Illinois State University
EAF 231: Introduction to Philosophy of Education
Section 1: “Permaculture as Philosophy of Education”
Fall 2012, Tuesday and Thursday, 3:35-4:50pm, DeGarmo 306
Instructors: Dr. Lucille L. T. Eckrich, Associate Professor
Office: 324 DeGarmo Hall; E-mail: lteckri@ilstu.edu
Phone: 309-438-2048 (campus office); 309-827-4382 (home office)
Office hours: Wednesdays 1-3pm or almost anytime by appointment
ReggieNet (RN) log-in site: https://reggienet.illinoisstate.edu/xsl-portal
Mailbox: 331 DeGarmo Hall (EAF Office). Campus/U.S mail address: Box 5900, ISU, Normal, IL 61790-5900
Website: http://my.ilstu.edu/~lteckri/
Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability
Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY). Please also talk with me about it. Students who need
ReggieNet support should contact me or the University Computer Help Desk at http://helpdesk.illinoisstate.edu/, 438HELP (4357), or helpdesk@ilstu.edu.
COURSE OVERVIEW
Introduction to Philosophy of Education is a 3 credit-hour inquiry into the philosophical foundations of educational
policies and practices. The two-fold purpose of this section is to explore (western) philosophy of education and to do
philosophy of education both by engaging in critical examination of existing and needed goals, practices, relations,
resources, and results of education and schooling in our age of ecological and economic crisis and opportunity, and by
developing our own philosophies of teaching. Within certain given parameters—such as the Noddings’ text and the
required diverse field experience—the syllabus is fluid and open to student input. Through each of us providing our
input early on and mid-term and engaging our pedagogical involvement throughout, we may become a genuine
learning community that tries to do justice both to philosophy of education and to your pragmatic need for your own
philosophy of teaching as a prospective educator. This is the final version for the spring 2012 syllabus, revised 2/6/12.
The goals of this course further the mission of teacher education at ISU to “realize the democratic ideal” (RDI,
http://teachereducation.illinoisstate.edu/councilforteachered/democratic-ideal.shtml) by encouraging students to
espouse and practice the following ethical and intellectual commitments:
Ethical Commitments (EC):
1. Sensitivity toward the varieties of individual and cultural diversity
2. Disposition and ability to collaborate ethically and effectively with others
3. Reverence for learning and seriousness of personal and public purpose
4. Respect for learners of all ages, with special regard for children and adolescents
Intellectual Commitments (IC):
1. Wide general knowledge and deep knowledge of the social foundations of education
2. Knowledge and appreciation of the diversity among learners
3. Understanding what affects learning and appropriate teaching strategies
4. Interest in and ability to seek out informational and collegial resources
5. Contagious intellectual enthusiasm and courage enough to be creative
COURSE OBJECTIVES
The transformative goal of this course is to inform and inspire your philosophy of teaching through learning about the
work of philosophers of education who have come before you and through applying the ethics of care, or an alternate
philosophy of your choice, to your curriculum and professional development.
Upon successful completion of this or any undergraduate EAF course, you should be able to:
2 Eckrich, EAF 231, Spring 2012
1.
2.
Apply some of the central concepts, tools of inquiry, and structures of philosophy, sociology, economics, and
cultural studies to understand contemporary issues in education. [Disciplinary base: RDI MC3, IC1]
Analyze school policies and practices in relation to the philosophical, economic, political, social, cultural,
technological, and ecological forces that shape them and in turn are shaped by them. [School & society: RDI MC4,
IC3; Illinois Professional Teaching Standards (IPTS) 10]
3.
4.
5.
6.
7.
Examine contemporary educational reforms and policies regarding instruction, assessment, the organization and
funding of public schooling, equity, and the profession of teaching. [School & society: RDI MC4, IC3; IPTS 10, 11]
Explore categories of race, class, gender, ethnicity, sexual orientation, language, religion, and physical and mental
abilities and disabilities as social relations of power that impact school experiences and individual and collective
identities in a democratic society. [Diversity among learners: RDI MC1, IC2; IPTS 3, 9, 10]
Evaluate challenges of educating a diverse population and specific policies and practices for serving them
effectively and ethically in a democratic society. [Diversity among learners: RDI MC1 & 4, IC2 & 3; IPTS 3, 10, 11]
Engage effectively with others, including asynchronously, in a critical discussion and presentation of ideas and
practices relevant to education. [Professional skills: RDI MC2 & 3, IC4 & 5; IPTS 6, 9, 10, 11]
Embody the skill of critical reflection as the basis for reflective and ethical teaching. [Critical thinking: RDI MC3,
IC5; IPTS 9, 11]
8.
9.
