Salem Community College Course Syllabus. Course Title: History and Philosophy of Education. Course Code: EDU110

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1 Salem Community College Course Syllabus Course Title: History and Philosophy of Education Course Code: EDU110 Lecture Hours: 3 Lab Hours: 0 Credits: 3 Course Description: This course examines the history and philosophy of education in America from colonial times to the present. Current trends and contemporary problems as well as the science and art of teaching are examined. Students will have an opportunity to explore various aspects of education to assist in career decision-making. Prerequisite: EDU 101 Place in College Curriculum: ED 110 is a required course for all students pursuing the A.A. degree in Liberal Arts with an Education Option. The ED 110 course may also be utilized as an open elective for students in other degree programs.

2 Course Content Outline I. Historical Roots of Education a. Education in Preliterate Societies b. Education in Ancient Greece c. Education in Ancient Rome d. Influence of Arabic Learning on Western Education e. Medieval Culture and Education f. Classical Humanism of the Renaissance g. Religious Reformation and Education h. Influence of the Enlightenment on Western Education II. Pioneers in Educational Theory a. Comenius: The Search for a New Method b. Locke: Empiricist Educator c. Rousseau: The Natural Person d. Pestalozzi: Theoretician and Experimenter e. Herbart: Moral and Intellectual Development f. Froebel: The Kindergarten Movement g. Spencer: Utilitarian Education h. Dewey: Learning through Experience i. Montessori: Preplanned Experiences j. Counts: The New Social Order k. Piaget: Developmental Psychologist l. Hutchins: Liberal Educator III. Historical Development of American Education a. The Colonial Period 1. New England Colonies 2. Middle Atlantic Colonies 3. Southern Colonies b. Early Nationhood 1. Franklin 2. Jefferson 3. Webster c. Rise of Universal Education 1. Common Schools 2. Horace Mann 3. Catharine Beecher

3 d. The Secondary School Movement 1. The Academy 2. The High School e. American Colleges and Universities f. Education of Minorities 1. African-Americans a. Washington b. DuBois c. Bethune 2. Native Americans 3. Hispanic Americans 4. Asian Americans g. Postwar Era Trends in Education IV. Philosophical Roots of Education a. Special Terminology 1. Metaphysics 2. Epistemology 3. Axiology b. Idealism and Its Teaching Implications c. Realism and Its Teaching Implications d. Perennialism and Its Teaching Implications e. Essentialism and Its Teaching Implications f. Pragmatism and Its Teaching Implications g. Progressivism and Its Teaching Implications h. Social Reconstructionism and Its Teaching Implications i. Existentialism and Its Teaching Implications V. Legal Aspects of Education a. The Court System b. Teachers' Rights and Responsibilities 1. Testing/Investigation of Teaching Applicants

4 2. Contracts and Tenure 3. Due Process and Tenure 4. Freedom of Expression 5. Academic Freedom 6. Liability and Negligence 7. Reporting Child Abuse 8. Educational Malpractice 9. Copyright Laws c. Students' Rights and Responsibilities 1. Freedom of Expression 2. Due Process, Suspension and Expulsion 3. Search and Seizure 4. Discipline and Punishment 5. Sexual Harassment and Molestation 6. Student Records and Privacy Rights 7. Compulsory Attendance and Home Schooling d. Religion and the School 1. Prayer and Bible Reading 2. Religious Symbols 3. Religious Groups 4. Pledge of Allegiance 5. Religious Objections to Curriculum 6. Government Support of Non-Public Schools e. Students/Teachers with HIV Infection/Aids f. Affirmative Action and Educational Equity VI. Current Issues in American Education a. Governance and Administration b. School Finance c. Culture and Socialization d. Social Class, Race, Gender and School Achievement e. Opportunity and Equity f. Aims, Goals and Objectives g. Curriculum and Instruction h. Multiculturalism and International Education i. Outcomes, Effectiveness, and Educational Reform Course Performance Objective #1 The student will demonstrate an understanding of the social, intellectual, cultural, and religious forces that have contributed to the development of educational theory and practice.

