Philosophy of Education

JOHN ABBOTT COLLEGE
Department of Humanities, Philosophy, and Religion
Course Outline

Philosophy of Social Science:
Philosophy of Education

Class Schedule

A. GENERAL INFORMATION

Program		Social Sciences 300.AO
Course Number		340-251-AB/1
Title		Philosophy of Social Science
Subtitle		Philosophy of Education
Day, time		MW - 1130 - 1300
Classroom number		SH-005
Workload		3 hours of class work combined with an average of 3 hours of study per week.
Number of credits		2.00
Competencies		CODE 022R To thoroughly analyze the human phenomenon of education. CODE 022S To apply the concepts of the discipline of philosophy to the understanding of the human phenomenon of education.
Prerequisite		World Philosophies, 340-100-AB
Semester		Winter 2004
Instructor		Wayne Paquette
Office		Hochelaga Annex, 105 (HA-105)
Office phone		(514) 457-6610 Local - 5162 Please leave a Voice Mail message.
E-mail		granpawayne@netaxis.ca
Web site		http://www.granpawayne.com/courses
Availability		Scheduled office availability
		M-W 9:00 - 10:00
		T-R 10:00 - 11:00
		Other times may be arranged with the instructor.

B. INTRODUCTION

Instructor's perspective:
   In this course the students shall participate in that long conversation which is philosophy. The fundamental topic for this course is independent critical thinking about the transmission of understanding, values, and truth.

Role and place of the course in the Social Sciences program:
   This course is a part of the specific education of the Social Science Program 300.A0.
   The objectives it seeks to achieve and the standards it applies in assessment are from among those objectives and standards specific to the program and common to all students.
   Generally it has the responsibility to impart to the successful student the ability to identify the contribution of knowledge related to Social Science disciplines to the understanding of the human phenomena.
   Specifically it is designed to prepare the student for university studies through instruction in the thorough analysis of the human phenomenon of education through the application of those concepts related to the discipline of philosophy that are appropriate to this analysis.

C. COURSE OBJECTIVES

On completion of this course the student will be able to:: - Recall, articulate, and understand the facts, concepts, theories, and methods of the discipline of philosophy that are applicable to the analysis of the phenomenon of education.[sss1]
- Analyze text/data.[ts3]
- Employ critical thinking.[ts6]
- Develop evidence based arguments.[ts1]
- Analyze a given issue, theme or phenomenon from the perspective of several theoretical approaches.[sss2]
- Synthesize various perspectives.[ts4]
- Formulate discipline based questions/problems.[ts2]
- Develop appropriate strategies to study concrete situations.[sss4]
- Evaluate methods and data.[ts5]
- Apply theory to concrete situations.[sss3]
- Articulate the meaning and value of informed, concerned, active citizenship, both locally and globally.[sss5]

D. COURSE CONTENT

- Part 2 Conceptions of Education
- Part 3 Education and Indoctrination
- Part 4 Teaching Critical Thinking
- Part 5 Controversy in the Classroom
- part 6 Democracy and Pluralism in Education
- part 7 Standards in Education
- Part 1 The Theory and Practice of Education
- Comprehensive Synthesis

Course Schedule:

COURSE SCHEDULE:

CLASS#01: JAN-19
Presentation of the course outline
and contents of the text.

CLASS#02: JAN-21
Intro to Part Two: Conceptions Of Education

CLASS#03: JAN-26
Reading comprehension assignments due:
3. Douglas Stewart.- Schooling as a Journey in Humanization
4. Jane Roland Martin. - Becoming Educated: A Journey of Alienation or
Integration?
5. Candace Jesse Stout. - The Art of Empathy: Teaching Students to Care
6. Maxine Greene. - Teacher as Stranger
7. Richard Rorty. - Education Without Dogma: Truth, Freedom, and Our
Universities

CLASS#04: JAN-28
Writing assignments/presentations due:
3.
4.

CLASS#05: FEB-02
Writing assignments/presentations due:
5.
6.
7.

CLASS#06: FEB-04
Intro to Part Three: Avoiding Indoctrination

CLASS#07: FEB-09
Reading comprehension assignments due:
8. Eamonn Callan. - Indoctrination and Parental Rights
9. Joyce Bellous. - Should We Teach Students to Resist?
10. Paulo Freire. - Reading the World and Reading the Word: An Interview with
Paulo Freire

CLASS#08: FEB-11
Writing assignments/presentations due:
8.
9.
10.

CLASS#09: FEB-16
Intro to Part Four: Thinking and Teaching.

CLASS#10: FEB-18
Reading comprehension assignments due:
11. Carl Sagan. - Wonder and Skepticism
12. Sharon Bailin. - Critical and Creative Thinking
13. Harvey Siegel. - Critical Thinking and Prejudice
14. Blythe Clinchy. - On Critical Thinking and Connected Knowing
15. Barbara Thayer-Bacon. - Constructive Thinking Versus Critical Thinking: A
Classroom Comparison

CLASS#11: FEB-23
Writing assignments/presentations due:
11.
12.