Read or view, understand, and critique original, high quality research and scholarly work on education and
schooling and their political economic context. [Scholarly pursuit: RDI MC3, IC1]
Communicate orally, dramatically, and in writing more effectively, creatively, and confidently. [Professional skills:
RDI MC3, IC4]
REQUIRED TEXTS
Noddings, N. (2012). Philosophy of Education (3rd ed.). Boulder, CO: Westview Press. (Referred to below as PE)
Eckrich, L. (2005). Education, socialization and indoctrination. Normal, IL: Author. (electronic handout)
Proposed texts:
Bell, G. (2005). The permaculture way: Practical steps to create a self-sustaining world. White River Junction, VT:
Chelsea Green (Original work published in 1992).
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). New York:
Teachers College Press. (Referred to below as CCS).
Holmgren, D. (2007). The essence of permaculture. Victoria, Australia: Holmgren Design Services. (22-page free
ebook available at http://www.holmgren.com.au/)
Callahan, J., & Tuana, N. (2005). Nel Noddings [videorecording]. University Park, PA: FemPhil Productions.
COURSE ASSIGNMENTS
1. Reading Journal on Nodding’s Philosophy of Education (PE)
The primary purpose of this Reading Journal (RJ) is to facilitate and evince your close reading of and meaningful
engagement with our main text, Noddings' (2012) Philosophy of Education. Thus, the journal should be done in a way
that you find most useful for you and your comprehension of the text. It may be informal and hand-written (as long as
it is legible and you take care not to lose it) or typed (or a mixture) but must include the following clearly organized:
 A set of notes on each chapter to evince your basic understanding of the philosophies and concepts presented.
Include definitions of any new words you looked up in a (good) dictionary. Note page numbers you reference
and use techniques like underlining, highlighting, italicizing, and outlining. This will make your journal more
user friendly down the road both for me and, especially, you.
 A final reflection on each chapter where you articulate, first, what you think and how you feel about the
branch and topics of philosophy it presents and, second, whether and, if so, how you think they may play into
your own philosophy of teaching. Note that you may but are NOT required to respond to two questions of
your choice from the Summary Questions at the end of each chapter, as I originally said in this syllabus.
Whenever possible, read each chapter twice, the first time reading quickly and highlighting or jotting marginal notes,
the second time reading closely and taking notes on the chapter during or after your close reading.
The secondary purpose of this RJ is to resource your own philosophy of teaching, a statement and narrative
explanation of which you will write to conclude the assignment.
The RJ is due in two parts, part I (on chs 1-6) before spring break (3/8), and part II (on chs 7-12 plus your
philosophy of teaching statement and narrative) on 5/1. Each part is worth 100 points.
Eckrich, EAF 231, Spring 2012
3
2. Co-facilitations on summary questions from PE
With a classmate, you will resource the class’s philosophical work on one chapter of PE by co-facilitating
our deliberations on a few questions of your choice from the end of your assigned chapter. Co-facilitations should be
informed by and draw on the contents of the chapter (and book up to that point). They should also be pedagogically
creative, engaging and inclusive, and draw us into the critical examination of existing and needed goals, practices,
relations, resources, and/or results of education and schooling in our age of ecological and socioeconomic crisis and
opportunity. The class period before your session co-facilitators should inform the class which questions you are
likely to focus on. If there is any aspect, or aspects, of your chapter that you think are important that didn't come up or
get enough emphasis in our prior class discussion on the chapter, bring this to our attention at the start of your session.
During the co-facilitation each of you should take the lead on resourcing and facilitating our work on at least one
summary question, with the other there for backup and support. If you divide the class into small groups during your
co-facilitation, you too should participate in the group work. Before or immediately after your co-facilitation, submit
your outline/notes for the session on RN. Half of the 100 points for this assignment are based on your co-facilitation,
taking into account both your individual contribution and your teamwork. Attribution of the other 50 points is based
on your attentive participation in and contribution to the other 10 co-facilitations (5 points per session).
3. Diverse Field Experience
The purpose of this course-embedded diverse field experience is to expand and deepen your capacity to work
with a diversity of people in educational settings, and to nurture your habits of (a) learning from people with cultures,
identities, socio-economic backgrounds, and abilities different from your own, and (b) reflecting on your own identity
personally and professionally in relation to them. A major goal is to expose and enlighten the social-construction of
your own and others’ racial, gender, ethnic, linguistic, socio-economic, physical, and mental identities while you
develop genuine relationships. A secondary goal is to prepare you to work in more challenging settings.
