EDUC 488 Philosophy of Education
Fall 2004, M 4:30-7 PM South 235
Instructor: Dr. Jane Fowler Morse
Office: South Hall 221C
Office Phone: 245-5381
Home Phone: 243-3046 (Please do not call me at home later at 9 PM.)
Office Hours: before and after class by appointment, or at other times by appointment
(regular undergraduate office hours are MWF 1:30- 2:25 PM)
E-mail: jfmorse@geneseo.edu
Philosophy of Education will allow interested graduate students to approach
philosophical topics in education in depth and detail, ultimately connecting theory to
practice. Education is a purposeful human activity that is crucial to the survival and
flourishing of the human race. The success of education relies on sound philosophical
assumptions and principles which govern ways of thinking about education. Education is
a purposeful, rational activity in pursuing which educators intend to select good means to
wise ends. In doing so, educators must examine their philosophical assumptions about
human nature and the nature of learning, the nature of knowledge, the principles
governing ethical and social behavior, and other topics of concern to educators, such as
theories of race, ideas about how to set up a fair and just society, ideas of what constitutes
a good life, theories of evaluation, the communication of human thought, and other
topics.
The class will approach philosophy of education eclectically, in an attempt to review a
number of varying theories on philosophical topics of importance to educators. Although
we cannot cover every possible topic, my hope is that the readings I have chosen will
stimulate class members to think about the philosophical bases on which educational
practice is constructed and evaluated. The final project will correlate theory and practice
in a project to be presented to the class in oral , written, and visual and visual
(powerpoint, posters, or overheads) format.
The following books have been ordered at Sundance.
1.
2.
3.
4.
5.
6.
7.
8.
9.
bell hooks, Teaching to Transgress, Education as the Practice of Freedom
Plato, the Protagoras
Plato, the Theatetus
Kant, Prolegomena to the Study of Any Future Metaphysics
Lev Vygotsky, Thought and Language
Bernasconi and Lott, eds., The Idea of Race
Cornel West, Race Matters
Nel Noddings, Caring
Tianlong Yu, In the Name of Morality
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Reading Assignments
Week:
Week One
Date:
August 31
Week Two
Sept. 7
Week Three
Week Four
Week Five
Week Six
Fall Break
Sept. 14
Sept. 21
Sept 28
Oct. 5
Oct. 11, 12
Week Seven
Oct.19
Reading:
Introduction to the class, buy
books
bell hooks, Teaching to
Transgress
Theaetetus
Theaetetus, Protagoras
Protagoras, hooks, two dialogues
Kant, Prolegomena
NO CLASS, Take-home midterm
due on email Oct. 18; or hard
copy due in class Oct. 19
Vygotsky
Week Eight
Oct.26
Vygotsky
Week Nine
Week Ten
Nov. 2
Nov. 9
West
West
Bernasconi and Lott
Term paper or project, outline
and tentative bibliography due
Week Eleven
Nov. 16
Bernasconi and Lott
Week Twelve
Nov. 23
Noddings
Week
Thirteen
Week
Fourteen
Nov. 30
Yu
Dec. 7
hooks, written components of
project due by December 14
Week Fifteen
(Exam Week)
Dec. 20,
3:30-6:30
PM
FINAL PROJECTS,
PRESENTATIONS
2
Pages:
Pages 1-44
Pages 1-63
Exam posted in
outbox by Sunday
(earlier if possible)
Common Chapters 1
and 2
Common Chapters;
Individual Chapters
2-6; Chapter 7
Common chapters
Individual chapters
Common Chapters,
1-4, pages 1-26; 10,
pages 85-88; 14,
118-135.
Chapter 18, 181-212;
Individual Chapters
Common Chapters;
Individual Chapters
Common Chapters;
Individual Chapters
Pages 45-75 and
129-165, Pages 177207; individual
sections
Presentations of
papers/projects
Assignments: As you can see, this class requires an enormous amount of complicated
reading. Therefore, the writing assignments will be based on the assigned readings. Each
student to write two position papers evaluating the significance of two the readings for
their own educational practice (or experience, for those who are not yet practicing
teachers.) In these papers (3-4 pages long), students will explain the philosophical theory
in the reading that they chose to write about and discuss the impact of that theory on
educational practice (either real or supposed). Although students may choose to
incorporate additional secondary readings into your papers, you are not required to do so.
These papers will be due to presented to the class according to a schedule (depending on
enrollment and sign-ups).
The final paper/project will consist of a description of philosophical theory that has had
some impact on your teaching or on your educational experience (for those who are not
yet practicing teachers). The final project may be based on one of your position papers, or
on another or other of the readings we do. It may take the form a set of five interrelated
lesson plans with the philosophical rationale related to the course readings explained; a
unit plan outlines and explained, with resources and at least three lessons, again with the
philosophical rationale explained; a description of a school-wide improvement plan, a
classroom organization and pedagogical plan for teaching and learning,or a practical
application of the thory foujd in the readings to some other aspect of the educational
venture, all of which will incorporate and explain the relation to the philosophical
theories that we have examined in the course.
