Bishop s University School of Education. EDU 102: Philosophy of Education. Fall 2011

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1 Bishop s University School of Education EDU 102: Philosophy of Education Fall 2011 Professor: Anthony Di Mascio Office: N303 Office Hours: MW 13:00 14:30 and by appointment anthony.dimascio@ubishops.ca Phone: x Course Description The course will focus upon philosophical ideas as they are applied to educational problems. Students will undertake a critical inquiry into several philosophical schools of thought with the view of developing a personal philosophy of education. Each school of thought will be examined in light of its essential elements and basic principles as well as how each has influenced educational theory and practice. Questions of ethics are central to the course. Required Reading Curren, Randall (2006). Philosophy of Education: An Anthology. Oxford, UK: Blackwell Publishing Ltd. Evaluation 40% Papers (Competencies 1, 2, 11, 12) 20% Participation (Competencies 1, 2, 11, 12) 10% (Competencies 1, 2, 3, 4, 8, 11, 12) 30% Final Exam (Competencies 1, 2) Paper 1 (Due before class on September 26, maximum 1000 words) Imagine that the Ministère de l'éducation, du Sport et Loisirs just appointed Plato, Jean-Jacques Rousseau, and John Dewey to report to a special committee in charge of reforming the school system. What problems would each identify with the current system? What reforms would they propose? Which of the three would you agree with? Why?

2 Paper 2 (Due before class on October 17, maximum 1000 words) In light of the lectures, readings, and on teaching and the role of the teacher, consider the qualities that you believe constitute the model of a good teacher. Identify three qualities of good teaching that you believe to be your most developed, and explain why. Identify three qualities of good teaching that you believe to be your least developed, and explain what you will do to strengthen these qualities in yourself. (It may help to examine the twelve professional competencies laid out by the Ministère de l'éducation, du Sport et Loisirs). Paper 3 (Due before class on November 7, maximum 1000 words) After reading John Taylor Gatto s The Seven-Lesson School Teacher, do you agree with his claims about the hidden curriculum of mass schooling? Answer this question by reflecting on your own experience as a student, giving examples that either support or refute Gatto s argument. As a teacher, are you bound to teach the hidden curriculum? Paper 4 (Due before class on November 28, maximum 1000 words) Reflecting on the questions of equality and diversity, explain some of the individual and cultural differences that you believe should have accommodations made for in the curriculum and in the classroom. What are some of the individual and cultural differences for which you do not believe accommodations should be made? Why? Participation Participation, in classroom and online, forms a central component of this course. Based on the week s assigned readings, you will be expected to think critically about the ideas and issues surrounding education, and to reflect upon these ideas and issues among your peers. I expect that you will engage yourself in these by asking relevant questions about the readings, providing critical feedback, formulating your own answers to problems and issues raised by me and your classmates, and by generally demonstrating an understanding of the key concepts covered in this course. The classroom will carry into an online forum, in which I expect you to equally participate. In small groups, you will be expected to lead the online component of our discussion for a given week. Within 24 hours after our classroom discussion, you will provide a summary of what was discussed in class, identify the themes and questions that were not raised, and pose questions, concerns, and topics that will serve to guide our online discussion for the week. Final Exam The final exam will test your knowledge and understanding of the key topics, themes, concepts, and ideas covered in this course. It will be composed of short answer and/or essay questions.

3 Schedule of Classes Date Topic Readings Sep 7 Sep 12 Sep 14 Sep 19 Sep 21 Sep 26 Sep 28 Oct 3 Oct 5 Oct 10 Oct 12 Oct 17 Oct 19 Course Introduction History of Educational Philosophy I History of Educational Philosophy II What is Education? What is Teaching? * Paper 1 Due Knowing and Learning Thanksgiving Film and : The Mind of a Child Curriculum: Purpose, Process, and Assessment * Paper 2 Due Chapters 2, 5, 6, 42 Chapters 9, 10, 11 Chapters 35, 36, 37 Chapters 46, 47, 48 No Readings Chapters 57, 58, 60 Oct 24 The Question of Authority Chapters 17, 18, 19, and Oct 26 Gatto Article Oct 31 Nov 2 Nov 7 Nov 9 Nov 14 Nov 16 Nov 21 Nov 23 Nov 28 Nov 30 The Question of Equality The Question of Diversity * Paper 3 Due The Politics of Education Film: We Are The People We ve Been Waiting For Chapters 25, 26, 27 Chapters 29, 30, 33 Chapters 22, 23 No Readings Broader Moral Implications of Education * Paper 4 Due Chapters 20, 39, 40