You may fulfill this requirement via the 4-day EAF Chicago trip (March 24-27), a 43-hour (Feb 10-12)
professional development experience in Chicago plus participation in UNITE, or a 12-week service-learning
placement with an afterschool, early childhood, career center, special education school, or detention center (or, if need
be, an alternative that you and I agree upon). Up to 15 (minimally 10, typically 12) clinical experience hours toward
teacher certification will be earned for successfully completing this diverse field experience and written reflections
thereon. More details about the assignment and options will be provided. Try to select an option that will push you
beyond your comfort zone. Indicate your placement preferences in writing by the fourth class, and submit the full
details on ReggieNet when your placement is finalized, at the latest by 2/10. You must have a completed FBI/Illinois
State Police fingerprint criminal background check with results on file in the Lauby Teacher Education Center
BEFORE you begin. Service-learners’ logs are due twice—3/29 and, along with the final essay, 5/3. Chicago trippers’
journals and essays are due three class periods after your field experience is complete. The log or journal and essay are
together worth 100 points.
4. Term project
The purpose of this project is for you to apply the ethics of care (or, if you prefer, one of the other
philosophies we study) to your professional development and/or future teaching either curriculum-wide and/or unitspecific. By 3/22 read and be ready to discuss the following: (1) chapters 4, 12, and, especially, one other chapter of
your choice from chapters 6-11 of Noddings’ (2005) The Challenge to Care in Schools (available on the RN module
as PDFs); (2) two or more permaculture resources (Holmgren’s The Essence of Permaculture ebook, Bell’s The
Permaculture Way, and/or other resources you find online, in-print, or in-person); and (3) pp. 231-245 of PE. Indicate
on RN by 2/28 which chapter 6-11 of Noddings (2005) you plan to read. Then, after our class work on 3/22 and on
your own or with 1-4 classmates, conceptualize and create a philosophically-informed curriculum or professional
development project useful for your future as an educator. Projects are worth 100 points and will be shared with the
class in our exam week session and submitted as some kind of artifact. Unless you submit an alternative proposal by
4/20, use the ethics of care—from both the perspectives of Noddings and permaculture—to inform your project.
5. Class participation
Your active participation in class, on-line, and in group work is essential to the success of this course. It is
also essential to your and, through your contributions, to your classmates’ successful performance in it. A necessary
precursor to active participation is attendance and thoughtful completion of the readings and assignments. Beyond
that, you have the opportunity and responsibility to contribute thoughtfully—both in class and on RN—your insights,
experiences, questions, and formative, summative, and critical reflections to our learning community and to listen (and
respond) actively and respectfully to the contributions of others. Finally, a course feedback form will be administered
4 Eckrich, EAF 231, Spring 2012
along with the COE course evaluation form to solicit your feedback on the course and its impact on you as an
individual and as a prospective educator. Class participation is worth 100 points, probably distributed as follows:
attendance (20), contributing meaningfully to in-class (20) and BB (20) discussions, analytic philosophy exercise on
education, socialization, and indoctrination (20), ethics of care exercise (10), and course feedback form (10).
GRADING CRITERIA
General Rubric:
“To ACE assignments, you must evince:
Accurate and appropriate use of readings, films, and class discussions;
Clear and coherent conceptualizations, an orderly progression of thoughts, & a complete response;
Error-free expression in English (mastery of grammar, punctuation, and spelling).” (D. Nyberg)
Assignments will be graded on a 100-point scale, with the following grade equivalents:
A = 92-100;
B = 84-92;
C = 76-84;
D = 66-76;
F = below 66.
ISU policies:
Written or other work a student submits in a course must be the product of his/her own thought, effort, and study for
that course. Plagiarism, cheating, or other forms of academic dishonesty (including submitting work done for another
course without acknowledging it as such) are prohibited for moral and educational reasons. Cases of suspected or
confirmed academic dishonesty will be referred to ISU’s Community Rights and Responsibilities office (CRRO) and
will result in failure for the assignment and possibly the course. If you are not sure what constitutes academic
dishonesty, let’s talk and/or you should visit CRRO in the Student Services Building, room 120, or on-line at
http://www.deanofstudents.ilstu.edu/about_us/crr.shtml.
Mutual respect policy:
Please refrain from texting or using/checking cell phones, email, or internet during class or leaving early unless you
have cleared your need to do so with me before class. Please refrain from carrying on unrelated side conversations
during class or packing up before I indicate class is over. Please talk with me if you have any concerns about the
course or your opportunity to grow and excel through it. The more honest and open we are with ourselves and each
other, the more educational our experience together will be. I look forward to learning as much from and with you as
I hope you learn not just from and with me but from and with one another too. You are your future colleagues.
SCHEDULE OF TOPICS, READINGS, AND ASSIGNMENTS (Subject to revisions as we go. Note that
details listed should be completed before class the day it is listed unless otherwise indicated.)
Wk 1
1/17
1/19
Introduction to the course and each other
Education, Socialization, and Indoctrination
Assignment: In one page, define and differentiate, as best you can, among the concepts of
socialization, education, and indoctrination, and explain what role, if any, you think each does and
each should play in U.S. public schools. After class, read my electronic handout on these concepts.