Presentation of final projects written components will be due by email (or hard copy) on
December 14 by 5 PM. Oral and visual elements of final projects will take the place of a
final examination and be conducted during the final class period on December 20.
Graded components of the course include the following:
Two position papers
Leading discussion
Class participation
Take-home midterm
Final presentation and project
30% (15% each; one may be rewritten for a
maximum of an additional 10 points)
10% (by sign up)
10%
20%
30% (10 % each component, written, oral and
visual)
Participation will be graded on the basis of (a) preparation of the readings and
assignments, (b) participation in class discussions and group work, (c) presentation of
position papers and discussion, and (d) attendance (if you are not present, you can’t
participate). Your presence will be important not only for your contribution to group
work and discussions in class, but also to remain current on the readings and the
schedule. The listed readings and the schedule may well be adjusted to meet the needs
and interests of the class, so stay tuned!!
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I calculate my grades on a spreadsheet, rounding each graded component down from .4
and up from .5 as I enter them. Final grades, which are calculated from rounded
individual graded components, are rounded in the same way. If you wish to discuss a
grade, you must do so within two days of receiving the graded item back from me. I will
not consider changing any grades later. I keep all final examinations, but invite you to
come by my office to see yours anytime during the semester following this.
I encourage you to consult me concerning a final position paper topic and
resources early in the session. You will submit a tentative outline and bibliography on
April 1, but you should be thinking about your paper long before that. I will be happy to
consult with you about your term paper, given enough time. The library also offers an
individualized term paper consultation service. You may request this by clicking on
Request Forms in Libraries on the Geneseo home page at (http://www.geneseo.edu). Late
papers will not be accepted without a prior agreement with me.
Writers of plagiarized papers will fail the course. Be sure to document all sources
carefully. (The definition of plagiarism and a description of the procedure to be followed
in cases of plagiarism are to be found in the Guide to Graduate Studies and or in the
Undergraduate Bulletin.)
Scale of final letter grades:
A
AB+
B
BC+
C
CD
E
100-94%
93-90%
89-87%
86-84%
83-80%
79-77%
76-74%
73-71%
69-66%;
65% or below.
Final Presentations will be graded on the following rubric:
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Rubric for Evaluating Final presentations:
Topic/type
Five lesson plans
Target:
Philosophical rational solidly
related to the readings;
excellent resources identified;
interrelation of lesson plans
clear and sequential; oral,
written, and visual
presentations well organized,
clear, and incisive; interesting
and relevant bibliography
Acceptable:
Philosophical rational related
to the readings, but not as
cogently as in Target projects;
resources identified;
interrelation of lesson plans
present but not as clear and
sequential as in target project;
oral , written, and visual
presentations clear; adequate
bibliography
Unit with three
lesson plans
Philosophical rational solidly
related to the readings; unit
outline provides an interesting
connection/application of the
readings; excellent resources
identified; interrelation of
three lesson plans clear and
sequential; oral , written, and
visual presentations well
organized, clear, and incisive;
interesting and relevant
bibliography
School-wide
improvement
plan
Philosophical rational solidly
related to the readings;
improvement plan provides
an interesting and cogent
connection to or application
of the readings; excellent
resources identified; elements
of the plan are significantly
related to real world school
problems; oral , written, and
visual presentations well
organized, clear, and incisive;
interesting and relevant
bibliography
Philosophical rational solidly
related to the readings;
classroom plan provides an
interesting and cogent
connection to or application
of the readings; excellent
resources identified; elements
of the plan are significantly
related to real world school
goals and problems; oral ,
written, and visual
presentations well organized,
clear, and incisive; interesting
and relevant bibliography
Similar categories
Philosophical rational related
to the readings but not as
solidly as I target projects; unit
outline provides connection
to or application of the
readings; adequate resources
identified; interrelation of three
lesson plans is adequate but not
as clear and sequential as in
target units; oral , written, and
visual presentations organized
and clear, adequate
bibliography
Philosophical rational weakly
related to the readings;
improvement plan provides a
connection to or application of
the readings, but not as cogent
not as interesting as target
plans; adequate resources
identified; elements of the plan
are adequately related to real
world school problems; oral ,
written, and visual
presentations organized and
clear; interesting and relevant
bibliography
Philosophical rational
adequately related to the
readings; improvement plan
provides a connection or
application of the readings but
not as interesting and cogent as
target plans; adequate resources
identified; elements of the plan
