EDUC 370
School and Society
Winter III 2002
Meeting Time: M-Th. 10:00 a.m.
Room: 206 Carnegie
PACIFIC UNIVERSITY
SCHOOL OF EDUCATION
Seth A. Agbo, Ph.D.
Office: 312 Carnegie
Phone: (503) 352-3073
E-mail: agbosa@pacificu.edu
Office Hours: By appointment
COURSE OUTLINE
Overview
This course explores the relationships between schools and society. It mainly examines the philosophical foundations of education and analyzes fundamental issues of contemporary
American education. The course investigates how various philosophical positions contributed to the development of pedagogical theories and practices in American schools systems.
Drawing upon philosophical positions from ancient times to the present, the course is structured around a number of key themes: exploration of the positions taken by the major philosophies regarding educational policy and practice; significance of the work of several great educators that have enriched civilization; and a critical assessment of past and present philosophies, theories and practices in education. As well as developing an analytical understanding of these issues, the course provides the opportunity for an in-depth consideration for their implications for policy. Throughout there will be an emphasis upon the activity of philosophizing about contemporary important educational problems.
Objectives
The course objectives are:
(a) To develop your understanding of the roots of educational controversy and equip you with the tools to examine educational matters in such a way that you come to philosophize about them;
(b) To enable you to attain a greater awareness of possible alternatives in dealing with various issues and to use creative thinking in the search for more promising resolutions to educational problems;
(c) The course should ultimately enable you as a prospective practicing teacher to start thinking of yourself as a philosopher and educator, a critic of the total culture, and as a thinker capable of developing new alternatives to present problems and not only to rely on narrow habitual modes of response; and,
(d) Finally, the course should help you to generate a philosophy of your own--a comprehensive viewpoint that is intellectually satisfying for you.
Required Readings
Peddiwell, J.A. (1939). The Saber-Tooth Curriculum. New York: McGraw-Hill.
Noll, J. W. (2001). Taking Sides: Clashing Views on Controversial Educational Issues (11 th
Edition). Guilford: McGraw-Hill.

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COURSE CONTENT
Session 1: The School in Society
In the introductory session, we will overview the course and explore the relationships between the school and society by considering the following:
The Nature of Education
What is Education? a) Introduction to the course b) The relationships between life experiences, education, learning, training and schooling. c) The role of the school in society
Session 2: Philosophies of Education
The main focus of this session will be on the origins and historical development of each philosophy of education. The historical perspective will be followed by a careful analysis of how western philosophical thoughts influence education in American society today and how these thoughts translate into theories of education. We will establish a meaning for a philosophy of education as a backdrop for a more suitable conceptual framework within which to analyze schools in American society. We will then discuss the following philosophies: a) Idealism and education b) Realism and education c) Pragmatism and education d) Existentialism e) Marxism f) Behaviorism g) Perennialisn h) Essentialism i) Social Reconstructionism
Session 3: Theories of Education
The focus of this session will be on four educational theories that apply philosophy to education.
These include: a) Perennialism —The Great Books; The Paideia Proposal b) Essentialism c) Progressivism
Session 4: Taking Sides —Clashing views on controversial educational issues.
Session 4 will form an integral component of the rest of the course. Students will consider contemporary educational issues in their fullest theoretical dimensions. This theoretical perspective will be followed by the application of critical thinking techniques to opinions and statements about schools and schooling that would lead the student to personal resolution of important issues by challenging assumptions and unconscious biases. We will consider the issues in the form of group and individual presentations. Students are to select their presentations from the course bibliography or from their practical experiences with schools, school boards and society. The presentation topics should deal with issues in philosophy, education, society, and/or philosophy of education. We will discuss and assign group topics during the first session and individual topics during the second session. Presentations will begin during this fourth session starting with groups.
Group Presentations ( Groups )

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Session 5: Educational Aims in Historical Perspective
The fourth session will explore the aims and purposes of schooling and controversies surrounding the school curriculum. We will examine the Saber-Tooth Curriculum and discuss educational aims in contemporary society.
Session 6: Toward a Personal Philosophy of Education:
Thinking about a personal philosophy of education ( Instructor )
(a) The need for a personal philosophy of education
(b) Developing a personal philosophy of education
Implementing a personal philosophy of education
Individual presentations ( Individuals )
Session 7: Issues in School Reform Today
This session will look at some of the issues that are at the heart of school reform in recent years. These issues include: a) School Choice, Vouchers, and Charters b) Computer Technology c) Community and Parent Involvement in Schools d) Standards-based Professional Preparation and Development of Teachers
Individual presentations ( Individuals )
Session 8: Intercultural and Interethnic Educational Needs of Diverse Groups in Society
Meeting Diverse Needs of Students: Session 6 focuses on the effects of cultural diversity on
American education. Demographic shifts are changing the face of America and according to recent reports, 23 of the nation's 25 largest city school systems are currently minority/majority.
It is estimated that at present, minority enrolment is projected to reach 90% in these cities, with
53 cities having minority/majority population and nation-wide, about 40% of traditional age school-going children will come from racial minority groups. It is, therefore, important for the prospective teacher to beware of the diverse populations of students she/he is going to meet in the schools and be prepared to deal with them. The topics in this part will include:
(a) Effects of cultural diversity on education
(b) The influence of cultural and ethnic factors on educational opportunities
(c) What is multicultural and inclusive education? How do you implement it?
(d) The influence of curricular standards on multicultural education
Individual presentations
Instructional Process
The course will function in a seminar and collaborative learning format where participants will actively and knowledgeably contribute to the discussions. Most discussions and other class activities will take place in groups. After the introductory part of the course, during which time I will have led discussions in introducing the basic concepts about school and society, groups and individuals will be responsible for preparing, presenting and leading the class in discussions. After group presentations, each individual will choose a particular controversial

