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Course Details

Course Details

Course Code: EDUC500 Course ID: 2783 Credit Hours: 3 Level: Graduate

This course explores the underlying principles and philosophical foundations of teaching and education and examines how teachers function on the basis of a set of assumptions and beliefs regarding what they teach, how they teach, and to what end they teach. Candidates will consider the origin, tensions and arguments surrounding the character of American education. They will also explore their own assumptions and gain a critical understanding of the philosophical foundations by entering into conversation with others that have also engaged in a deep exploration of the perennial human questions as they pertain to the conceptualization and practice of education. Prominent philosophies that underlie current educational thought and practice of education/teaching are also examined.

Course Schedule

Registration Dates Course Dates Session Weeks
01/25/21 - 07/02/21 07/05/21 - 10/24/21 Summer 2021 Session A 16 Week session
04/26/21 - 10/01/21 10/04/21 - 01/23/22 Fall 2021 Session A 16 Week session

Current Syllabi

After successfully completing this course, students will be able to:

  1. Engage in informed discussion on some of the significant individuals, practices, and ideas in the history of education and explain how various educational philosophies relate to the historical-political-economic-cultural milieus in which they originated.
  2. Provide some justifications for the study of history and philosophy of education, and give examples of how the study of history and philosophy of education has application to developing one's pedagogical theory and practice.
  3. Critically interpret original texts, concepts, topics, and case studies that concern the history and philosophy of education.
  4. Compare and contrast various educational philosophies, the views of various educational theorists, and the historical significance of their contributions.
  5. Identify the implications of various philosophies on educational development and teaching practices.
  6. Describe ways in which the philosophical orientation of a classroom teacher finds its way into his or her teaching methods and curriculum decisions.
  7. Prescribe strategies for schools and teachers to promote democratic values and the understanding and appreciation of cultural diversity.
  8. Reflect on and present a critical analysis of topics in the history and philosophy of education.
  9. Articulate your philosophy of education as a reflection of your commitment to lifelong learning.
  10. Use a case as a launching point to discuss course concepts and examine educational practices.

Concept Papers

Synthesis, analysis, reflection, and critical thinking of topics discussed in the course allow you as students to develop a theoretical and practical understanding of material. Concept papers provide you with an opportunity to take a short, but intense, look into a particular area of philosophy and education. There are two (2) concept papers for this course, each a minimum of two (2) pages and a maximum of three (3) pages double spaced, written in APA format (i.e. written in third person as appropriate, in-text citations). Please provide an APA formatted Title page and Reference page, each of these are not included in the prescribed length.

Concept Paper 1: Areas of Philosophy
Due: Week 2, Day 7, 11:55PM, EST

Describe each area of philosophy; metaphysics, epistemology, axiology, and logic and discuss how each is connected to education. Additionally, provide an example of the connection between the four areas of philosophy to issues educators and educational leaders are currently facing in education today. (A very abbreviated example: Axiology is an area of philosophy that deals with ethics and aesthetics. Whether or not there should be prayer in American public schools is a question currently, and often heatedly, discussed amongst many groups, including policy makers and educators. The debate over the issue is based in axiology.)

Concept Paper 2: Ideology in Education
Due: Week 8, Day 7, 11:55PM, EST

Define ideology and ideology in education. Briefly explain how ideology is linked to education. Briefly summary either the 1983 report A Nation At Risk or the 2001 No Child Left Behind Act (NCLB) (only choose one). Analyze and discuss how either provides illustration of the connection between ideology and educational philosophy. Utilize either the “A Nation at Risk” website link or the “No Child Left Behind” website link listed below in the Additional Readings section. Connect educational philosophies to your chosen item.

Philosophy Chapter Group Presentation

Chapter 2 - Idealism Due Week 2 Day 7
Chapter 3 - Realism Due Week 3 Day 1
Chapter 4 - Pragmatism Due Week 4 Day 1
Chapter 5 - Existentialism Due Week 5 Day 1
Chapter 6 - Postmodernism Due Week 6 Day 1

Groups will be assigned by the Instructor during the first week of the course.

