CONTEMPORARY PHILOSOPHY OF EDUCATION
ADMPS 2310/EDUC 2111
Fall 2014
Prof. Noreen Garman
Syllabus and Description of Assignments
Catalog
Description
This course examines how philosophies of education can contribute to one's vision
of educative experience. Students are introduced to a diversity of philosophies
regarding the meaning and purpose of education. Classical and contemporary
philosophies are considered, as are issues of diversity. Students also explore how
philosophers study various problems and questions in education, such as the role
and status of knowledge in education, the self, aesthetics, professionalism, ethics,
and moral education.
Required
readings.
Dewey, John (2011). The school and society and The child and the curriculum.
ReadaClassic.com. (Original works published 1902 and 1899)
DuBois, W.E.B. (1903/2005). The souls of black folk. New York: Simon & Schuster.
Foucault, Michel (1995/1975). Discipline and punish: The birth of the prison. New
York: Vintage Books.
Noddings, Nel (2012). Philosophy of education, 3rd ed. Boulder, CO: Westview Press.
Taylor, Astra (2009). Examined life: Excursions with contemporary thinkers. New
York: The New Press. [Includes interviews with Cornel West, Avital Ronell,
Peter Singer, Kwame Anthony Appiah, Martha Nussbaum, Michael Hardt,
Slavoj Zizek, Sunaura Taylor, & Judith Butler]
Baldaccino, John (2014). John Dewey: Liberty and the pedagogy of disposition.
Heidelberg: Springer.
Rorty, Richard (1999). Education as socialization, Philosophy and hope. NY:
Penguin Books.
Additional
readings
These additional readings are posted on Courseweb,:
Newberger, Rebecca (2014). Plato at the googleplex: Why philosophy won’t go
away. NY: Pantheon Books.
Plato (1937). The dialogues of Plato, Vol. 1 (trans., B. Jowett). New York: Random
House. (Original text published circa 387-385 B.C.) [Selection: Meno]
Frankena, William (1965). Three historical philosophies of education: Aristotle,
Kant, Dewey. Glenview, IL: Scott, Foresman and Co. [Selection on Aristotle,
pp. 15-40]
ADMPS 2310/EDUC 2111 -- Page 2
Rousseau, Jean Jacques (1970). Selections from Emile. In S. M. Cahn (Ed.), The
philosophical foundations of education (pp. 153-176). New York: Harper &
Row. (Original text published 1762)
Freire, Paulo (1998). Pedagogy of freedom: Ethics, democracy, and civic courage.
Lanham, MD: Rowman & Littlefield. [Selection]
Freire, Paulo (2008). Pedagogy of the oppressed (Myra Bergman Ramos, trans.)
New York: Continuum (original work published 1970) [Selection]
Gunzenhauser, Michael G. (2012). The active/ethical professional: A framework for
responsible educators. New York: Continuum. [Selection]
Greene, Maxine (2000). Imagining futures: The public school and possibility.
Journal of Curriculum Studies, 32(2), 267-280.
Hirst, Paul H. (1973). Liberal education and the nature of knowledge. In R.S. Peters
(Ed.), The philosophy of education (pp. 87-111). Oxford, UK: Oxford
University Press. (Original work published 1965)
Scheffler, Israel (1973). Reflections on educational relevance. In R.S. Peters (Ed.),
The philosophy of education (pp. 75-84). Oxford, UK: Oxford University Press.
(Original work published 19)
Whitehead, Alfred North (1967). The aims of education and other essays. New York:
The Free Press. (Original work published 1929) [Selection]
Noddings, Nel (1988). An ethic of caring and its implications for instructional
arrangements. American Journal of Education, 96(2), 215-230.
Additional Resources:
Proudfoot, Michael & A.R. Lacey (2010). Routledge dictionary of philosophy, 4th ed.
NY: Routledge.
Stanford Encyclopedia of Philosophy (2014). Center for the Study of Language and
Information. Stanford University. http://plato.stanford.edu
Imagining the “Text of the Class”
Contrary to the common idea of a text as written materials, this class will
consider the class text as the socially constructed experience that we create as we engage
with the materials and the reflective insights we all bring to the evolving knowledge. The
readings introduce ideas and themes that can serve as a common basis for discourse.