4 topic in education and will be responsible for preparing, presenting and leading off the discussions on that topic.
Course Requirements
1. Attendance
As the instructional process in this course will be in a seminar and cooperative learning format, it is imperative that you attend class and complete the assigned readings before class. It is your responsibility to inform me and group members about your absence and to find out what you missed during the discussions. Being absent does not exclude you from anything that was discussed or due in class.
2. Participation
Because this class will function in a seminar format, and not a lecture class, the active participation of all students is required. Participation will be evaluated, not on the quantity of what you say but on the quality of your contribution to class and group discussions. While I will provide you with feedback as to my evaluation of your participation, I will also occasionally ask you for a self-evaluation of your participation to determine how you perceive your own participation.
3. Course Assignments
There will be two major (typed double-spaced) written assignments, one group, and one individual oral presentation for this course:
(a) A written review (4-5 pages) of Peddiwell's Saber-Tooth Curriculum.
(b) Group and individual oral presentations:
You will present a paper (15 minutes) based on contemporary educational issues. Your presentation will examine the evidence on the issue based on the readings, reach a conclusion on the controversy, and explain the reasoning behind your conclusion. Your major sources will be the Taking Sides book and your personal experiences with schools and society. Your presentation should demonstrate evidence of research on the issue(s).
(c) A personal philosophy of education paper due during the last day of the course.
Throughout the course, the student is encouraged to wander freely across the domains of philosophical discourse until s/he arrives at a set of foundational analysis upon which to set a personal philosophy of education. This assignment involves summing up through the development of coherent and comprehensive personal philosophy that will actually direct classroom instruction. Although the personal philosophy may lack something in depth it should be a comprehensive viewpoint that is intellectually and emotionally satisfying for the student involved. The quality of this assignment will depend on how your subjective opinion reflects how the various philosophies have influenced your thinking (see assignment guidelines).
4. Submission of Assignments : We will discuss and accept as a class all due dates for assignments. Turn in all assignments on the due dates. Late assignments will devalue by the rate of ½ grade point for every day following the due date. TYPE and DOUBLE-SPACE all assignments and include a cover-page specifying the following:
(a) Title of assignment
(b) Name of student

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(c) Course name and number
(d) Date submitted
5. E-mail
All students taking EDUC 370 should have e-mail addresses ready by the second session. We will develop a program by which we can all communicate outside the classroom at all times.
We will discuss how to use the program during the second session.
Evaluation
A maximum of 100% can be achieved as follows:
1) 20% will be based on the written review of Peddiwell's Saber-Tooth Curriculum.
2) 15% for group presentation
3) 20% for individual presentation
4) 10% for participation
5) 10% for attendance
6) 25% for personal philosophy of education project
Please note that the presentation on the controversy issue will be evaluated in terms of the following:
Introduction
(a) A grasp of the issue and points of view.
(b) A clear statement of your position based on the argument.
Body of the Presentation
(c) A rationale provided to justify your point of view
(d) Supporting arguments/evidence with the use of references.
(e)
Respecting the opposing point of view while countering the opposing arguments.
Conclusion
(f) Summary of your position and rationale; discussion of implications, applications, or ramifications.
Grading System
Your grade and assignments will be based upon the quality of your work. You can achieve a maximum of 100% or a Grade Point Average (GPA) of 4.0. Your total score will determine your final grade. The total score will be transformed into a final Grade Point Average (GPA) from
0.0-4.0 using the table of scaled scores that follows:

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Total Score Interpretation Letter Grade Final Grade Qualitative (Scaled Score)
95-100
90-94
85-89
80-84
75-79
70-74
65-69
64 or less
A
A-
B+
B
C
C-
D
D-
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
Excellent
Very Good
High Attainment
Above Average
Satisfactory
Minimally Satisfactory
Minimum for which Credit is
Awarded
Failure
Academic Honesty Policy
I anticipate that our interactions in this course are based on mutual trust and integrity. While group work is permitted, and, in fact encouraged for some of the assignments, you are required to do your own work in the class assignments and papers. In preparation of papers, books, reports, essays, compositions and speeches, you will generally utilize information gained from others. It is absolutely necessary for you to acknowledge this help and information. The Library and the University Bookstore carry manuals of instruction in the style of preparing reports and papers. Such manuals as the Publication Manual of the American Psychological Association
(APA) contain extensive information on proper ways of avoiding academic dishonesty. It is your responsibility to learn and apply general and specific guidelines. Disciplinary action may be taken against the violators of academic honesty as per statement of forms of Academic
Dishonesty (see Pacific University college of Arts & Sciences Catalog 2001-2002, page 187 and
Graduate Professions Catalog 2001-2002, page171) with special refe rence to “cheating”
“plagiarism”, and “fabrication”. If you are in doubt as to whether some act constitutes a violation of the honesty policy, please ask me.