Summary, analysis, and synthesis of information found in the chapters of the textbook are vital to learning and understanding different philosophies of education. Additionally, working with our peers in this course not only provides an opportunity to strengthen our teamwork skills but also allows us to learn from each other and gain different perspectives on concepts and theories. This assignment requires students to forms groups and be responsible for an assigned chapter from the Gutek text. Groups, size dependent on number of students in the class and set the first week of class, will choose from one of the following chapters: Idealism; Realism; Pragmatism; Existentialism; or Postmodernism.

PowerPoint presentations, and additional supporting materials, should be designed with the intent for students to utilize the information as a reference and be able to keep in their portfolio. Therefore, the presentation should be in depth without being just a summary of the chapter, provide analysis, and synthesis in addition to having the following components: ask probing questions; include examples of theory put into practice; cover issues related to the idea of education, the school, the role of teachers, administrators, students, parents, and educational leaders, the issue of curricula, and how the theory deals with change. Please cite references using APA format and follow best practices guidelines (i.e. font no smaller than 20 point, no red font color, maximum of six lines per slide) for creating the PowerPoint.

Groups will send the PowerPoint presentation to me on dates to be assigned with the intent that the presentation will be made available to the class for the week discussion focuses on that particular philosophy. Discussion on the board for the week of the assigned chapter may include questions based on the group presentation.

Journal Critique
Due: Week 12, Day 7, 11:55PM, EST

Being able to summarize, analyze, and critique works of others are skills useful both in the classroom and in the professional world. For this assignment you are to choose one journal article from the list below:

Bauman, M. G. (2007). The double consciousness of community colleges. Chronicle of

Higher Education, 54(9), 66-66.

Bednarz, S. W., Chalkley, B., Fletcher, S., Hay, I., Heron, E. L., Mohan, A., & Trafford, J.

(2008). Engagement for student learning in geography. Journal of Geography in

Higher Education, 32(1), 87-100.

Beyer, C. J., & Davis, E. A. (2008). Fostering second graders’ scientific explanations: A

beginning elementary teacher’s knowledge, beliefs, and practice. Journal of the

Learning Sciences, 17(3), 381-414.

Elisasser, C. W. (2008). Teaching educational philosophy: A response to the problem of

first-year urban teacher transfer. Education & Urban Society, 40(4), 476-493.

Feinberg, W. (2007). Grappling with the good: Talking about religion and morality in

public schools. Educational Philosophy & Theory, 39(7), 783-786.

George, M., & McLaughlin, D. (2008). Re-framing mainstream assessment. Tribal College

Journal, 19(4), 18-22.

Holly, C., Legg, T. J., Mueller, D., & Adelman, D. S. (2008). Online teaching: Challenges

for a new faculty role. Journal of Professional Nursing, 24(4), 254-258.

Holt, N. L., Tink, L. N., Mandigo, J. L., & Fox, K. R. (2008). Do youth learn life skills

through their involvement in high school sport? A case study. Canadian Journal

of Education, 31(2), 281-304.

Kehrwald, B. (2008). Understanding social presence in text-based online learning

environments. Distance Education, 29(1), 89-106.

Perry, L., Lennie, C., & Humphrey, N. (2008). Emotional literacy in the primary

classroom: teacher perceptions and practices. Education 3-13, 36(1), 27-37.

Trae, S. (2008). Comparing the intended and the perceived: Administrator expectations

and student perceptions of teacher roles in Catholic service-learning. High School

Journal, 91(4), 59-76.

Zur, S. S., & Johnson-Green, E. (2008). Time to transition: The connection between

musical free play and school readiness. Childhood Education, 84(5), 295-300.

**(All articles are accessible through the Educational Research Complete database in EBSCO Host)

Summarize and analyze the article while providing connections to educational philosophical theories, theorists, ideologies, and concepts. Within your critique, offer synthesis and reflection in relation to any specific practical real world applications discussed. Offer insight, as applicable, into how the article views schools, students, teachers, curriculum, educational leaders, and education as a whole from an educational philosophical context.

