 100 words
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Special Technology Utilized by Students:
Each UWF student is expected to:
1. activate a UWF ArgoNet email account
2. access email two to three times weekly
3. have basic word processing knowledge
Plagiarism Policy:
When submitting responses to weekly questions, please end your response by typing
your name. This demonstrates the thoughts presented are original. When submitting the
Philosophy of Education, Midterm Examination, and Research Paper please include the following
statement on the title page followed by your biographical information:
“I completed the work I am submitting. The work I am submitting is original and
completed to the best of my ability.”
Expectations for Academic Conduct/Plagiarism Policy:
Student Handbook:
Statement of the University Policy on Academic Conduct:
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations, or
behavioral expectations may result in a charge of violating the Student Code of Conduct. It is
the student’s responsibility to read the Student Code of Conduct and conduct themselves
accordingly. You may access the current Student Code of at http://www.uwf.edu/judicialaffairs.
Assistance:
Students with special needs who require specific examination-related or other courserelated accommodations should contact the Student Disability Resource Center (SDRC)
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations.
UWF TurnIt In notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion, I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
*You mast let me know no later than two weeks after the start of this class.
*I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.