moral ed course

SOUTHERN CONNECTICUT STATE UNIVERSITY

EDF 655 (02)

Foundations of Moral Education

Spring 1999

Dr. Jacque Ensign Class meetings: Thurs. 5-7:30

Office: Davis 230 Room: DA 141

Phone: 392-6442 Fax: 392-5927

E-mail: ensign@scsu.ctstateu.edu (preferable way to reach me and get a response)

When you e-mail me, on subject line put your name, EDF655, and subject of message.

Office Hours:(best to make appointment as sometimes I meet outside my office due to space problems)

CATALOG COURSE DESCRIPTION

Issues, comparative approaches to education for morality.

COURSE REQUIREMENTS AND EVALUATION CRITERIA

required readings:

Kidder, Tracy. Among Schoolchildren. New York: Avon Books, 1989.

Paley, Vivian . You Can't Say You Can't Play. Cambridge, MA: Harvard University Press, 1992.

Primus casebook ISBN#0-390-999946

Tyco readings book for EDF 655, available at Tyco, order ahead

a choice of one of the following (groups to be decided in second class)

DeVries, Rheta and Betty Zan. Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education. New York: Teachers College Press, 1994.

Lickona, Thomas. Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam, 1991.

Stephenson, Joan, Lorraine Ling, Eva Burman, Maxine Cooper. Values in Education. New York: Routledge, 1998.

Fertman, Carl I., George P. White, and Louis J. White. Service Learning in the Middle School: Building a Culture of Service. Columbus, Ohio: National Middle School Association, 1996.

Fine, Melinda. Habits of Mind: Struggling Over Values in America's Public Schools. San Francisco: Jossey-Bass, 1995.

Requirements and Evaluation Criteria

Assessment will be an integral part of weekly course work. Students will be evaluated on the basis of:

1) Journal (typed) and class participation based on journal and readings: follow the guidelines for each week's assignment. Bring the journal to class as we will use it during discussions. Assignments may be written in prose, note, or graphic form as long as they are clearly understandable. The journal is to be handed in on weeks 6 & 14. 60%

2. Help lead a group-led report and discussion of one of the books and topics for the end of the course. Allow time for this report and discussion, for accompanying video, and for case analysis in which the group will help lead the class in the case analysis, giving extra input in the area of knowledge. In order to assist in leading the class discussion on the book, each participant is expected to provide a single-spaced typed one -two page summary of the main ideas of the work selected, identify three to five quotations which are interesting and worthy of discussion, and formulate three questions for the class to consider. The summary, quotations, questions, and any insights that you may have about the book are to be typed and submitted to the professor at the end of the presentation. 40%

Note: attention to critical and creative reflection on content as well as to written mechanics will both be considered seriously in grading written work.

MODES OF INSTRUCTION

Course activities include discussion of readings, case studies, oral presentations, and films. Course participants are expected to substantially participate in class discussions and team-lead one class session during the term.

ATTENDANCE AND SUBMISSION OF ASSIGNMENTS POLICY

Unless there are extenuating circumstances, students are expected to be at every class for the entire two and a half hours. Assignments are to be typed and be turned in on the day due. Late assignments are unacceptable. If you have to miss a class, you may mail, fax, or e-mail the assignment so that it is in my hands by the beginning of class.

If class is canceled for any reason, please come to the next class prepared for both that class and the canceled one.

Evaluation Criteria

I expect quality. Don't mistake my flexibility as meaning I accept half-done work. Papers are to be thoughtful, well-organized, and polished mechanically. Working hard is expected- it is not grounds for a higher grade. I use the following guides for final grades:

A = Exemplary completion of all assignments. Excellent class participation.

B = All assignments completed but not as thoughtful and thorough as for A.

Few errors in written mechanics. Good class participation.

C = Most assignments completed or all completed but notable problems. More than two absences except extenuating circumstances. Minimal class participation.

D = Partial assignments completed or all completed but major problems.

Alive but not kicking much.

F= Unsatisfactory

JOURNALS AND WWW ADDRESSES RELEVANT TO THIS COURSE

A journal differs from a magazine in the way articles are reviewed, and in the level of scholarship of the articles. Journals are usually peer-reviewed, rather than using only the editor. BE VERY CAREFUL OF WHAT YOU USE ON THE WEB! One source of on-line journal articles is EbscoHost. To reach this, use http://csulib.ctstateu.edu, then go into Databases, then into EbscoHost, then limit the search to Peer Reviewed and Full Text.