Paper should be written in APA format with title page, text pages, and reference page. The critique should be double spaced, no less than three pages and no more than five pages in length, excluding title and reference pages. Provide a copy of the article with your assignment. If you find another journal article you wish to critique, please contact me so I may review the request.

Classroom Observation Paper
Due: Week 14, Day 7, 11:55PM, EST

You will need to complete an observation project during this course. The Classroom Observation Paper will be due at the end of the 14th week. You will need to visit with your cooperating teacher for a minimum of ten hours. During this time observe how they interact with the students and classroom. Take notes and record examples that outline their particular teaching style. Think back to the different philosophies you’ve learned over last 14 weeks, does your supervising teacher hit the nail on the head as an idealist or is it a cooler approach like the Pragmatists out there? Take a guess at their philosophy toward education. Do you see it influencing their teaching style? Take note of any cues that helped you make your decision. Around hour seven (7), have a talk with your teacher and hear how they see their philosophy and how it relates to their practice.

Submit a paper that looks at both your original observations and how they compared or contrasted with those that the teacher saw as their philosophy. Where you correct in your original observation? Now compare and contrast it to your philosophy of education. How would your teaching style imitate or differ from your cooperating teacher?

The paper should be in APA format, double-spaced, and between five (5) and seven (7) pages in length.

Philosophy of Education Research Paper
Due: Week 15, Day 7, 11:55PM, EST

The Philosophy of Education Research Paper assignment provides you with the opportunity to reflect and critically think about your own thoughts, values, beliefs, and overall philosophy of education. Throughout the course you should note points in the readings, and other supplemental materials, that discuss and illustrate philosophies of education that you may or may not agree with. From these points, and other reflections, you can begin to develop the outline of your own education philosophy. In addition, your philosophy paper will be an integral part of your portfolio. This paper will serve as a cornerstone for your Masters work as well as provide a basis for documents you may need to provide in your professional career.

For this assignment, as with all others, please use the APA format. Exceptions to the third person rule of APA are made so long that you use first person sparingly when discussing your own philosophy. The paper, a minimum of eight (8) pages and a maximum of 12 pages double spaced, should have a title page, abstract page, and reference page along with the text.

The research paper needs to include the following: Describe a philosophy or philosophies you ascribe to, explain why and be specific; incorporate values and beliefs you hold; discuss, in relation to your own philosophy, the purposes of education, role of schools in society (local, national, and international), the role of the student, the role of parents, the role of teachers/instructors, the role of administrators, and the role of educational leaders. As you examine your philosophy include why you believe what you believe and how you know what you know (where did these ideals come from). Some other and more specific topics to consider for your philosophy are: how should curriculum and instruction be developed and by who; classroom management issues; school management and administration issues; diversity of and in education, how should education deal with change, how education is part of lifelong learning, and who should be educated. Your focus may be K-12, higher education, adult education, or a combination of any of the three areas.

As this is a research paper you are required to utilize the textbook as well as outside sources (i.e. journals, other textbooks, articles, and credible internet sites) to illustrate, provide example, and support your points.

Most importantly be true to yourself – this is your philosophy!

APA Formatting

For all projects please use APA formatting. For those not familiar with APA format for writing and publishing, please review this website and consider the purchase of the APA Publications Manual currently in its fifth edition.

Due Dates

For the purposes of this course all forum postings and assignments are due no later than 11:55PM, EST on the day due.

The success of this course depends on our ability to have read the assigned readings closely, to have thought carefully about the points raised or ignored by authors, and to bring to the group your questions and concerns about their theses and positions into the discussions groups. Prior to each class I will post Announcements and outline the focus of the subsequent session and direct your reading. Having prepared the readings prior to class ensures your productive participation.

Classes will typically begin with a question I have posed the previous week. We should work to achieve conversational exchanges with each other, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.
In all participation and assignments I am looking for evidence of:

• substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;
• critical contemplation, i.e., "grapple" with issues and topics;
• appropriate use of knowledge learned;
• imaginative thinking and responses to challenges/problems/issues;
• exploring underlying assumptions about education and schooling;
• clarity of expression and logical connection among ideas expressed;
• writing that reflects precise and concise thinking;
• excellent writing mechanics - grammar, syntax, and spelling.