Hopefully the readings will also provide glimpses of the “complicated conversations”
inherent in contemporary philosophy of education.
ADMPS 2310/EDUC 2111 -- Page 3
I.
Rationale and Goals for the Course
This course is intended for graduate students who are interested in fundamental questions about what
constitutes the “meaning and value of education.” Philosophers since antiquity have weighed in on the
importance of education and have debated exactly why it is so important. There are conflicting ideas
not only about why people should be educated, but also about what should be taught, who should be
educated, how education should take place, and even where education should (or does) take place.
Contemporary philosophers and other theorists continue to be concerned with these and related
questions, leading to a tremendous diversity in thought and practice. Today philosophers are not only
interested in what education should be, but also why many times it is not what it should or could be.
Many philosophers are also concerned with finding alternate ways of philosophizing about education,
informing themselves by critical social theory, feminism, and/or deconstruction.
In this course, students can develop a sense of this diversity by taking on some issues of philosophical
and practical significance in contemporary education. We’ll also pay attention to the ways that
philosophers go about their work, so that students can gain an appreciation for the contribution that
philosophy can make to educational problems and questions.
The task may seem daunting, but as instructors, we don’t assume that students have any prior
knowledge of philosophy. Prior knowledge and experience in education and its professional practice
are very helpful, however, as students will be called upon to use the readings to reflect upon their
experiences. Students need only be students of graduate standing who wish to understand multiple
perspectives on philosophy and its application to educational settings such as (but not limited to)
schooling institutions. It is hoped that these readings will spark further interest in students to pursue
the study of philosophy of education or philosophical aspects of their research.
This graduate level seminar has two main goals. The first goal is that students can gain a nuanced
understanding of the diversity of traditional and more contemporary philosophies about the
meaning and value of education. They can also recognize major strengths and weaknesses of
philosophies of education and become familiar with how contemporary philosophers and others have
used the limitations of traditional philosophy to construct alternatives. Further, students can develop
an appreciation for the scope and increasing reach of philosophy for addressing educational problems
and questions.
The second goal is for students to explore the methods of philosophy of education. Students can
become familiar with philosophical language as it applies to educational issues and explore the
increasingly diverse approaches to “doing philosophy.” Part of this project is to recognize and develop
habits of analysis and argument through close readings of challenging course texts and careful
reflections on the course material. Students need not emerge as philosophers but should come to find
value in any number of forms of philosophical analysis. At the same time, particularly important will be
pointing out routes to make connections between philosophy (and philosophizing) and other
disciplines.
II.
Knowledge Base/Link to Educational Theory
In selecting the readings for the course, we chose authors that have been most influential in
contemporary education and for scholarship in philosophy of education. Scholarship can be found at
the conferences and professional journals sponsored by the Philosophy of Education Society and its
affiliate organizations, the American Educational Studies Association, the John Dewey Society,
American Association for the Advancecement of Curriculum Studies, and the American Educational
Research Association. We also looked to philosophies of education that have captured the imagination
and interest of educational scholars in the past and provide essential background for understanding
more recent theoretical developments.
ADMPS 2310/EDUC 2111 -- Page 4
III.
Instructional Approaches
Most class sessions will include collaborative summaries of the main arguments of the course readings,
either through individual presentation, class discussion, or reflection exercises. As a class we will
identify key concepts and background ideas that provide clarification for the authors’ arguments.
We will also use Courseweb to supplement classroom activities We will post required articles and
book excerpts there, along with duplicate copies of the syllabus and description of assignments. Please
check your Pitt email account daily or forward it to another email address that you use often.
Students will do various assignments outside of class that will comprise a large part of their learning
experience. The course will proceed with this combination of methods not only because we believe that
students learn more through active engagement, but also because our hope is for students to be able to
use this course in their subsequent professional practice and scholarship.
IV.
General Expectations
Details for assignments, assessment and scheduled readings and activities will be planned during the
second week of class. These will be determined by the experiences and goals of class members, as well
as the requirements of the instructors representing contents of the field of contemporary philosophy of
education.