CLASS#12: FEB-25
Writing assignments/presentations due:
13.
14.
15.

CLASS#13: MAR-08
Intro to Part Five: Controversy in the Classroom.

CLASS#14: MAR-10
Reading comprehension assignments due:
16. Thomas E. Kelly. - Discussing Controversial Issues: four Perspectives on
the Teacher's Role
17. William Hare. - Propaganda in the Classroom: The Keegstra Case
18. Sheva Medjuck. - Re-Examining the Meaning of Freedom of Expression: the
Case of Malcolm Ross

CLASS#15: MAR-15
Writing assignments/presentations due:
16.
17.
18.

CLASS#16: MAR-22
Intro to Part Six: Democracy and Pluralism in Education

CLASS#17: MAR-24
Reading comprehension assignments due:
19. John P. Portelli. - Democracy in Education: Beyond the Conservative and
Progressivist Stances
20. Ann Margaret Sharp. - The Community of Inquiry: Education for Democracy
21. Heesoon Bai. - Cultivating Democratic Citizenship: Towards
Intersubjectivity
22. Eamonn Callan. - Common Schools for Common Education
23. Paul F. Bitting. - Cultural Paradigms, Philosophy and Education
24. Romulo F. Magsino. - Multiculturalism in Canadian Society: A Re-Evaluation

CLASS#18: MAR-29
Writing assignments/presentations due:
19.
20.
21.

CLASS#19: MAR-31
Writing assignments/presentations due:
22.
23.
24.

CLASS#20: APR-05
Intro to Part Seven: Standards in Education.

CLASS#21: APR-07
Reading comprehension assignments due:
25. Elliot W. Eisner. - Standards for Schools: Help or Hindrance?
26. Nel Noddings. - Thinking About Standards

CLASS#22: APR-12
Writing assignments/presentations due:
25.
26.

CLASS#23: APR-14
Intro to Part One: Theory and Practice

CLASS#24: APR-19
Reading comprehension assignments due:
1. Harold Entwistle. - The Relationship Between Educational Theory and
Practice: A New Look
2. Douglas J. Simpson. - The Relationship of Educational Theory, Practice,
and Research

CLASS#25: APR-21
Writing assignments/presentations due:
1.
2.

CLASS#26: APR-26
Reminder of criteria for the final essay

CLASS#27: APR-28

CLASS#28: MAY-03
Final roundtable on the course;
content & form.

CLASS#29: MAY-05
Final Paper due
Education; a critical inquiry into educational concepts, values, and
practices.

CLASS#30: MAY-10
Final Class:
Teacher Evaluation Questionnaire.
Verification of Mark Recorder.
Final Grade.

E. REQUIRED TEXT

Philosophy of Education: Introductory Readings. 3rd edition.
Edited by William Hare & John Portelli.
Published by Temeron Books Inc. Calgary, Alberta, 2001.
Cost approximately $35.00

F. BIBLIOGRAPHY

Not Applicable.

G. TEACHING METHODS

This course will make use of lectures, discussions, workshops, roundtables, seminars, and presentations, all in a basically informal atmosphere.

H. DEPARTMENTAL ATTENDANCE POLICY

Since attendance is an integral part of understanding and obtaining competencies in Humanities, Philosophy, and Religion courses, students who miss more than 20% of class time can fail unless there are legitimate reasons.
However, motivated absences are not a substitute for assignments or assessment activities that have been missed. All such work must be made up in order to complete the objectives of the course and to participate in the appropriate assessments.

I. EVALUATION PLAN

   Response Essay to Part 2 Conceptions of Education for 10%.
   Response Essay to Part 3 Education and Indoctrination for 10%.
   Response Essay to Part 4 Teaching Critical Thinking for 10%.
   Response Essay to Part 5 Controversy in the Classroom for 10%.
   Response Essay to Part 6 Democracy and Pluralism in Education for 10%.
   Response Essay to Part 7 Standards in Education for 10%.
   Response Essay to Part 1 Theory and Practice for 10%.
   Final Summative Essay ; Comprehensive Synthesis for 30%.

J. COURSE COSTS

Approximately $ 35.00

K. COLLEGE POLICY ON CHEATING AND PLAGIARISM

The College's policy on cheating and plagiarism, as set forth in the Institutional Policy on the Evaluation of Student Achievement (IPESA), will be strictly adhered to.

Briefly: any part of the material which is submitted that is from another author, whether it be a direct quotation of another author, a paraphrasing of another author's original text, or a summation of the author's original ideas, that material must be referenced. Give credit where credit is due."

The elaborations of the competencies CODE 022R and CODE 022S are Based on:

SOCIAL SCIENCE PROGRAM
GUIDELINES FOR SECOND LEVEL SKILLS
(WORKING DOCUMENT)
Approved by Social Science Program Committee
February 8, 2002

[sss] social science skills
[ts] transferable skills