In addition to the required course text the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note Web site addresses are subject to change.

A Dictionary of Philosophical Terms and Names

A Nation at Risk

American Educational Research Association (AERA)

American Transcendentalism Web

BBC Religion

BBC Religion & Ethics

Human Subjects

National Center for Education Statistics

From the Institute of Education Sciences (U.S. Department of Education)

National Education Association (NEA)
Educational Statistics page

No Child Left Behind (NCLB)

U.S. Department of Education (DOE)

No Child Left Behind (NCLB) Act

U.S. Department of Education (DOE)

Organization for Economic Co-operation and Development (OECD),2987,en_2649_201185_1_1_1_1_1,00.html

Philosophy of Education Society

Resources Page

Project Gutenberg

Democracy and Education: An Introduction to the Philosophy of Education by John Dewey

Stanford Encyclopedia of Philosophy Main Page

Stanford Encyclopedia of Philosophy

Philosophy of Education Page

Stanford Encyclopedia of Philosophy

The John Dewey Society for the Study of Education and Culture

Thinkers on Education

From UNESCO’s International Bureau of Education

University of California – Los Angeles (UCLA) Graduate School of Education & Information Resource Page for Education and Philosophy:

Selected Bibliography

American Association of University Women (2001). Hostile hallways. Washington, D.C.: Author. [Executive Summary and Major Findings]

Berliner, D. C., & Rosenshine, B. V. (1987). Talks to teachers. Random House.

Carnoy, M. (2000). School choice? Or is it privatization? Educational Researcher, 29(7), 15-20

Cruickshank, D.R. (1987). Reflective teaching: The preparation of students of teaching. Reston, VA: Association of Teacher Educators.

Dewey, J. (1916) Democracy and education: An introduction to the philosophy of education. New York: The Free Press.

Ellis, A. K., Cagan, J. J., & Howey, K. R. (1991). Introduction to the foundations of education. (3rd edition). Englewood Cliffs, NJ: Prentice- Hall Inc.

Howe, K., Eisenhart, M. & Betebenner, D. (2001). School choice crucible: A case study of Boulder Valley. Phi Delta Kappan (October). [manuscript version]

Lipman, M., Sharp, A. M. & Oscanyan, F. S.(1980). Philosophy in the classroom. (2nd ed.) Philadelphia: Temple University Press.

Manno, B., Finn, C., & Vanoureck, G. (2000). Beyond the schoolhouse door: How charter schools are transforming public schools. Phi Delta Kappan, 81(10), 736-744.

Mc Neil, L. (2000). Creating new inequalities: Contradictions of reform. Phi Delta Kappan, 81(10), 728-735.

Noll, J.W. (1995). Taking sides: Clashing views on controversial educational issues (8th ed.). The Dushkin Publishing Group, Inc., Connecticut.

Ozmon, H.A. and Craver, S.M. (1999). Philosophical Foundations of Education. 6th ed. Upper Saddle River, NJ: Merrill.

Reed, A. & Bergemann, V.E. (1995). In the classroom: An introduction to education (2nd ed.). Connecticut: The Dushkin Publishing Group.

Rich, J. M. (1992). Foundations of education: Perspectives on American education. New York: Macmillan Publishing Company.

Spring, J. (1999). Wheels in the head: Educational philosophies of authority, freedom, and culture from Socrates to human rights (2nd ed.). N.Y: McGraw Hill.

Tuckman, B. W. (1988). Conducting educational research (3rd ed.). New York: Harcourt Brace Jovanovich.

Weissglass, J. (2001). Racism and the achievement gap. Education Week, 20. (3), 72, 49.

Zehr, M. (2001). Schools grew more segregated in 1990s, report says. Education Week, 20. (3), 16-17

Book Title:Philosophical, Ideological, and Theoretical Perspectives on Education, 2nd ed.
Publication Info:Pearson
Author:Gerald L. Gutek
Unit Cost:$106.22
Electronic ISBN:9781269730082
Electronic Unit Cost:$35.00

Previous Syllabi

Not current for future courses.