are somewhat related to real
world school problems; oral ,
written, and visual
presentations clear; relevant
bibliography
Classroom
organization and
pedagogical plan
for teaching and
learning
Other
(you propose a
project)
5
Unacceptable:
Philosophical rational weak,
only marginally related to the
readings; few or weak
resources identified;
interrelation of lesson plans
unclear and not sequential;
oral , written, and visual
presentations short,
disorganized, or lacking in
coherence; inadequate
bibliography
Philosophical rational only
weakly related to the readings;
unit outline provides only a
weak connection/application
of the readings; inadequate
resources identified; the three
lesson plans lack a clear
interrelation or connection to
the unit; oral , written, and
visual presentations short,
disorganized, or uninteresting;
inadequate bibliography
Philosophical rational solidly
related to the readings;
improvement plan provides an
interesting and cogent
connection to or application of
the readings; excellent
resources identified; elements
of the plan are significantly
related to real world school
problems; oral , written, and
visual presentations unclear,
too short, or uninteresting;
inadequate bibliography
Philosophical rational weakly
related to the readings;
improvement plan provides
little application of the
readings; inadequate resources
identified; elements of the
plan are weakly related to real
world school problems; oral ,
written, and visual
presentations too short,
disorganized, and/or
uninteresting; inadequate
bibliography
Bibliography of suggested additional readings:
Idealism
Teloh, Henry, Socratic Education
Plato, the Republic
Descartes, Rene, Discourse on Method, Meditations on First Philosophy
Kant, On Education, Prolegomena to the Study of any Future Metaphysics
Morse, Jane Fowler, “Fostering Autonomy” (Educational Theory) available on e-res or
ERIC
Realism
Aristotle, The Nichomachean Ethics, The Politics
Locke, John, Some Thoughts Concerning Education
Hume, An Abstract (e-res for EDUC 488)
Pragmatism
William James, The Varieties of Religious Experience, Pragmatism
John Dewey, Democracy and Education (All of Dewey’s writings are available on line
through Columbia University)
John Dewey, The Moral principles underlying Education, School and Society, the Child
and the Curriculum
Reconstructionis
Reitman, Sanford, The Educational Messiah Complex
Illich, Ivan, Deschooling Society
Counts, George, “Address to the Teachers of this Nation” (available on e-res for my
INTD 203)
Behaviorism
Skinner, B. F., About Behaviorism, Walden Two, The Technology of Teaching
Kohn, Alfie, Punished by Rewards, The Schools Our Children Deserve
Feminism:
Martin, Jane Roland, The Schoolhome, The Ideal of the Educated Woman
AAUP, How Our Schools Shortchange Girls, Gender Gaps
Helen Bradford Thompson, The Mental Traits of Sex (conclusion available on e-res for
my INTD 203)
Sadker David and Myra, Failing at Fairness
Existentialism
Freire, Paulo, Pedagogy of the Oppressed
Maxine Greene, Landscapes of Learning
Constructivism
Louis Moll, get title at school
Lev Vygotsky, Thought and Language
Piaget, The Child’s Conception of the World, The Psychology of the Child
Wheatley, get article name available on e-res
Marxism
Morse article in International Journal on Marx and Mill get up on e-res
Vygotsky article in Vitae Scholasticae available on e-res for EDUC 501
Michael Apple, Cultural Politics and Education
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Postmodernism
Rorty, Richard, The Mirror of Nature
Henry Giroux, Border Crossings
Miscellaneous articles
Rorty, Amelia, Philosophers on Philosophy of Education (a compendium of articles by
contemporary philosophers on classical philosophers of education; a good source for
article reviews.)
Good Journals in Philosophy of Education
Educational Theory on line at
http://www.blackwellpublishing.com/journal.asp?ref=0013-2004&site=1
Journal of Educational Thought
International Journal of Philosophers of Education
Inquiry
National Women’s Studies Association Journal
Educational Studies
Educational Foundations
Praxis (online journal)
Journal for Critical Education Policy Studies (http://www.jceps.com/)
Education and Social Justice, a student journal available online at Geneseo, get address)
Rethinking Schools (online at http://www.rethinkingschools.org/)
Open Society for Philosophy of Education (many fabulous online matrials)
http://dmoz.org/Society/Philosophy/Philosophy_of_Education/Publications/
National Accreditation
The Ella Cline Shear School of Education is seeking national accreditation for its
programs through the National Council for the Accreditation of Teacher Education
[NCATE]. Part of the accreditation process includes review of samples of teacher
candidates' course work by professional societies and the NCATE Board of Examiners.
Therefore, some parts of your course work may be selected and used as an example to
demonstrate that the learning outcomes are being addressed and achieved in this course.
Please be advised that to ensure your privacy, names will be removed from the selected
work. If you do not wish to participate in this process, please state your intent in writing
by Friday of the first week of the semester.
Plagiarism
Writers of plagiarized papers will fail the course. Be sure to document all sources
carefully. (The definition of plagiarism and a description of the procedure to be followed
in cases of plagiarism are to be found in the Guide to Graduate Studies and or in the
Undergraduate Bulletin.)
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