5 1. Recognize and analyze the significant forces that have shaped education in Western societies. 2. Identify how leading educators of the past have defined knowledge and learning. 3. Describe the development of formal schooling in relation to general historical trends. 4. Identify and exemplify the most significant educational contributions/developments in specific historical timeframes. 5. Recognize and exemplify the influence of religious beliefs upon the development of formal education. 6. Identify and analyze persistent issues in education. 7. Analyze who received formal education during specific historical times, and why these individuals were the recipients of educational benefits. Course Performance Objective #2 The student will compare and contrast the thoughts of significant educational theoreticians and analyze their relevance to current educational practice. 1. Identify major theorists from the 18th, 19th and 20th centuries who developed pioneering curricular or methodological innovations. 2. Analyze the degree to which new ideas from these major theorists have been incorporated into the mainstream of American educational theory and practice. 3. Describe and exemplify changing conceptions to the following questions: What is knowledge? What is the purpose of schools? Who should attend? How should teaching and learning be carried out? Course Performance Objective #3 The student will identify and analyze the unique social, intellectual, political, and religious influences that have contributed to the development of education in the American experience. 1. Describe how European educational ideas and institutions were altered in the American environment. 2. Analyze the relationship between political democracy and public schooling in the

6 American context. 3. Describe the characteristics of and influences that led to the rise of universal education. 4. Explain the origin and development of American secondary schools. 5. Explain the origin and development of American higher education. 6. Describe the struggle to provide educational opportunities for minorities in the American experience. 7. Identify and describe the contributions of significant educators who were/are members of minority groups. 8. Identify and discuss issues related to education in a pluralistic and multicultural society. Course Performance Objective #4 The student will be able to compare and contrast the origins and the relevance of the major philosophical foundations of American education. 1. Discuss the relationship between philosophy and education. 2. Identify essential characteristics of the following systems of educational philosophy: idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and social reconstructionism. 3. Analyze the relevance of these educational philosophies on current practice. 4. Articulate his/her own educational philosophy. Course Performance Objective #5 The student will be able to discuss significant legal issues relevant to educational practice with reference to major court cases that have defined these issues. 1. Describe the functioning of the state and federal court system regarding education. 2. Identify and describe significant rights of both teachers and students with reference to specific court rulings. 3. Identify and describe significant responsibilities of both teachers and students with reference to specific court rulings. 4. Identify and analyze significant court rulings regarding the following: religious activities in schools, religious objections to curriculum and policies, public

7 support for nonpublic schools, the rights and responsibilities of students/teachers with HIV infection, and the rights of students/teachers with disabilities. 5. Evaluate legislative and judicial mandates with regard to educational opportunity and educational equity. Course Performance Objective #6 The student will develop the ability to evaluate current issues in education and formulate personal, professional opinions that reflect knowledge of opposing viewpoints. 1. Differentiate between the local, state, and federal government roles in public education. 2. Compare and contrast the roles of school boards, school superintendents, school principals, and other district administrators. 3. Distinguish among the major governmental sources of financial support for education: local, state, and federal. 4. Identify and analyze the implications on education of major trends affecting the family, the school and mass media. 5. Discuss and analyze problems related to peer groups and sex roles experienced in schools. 6. Identify and discuss relationships between social class, race/ethnicity, home environment, social class and educational achievement. 7. Describe the traditional and revisionist positions regarding the aims of education and the role of schools in American society. 8. Describe the concepts of multiculturalism and cultural pluralism. 9. Describe some of the opportunities and problems in providing equal educational opportunities for students with disabilities. 10. Differentiate between subject-centered and student-centered curriculum. 11. Describe research-based approaches to effective teaching. Section V Outcomes Assessment: A college-wide outcomes assessment program has been put into place to enhance the quality and effectiveness of the curriculum and programs at Salem Community College. As part of this assessment program, the learning outcomes for this course will be assessed. Assessment methods may include tests, quizzes, papers, reports, projects and other instruments. Copies of all outcomes assessments are available in an electronic assessment bank maintained by the Institutional Research and Planning Office.

8 Course Activities: The teaching-learning activities for ED 110 include class lectures, audiovisual presentations, student participation in class discussions, assigned readings, topical research leading to the presentation of comparative reports or a research paper, and evaluative measures including an analysis of the student's most significant educational influences. Course Requirements: The student will be required to complete homework reading assignments, to participate in classroom discussions, to work independently on library research assignments, to submit written assignments on time, and to take three in-class tests. Means of Evaluation: Please refer to the instructor s syllabus addendum (to be distributed in class) for specific information regarding the course requirements and means of evaluation. Attendance Policy: Regular and prompt attendance in all classes is expected of students. Students absent from class for any reason are responsible for making up any missed work. Faculty members establish an attendance policy for each course and it is the student s responsibility to honor and comply with that policy. Academic Honesty Policy: Students found to have committed an act of academic dishonesty may be subject to failure of this course, academic probation, and / or suspension from the college. See the Student Handbook for additional details. ADA Statement: If you have a 504 Accommodation Plan, please discuss it with your instructor. If you have any disability but have not documented it with the Disability Support coordinator at Salem Community college, you must do so to be eligible for accommodations. To contact the Disability Support Coordinator, call , or to set up an appointment. To find out more information about disability support services at Salem Community College, visit Required Text: For textbook information, please see the Salem Community College Bookstore Website.

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