Wk 2
1/24
Overview of Diverse Field Experience (DFE) options and requirements. We may be joined by
some guests who help inform you about this semester’s DFE opportunities. Read the DFE handout
(electronically if not in hand) and come ready to raise any questions and concerns you have.
Finalizing the syllabus, including assignments, schedule, objectives, proposed term project.
We will divvy up the co-facilitation chapters today, so figure out if you have any preferences.
1/26
Wk 3
1/31
2/2
2/3
Philosophy of Education before the Twentieth Century Read and journal on ch 1.
Co-facilitation on ch 1. Finish journaling on ch 1.
By the end of this week at the latest, everyone should be settled in a DFE. Be sure to submit the
finalized details on where, when, with whom, etc. on the RN assignment site for this.
Wk 4
2/7
2/9
The Philosophical and Educational Thought of John Dewey. Read and journal on ch 2.
Co-facilitation on ch 2. Finish journaling on ch 2.
Eckrich, EAF 231, Spring 2012
5
Wk 5
2/14
2/16
Analytic Philosophy. Read and journal on ch 3.
Co-facilitation on ch 3. Finish journaling on ch 3.
Wk 6
2/21
2/23
Continental Philosophy. Read and journal on ch 4
Co-facilitation on ch 4. Finish journaling on ch 4
Wk 7
2/28
Logic and Critical Thinking. Read and journal on ch 5. Indicate on RN which chapter (from 6-11)
of Noddings’ The Challenge to Care in Schools (CCS) you intend to read for the Term Project.
Co-facilitation on ch 5. Finish journaling on ch 5.
3/1
Wk 8
3/6
3/8
Wk 9
3/12-16 Spring break. Have a great time, including reading and journaling on PE ch 7 and reading: (1) your
selected chapter (from 6-11) of CCS and chs 4 & 12; (2) Holmgren’s The Essence of Permaculture
and/or Bell pp. 7-143, and/or other permaculture resources of your choice; and (3) PE pp. 231-245.
Wk 10 3/20
3/22
3/34-27
Wk 11 3/27
3/29
Epistemology and Education. Read and journal on ch 6.
Co-facilitation on ch 6. Finish journaling on ch 6. Assignment due: Part I of Reading Journal.
We may use the last 15 minutes of class for a “mid-term chat” to assess the course so far.
Philosophy of Social Science and Educational Research. Read and journal on ch 7. Discussion
and co-facilitation on ch 7.
Term project meetings. Come having read the 3 chapters of CCS (ch 4, the chapter of your choice
from chs 6-11, and ch 12), 2 permaculture resources, and PE pp. 231-245.
EAF Chicago trip to explore the social foundations of education in Chicago’s schools and
neighborhoods. Saturday 6:15am – Tuesday 7 or 8 pm.
No class due to Chicago trip. However, term project groups are encouraged to meet if they’re not
doing the trip. Otherwise or in addition, try to attend either the 1:30 Q&A session (room TBA) or
the 7pm lecture in Braden with educational historian Diane Ravitch, who will speak from her recent
book called The Death and Life of the Great American School System. See ISU calendar for details,
including location of 1:30pm session. This relates very much to ch 10 of PE.
Sharing and learning from the diversity of our Diverse Field Experiences Part I
Be prepared to share in class about your DFE and what you are learning from it. Logs due from
those doing service-learning. Start reading and journaling on ch 12.
Wk 12 4/3
4/5
Ethics and Moral Education. Read and journal on ch 8.
Co-facilitation on ch 8. Finish journaling on ch 8.
Wk 13 4/10
4/12
Social and Political Philosophy. Read and journal on ch 9. Chicago trippers DFE outcomes due.
Co-facilitation on ch 9. Finish journaling on ch 9.
Wk 14 4/17
Problems of School Reform and Multiculturalism and Cosmopolitanism.
Read and journal on chs 10 & 11.
Co-facilitation on chs 10 & 11.
Provide a progress report on your Term Project work on RN by 5pm.
4/19
4/20
Wk 15 4/24
4/26
Feminism, Philosophy, and Education. Read and journal on ch 12.
Co-facilitation on ch 12. Finish journaling on ch 12.
Wk 16 5/1
Term Project work session. Assignment due: Part II of PE Reading Journal (chs 7-12 and
philosophy of teaching statement and explanatory narrative).
Sharing and learning from the diversity of our Diverse Field Experiences Part II
Share (in class or, after class, on RN) what you have learned from your DFE, including about your
own cultural identity. Final logs and reflective essays/digital stories due from service-learners.
5/3
Wk 17 TBA
Term Project reports/performances/presentation/activities. When ISU’s final exam schedule is
available, you will see what day and time our final session is. Plan to be there the full time.