Engagement is essential to the success of this course. Class attendance and participation are very
important, so students should make every effort to attend class on time and for the full duration. At
some institutions, a standard recommendation is that graduate students spend an average of twelve
hours outside of class each week for each three-credit course. For this course, plan now for that level of
effort on a weekly basis.
Students will benefit from multiple readings of the material before and after class discussion. Take
notes as you read and organize your thoughts about the readings before class. Look up unfamiliar
terms and check on background details that interest you. Come to class with questions, insights, and
interpretations.
Written work. All work should be typed and double-spaced unless otherwise noted. In most cases,
hard copy submissions are preferable to electronic submissions. Use either the style of the American
Psychological Association (APA, 5th or 6th editions) or the Chicago Manual of Style (15th edition).
Policy on assigning an “I” or “G.” Incompletes are rarely offered as an alternative to just doing the
best one can with the time allotted. They are to be avoided, since they delay the progress of all
involved. An “I” is normally not appropriate for a course of this type. Only verifiable extenuating
circumstances, such as severe illness, will encourage us to grant a grade of “G.” For more information,
see the General Academic Regulations for Pitt graduate students at
www.umc.pitt.edu/bulletins/graduate/regulations.htm and the Pitt Academic Integrity Policy at
www.provost.pitt.edu/info/acguidelinespdf.pdf.
Several additional university policies are pertinent to this course. First of all, as instructors we are
committed to anti-racist, non-sexist, non-classist, and non-heterosexist pedagogy. This includes
fostering an environment that is as safe and inclusive as possible. It is our intention to confront and
correct as best as possible any actions on our part that fall short of these commitments. If everyone in
the class is likewise committed, the work should be more easily facilitated.
We are also committed to making the class physically accessible to anyone wishing to participate. If
you have an impairment for which you are or may be requesting an accommodation, you are
ADMPS 2310/EDUC 2111 -- Page 5
encouraged to contact both your instructor and Disability Resources and Services, 216 William Pitt
Union, (412) 648-7890; (412) 383-7355 (TTY), as early as possible in the term. DRS will verify your
impairment and determine reasonable accommodations for this course. A comprehensive description
of the services of that office can be obtained at http://www.drs.pitt.edu.
V.
Highlights of Academic Policies
The following are important academic policies that affect all students in the School of Education. For all
academic policies, visit the Graduate Bulletin at http://www.bulletins.pitt.edu/graduate/index.html.
For complete information, be sure to consult both University of Pittsburgh and School of Education
policies.
Academic Integrity. Students in this course will be expected to comply with the University of
Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any
reason during the semester will be required to participate in the procedural process, initiated at the
instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is
not limited to, the confiscation of the examination of any individual suspected of violating University
Policy. Furthermore, no student may bring any unauthorized materials to an exam, including
dictionaries and programmable calculators.
Disability Services. If you have a disability that requires special testing accommodations or other
classroom modifications, you need to notify both the instructor and Disability Resources and Services
no later than the second week of the term. You may be asked to provide documentation of your
disability to determine the appropriateness of accommodations. To notify Disability Resources and
Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and
Services office is located in 140 William Pitt Union on the Oakland campus.
Statement on Classroom Recording. To ensure the free and open discussion of ideas, students may
not record classroom lectures, discussion and/or activities without the advance written permission of
the instructor, and any such recording properly approved in advance can be used solely for the
student’s own private use.
Departmental Grievance Procedures. The purpose of grievance procedures is to ensure the rights
and responsibilities of faculty and students in their relationships with each other. When a student in
ADMPS believes that a faculty member has not met his or her obligations (as an instructor or in another
capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure
described in the Guidelines by (1) first trying to resolve the matter with the faculty member directly;
(2) then, if needed, attempting to resolve the matter through conversations with the chair/associate
chair of the department; (3) if needed, next talking to the associate dean of the school; and (4) if
needed, filing a written statement of charges with the school-level academic integrity officer. [Dean
Michael Gunzenhauser is the Associate Dean and Integrity Officer.]