4 Competency Development and Demonstration Competencies Selected Key Features Focus for Instruction Demonstration of Competency 1. To act as a professional inheritor, critic, and interpreter of knowledge or culture when teaching students Adopts a critical approach to subject matter Casts a critical look at his or her own origins, cultural practices, and social role Critical analysis of readings / feedback in classroom 2. To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching Is able to take up a position, support his or her ideas and argue his or her subject matter in a consistent, effective, constructive, and respectful way during Communicates ideas concisely using precise vocabulary and correct syntax Classroom and online 3. To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study Selects and interprets subject-specific knowledge in terms of the aims, competencies, and subject content specified in the program of study Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socio-economic and cultural differences), needs and special interests of the students when developing teaching/learning situations 4. To pilot teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the program of study Provides students with the resources they need to take part in the learning situations Encourages teamwork 8. To integrate information and communications Uses ICT effectively to search for, interpret, and communicate

5 technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes information and to solve problems 11. To engage in professional development individually and with others. 12. To demonstrate ethical and responsible professional behaviour in the performance of his or her duties Takes stock of his or her competencies and takes steps to develop them using available resources Reflects on his or her practice (reflective analysis) and makes the appropriate adjustments Understands the values underlying his or her teaching Respects the confidential nature of certain aspects of his or her work Avoids any form of discrimination toward students, parents, or colleagues Classroom and online Classroom and online Professionalism As developing teachers, students are expected to demonstrate professional conduct in this course at all times. Such conduct implies respecting others by maintaining appropriate confidentiality, being punctual, and contributing to the learning of the classroom community. Students should note that professional conduct is a condition for success in this course. Students whose overall professional behaviour is unsatisfactory will be referred to the Review Committee of the School of Education. Please refer to the School of Education s Statement on Ethics as a guide for appropriate conduct. Please also note Competency 12 of the Ministry of Education s Teacher Training: Orientations and Professional Competencies (2001). Important Course Requirements Attendance Attendance in this course is compulsory. In the event of an anticipated absence, please contact the professor in advance. If you miss a class unexpectedly due to illness, please contact the professor as soon as possible after the absence.

6 Submission of assignments Assignments must be submitted on time. Late assignments will be penalized. Late submissions due to medical reasons must be supported by a doctor s note. All work must be typewritten unless otherwise indicated. According to the policy of the School of Education, no extra work to increase grades may be submitted. Quality of language Work must be submitted or presented in correct English. Work that is unsatisfactory because of writing or language errors will not be evaluated. Please note that help with writing can be obtained from the Writing Centre. Please also note the following stipulations with regard to Teacher Training Competency #2: According to the Ministry of Education s Teacher Training: Orientations and Professional Competencies (2001), linguistic competency is vital for teachers; therefore it is absolutely essential that all students in this course work towards a mastery of the language of instruction. Specifically, the Ministry notes that a teacher should be able to master the rules of oral and written expression so as to be understood by the linguistic community and, as well, should be able to express him or herself with the ease, precision, efficiency and accuracy expected by society of a teaching professional (p. 67). As part of the effort to ensure that students meet this language requirement, an assessment of the quality of English will be an important component in the evaluation of all written and oral work submitted for grading. Further, whenever it is apparent that a student will need extra help to attain the required level of linguistic proficiency, she or he will be directed to seek it. Academic integrity Work submitted or presented must be your own. Any material taken from other sources for the completion of assignments must be documented accordingly, using APA style. Bishop's University has a strict policy on plagiarism, a form of academic dishonesty. Students are advised to read closely the definition of plagiarism in the Academic Calendar and are warned to be careful to acknowledge any use of another author s work or ideas. These rules hold true for online writing as well as other forms of written documents and.