Some journals that often feature moral education articles:

Ethics

The Philosophical Forum

Common Knowledge

The Journal of Moral Education

Educational Theory

<http://www.uic.edu/~lnucci/MoralEd/index.html> Studies in Moral Development and Education, University of Illinois at Chicago.

COURSE OUTLINE

Class format each session: 5:00 to 5:15 will be time for groups to meet to plan their group-led report, and also to debrief for the day's case analysis. Expect class to last until 7:15 every session (rather than a formal break, students may walk out for drinks or restroom, and may eat in class. This allows us to end the class earlier since some of you have to travel to the next class.)

January 28: What is Moral Education? What do we mean by moral students and schools?

introduction to the course

case study in class: In Primus casebook: "Debby Bennett"

February 4: Looking for the Moral

readings for class:

in Tyco reader: Jackson, Phillip, Robert Boostrom, and David Hansen. The Moral Life of Schools. San Francisco: Jossey Bass, 1993, 1-15, 24-31, 36-44.

Vivian Paley, "You Can't Play: The Habit of Rejection," You Can't Say You
Can't Play 3-30.

Journal assignment due for Feb. 4: Take two of the categories of morality in schools from The Moral Life of Schools and note all the evidences for these two categories that you see in this chapter of Paley's book.

in class: sign-up for group reports. Before class, look at the 5 book choices and rank your top three choices. We will divide the class evenly into groups so please be prepared for adjustments during sign-up.

February 11: Theories of Moral Development I: Kohlberg, Robert Coles

readings for class:

in Tyco reader: McCormick, Christine B. and Michael Pressley. Educational Psychology: Learning, Instruction, Assessment. New York: Addison Wesley Longman, 1997, 221-226.

Vivian Paley, "The Inquiry: Is It Fair? Will It Work?," You Can't Say You
Can't Play, 33-77.

Extra reading possibility for this and all future weeks: http://www.uic.edu/~lnucci/MoralEd/index.html

Journal assignment: Note and reflect on evidences for and/or against Kohlberg's theory in Paley's "The Inquiry: Is It Fair? Will It Work?"

in class: video, "Robert Coles On Moral Development"

February 18: no class. Meet with your group to plan final presentation. Take this week to get ahead in your readings since Kidder's book is lengthy.

Februay 25: Theories of Moral Development II: Noddings

readings for class:

in Tyco reader: Noddings, Nel. "Introduction," "Caring," "Getting Started in Schools," The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press, 1992, xi-xiv, 21-27, 173-180.

Vivian Paley, "The New Order Begins," "It is Easier to Open the Door," You Can't Say You Can't Play 81-134.

Journal assignment: Note and reflect on evidences for and/or against Noddings theory of caring in Paley's "The Inquiry: Is It Fair? Will It Work?"

in class: video, "Common Miracles"

also introduction to writing case analysis

March 4:Why Moral Education?

readings for class:

Tracy Kidder, Among Schoolchildren, 1-71.

Journal assignment: ISSUE: Identify one issue, problem, or dilemma present in this reading. PERSPECTIVES: For this issue, describe how the teacher, Chris Zajac, and how a student view this issue. KNOWLEDGE: For this issue, list any practical or theoretical knowledge you think might be relevant to this issue, drawing on your own knowledge as well as readings, films, and information so far in this course. Also list several questions addressing what you might want to know more about the situation before you could make some action if you were Chris Zajac.

Journal due: turn in all work so far in course

video: Moral Development & footage of Mulgram's research

March 11:

readings for class:

Tracy Kidder, Among Schoolchildren, 72-193

in class: video, "See Dick and Jane Lie, Steal, and Cheat"

March 18:

readings for class:

in Tyco reader: Tappan, Mark B. and Lyn Mikel Brown. "Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education," Harvard Education Review. 59, 182-201.

Tracy Kidder, Among Schoolchildren, 197-258

Journal assignment: ISSUE: Identify one issue, problem, or dilemma present in this reading. KNOWLEDGE: For this issue, list any practical or theoretical knowledge you think might be relevant to this issue, drawing on your own knowledge as well as readings, films, and information so far in this course. Also list several questions addressing what you might want to know more about the situation before you could make some action if you were Chris Zajac. ACTIONS: Based on what you know about best practice and the knowledge listed above, describe 2 possible courses of action you might take if you were Chris Zajac.

in class: video, "Ethics in America: Cheating"

March 25: Spring Break

April 1:

readings for class:

Tracy Kidder, Among Schoolchildren, 261-331

Journal assignment: ISSUE: Identify one issue, problem, or dilemma present in this reading. ACTIONS: Based on what you know about best practice and knowledge about moral education, describe 2 possible courses of action you might take if you were Chris Zajac. CONSEQUENCES: Predict the likely results, both the positive and negative, of proposed actions.

in class: Computer Moral Ed material: "Lying, Cheating, Stealing" grades 5-10

April 8: Moral Classrooms, Moral Children

group-led report and discussion of DeVries, Rheta and Betty Zan. Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education. New York: Teachers College Press, 1994.

readings for class:

in Tyco reader: Lamme, Linda Leonard, Suzanne Lowell Krogh, and Kathy Yachmetz. Literature-Based Moral Education: Children's Books and Activities for Teaching Values, Responsibility, and Good Judgment in the Elementary School. Phoenix, AZ: Oryx Press, 1992, 1-22.

in Primus casebook: "Carol Brown"

Journal assignment: For the case, "Carol Brown," analyze the case using the following:

ISSUE: Identify one issue, problem, or dilemma present in this case. PERSPECTIVES: For this issue, describe how two of the participants might view this issue. KNOWLEDGE: For this issue, list any practical or theoretical knowledge you think might be relevant to this issue, drawing on your own knowledge as well as readings, films, and information so far in this course. Also list several questions addressing what you might want to know more about the situation before you could make some action if you were the teacher. ACTIONS: Based on what you know about best practice and the knowledge listed above, describe a possible course of action you might take if you were the teacher. CONSEQUENCES: Predict the likely results, both the positive and negative, of proposed action.

in class: video, Computer Moral Ed CD ROM: "Taking Responsibility" grades K-4

April 15: Character Education

group-led report and discussion of Thomas Lickona. Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam, 1991.

readings for class:

in Tyco reader: "Moral Literacy and the formation of Character" William Bennett, address to Harvard Club, NYC, 1986 SL Fed Doc ED1.31012:280760

Alfie Kohn. "How Not to Teach Values: A Critical Look at Character Education." Phi Delta Kappan. Feb. 1997, 78 (6), 428-439.

in Primus casebook: "Steve Chandler"

Journal assignment: For the case, "Steve Chandler," analyze the case using the following:

in class: video, "Thomas Likona: Character Education, Restoring Respect and Responsibility in Our Schools"

April 22: The Ethics of Teaching

no class meeting as Jacque is presenting a paper in Montreal.

Class is to be done on the Internet, using NICENET to submit your journal analysis.

assignment due on electronic submission at http://129.105.114.23 .Click "join a class," enter your key for the class and the screen should say EDF 655. Enter your name and make up a password. In optional: ***enter your full name so you are credited with this assignment. Also enter your e-mail so you get a copy of instructions and your password. Key into assignments due and submit (you may cut and paste from your word processing). Print a copy of what you submit and include in your journal for final grading. Before April 27, respond to at least one other student's submission, giving constructive feedback.

readings for class:

in Tyco reader: Kenneth Strike and Jonas Soltis, "Punishment and Due Process," The Ethics of Teaching. New York: Teachers College Press, 1998, 21-31.

in Primus casebook: "David Burton"

Journal assignment: For the case, "David Burton," analyze the case using the following:

April 29: Approaches to Moral Education in Other Countries

group-led report and discussion of Stephenson, Joan, Lorraine Ling, Eva Burman, Maxine Cooper. Values in Education. New York: Routledge, 1998.

readings for class:

in Tyco reader: Okihara, Yutaka. "The Wide-ranging Nature of the Japanese Curriculum and Its Implications for Teacher-training," Comparative Education. 1986, 22 (1), 13-18, on ERIC EJ 338001.

in Primus casebook: "Mark Siegel"

Journal assignment: For the case, "Mark Siegel," analyze the case using the following:

in class: video, "Preschool in Three Cultures"

May 6: Service Learning

group-led report and discussion of Fertman, Carl I., George P. White, and Louis J. White. Service Learning in the Middle School: Building a Culture of Service. Columbus, Ohio: National Middle School Association, 1996.

reading for class:

in Primus casebook: "Chris Kettering"

Journal assignment: For the case, "Chris Kettering," analyze the case using the following:

ISSUE: Identify one issue, problem, or dilemma present in this case. PERSPECTIVES: For this issue, describe how two of the participants might view this issue. KNOWLEDGE: For this issue, list any practical or theoretical knowledge you think might be relevant to this issue, drawing on your own knowledge, outside readings, as well as readings, films, and information so far in this course. Also list several questions addressing what you might want to know more about the situation before you could make some action if you were the teacher. ACTIONS: Based on what you know about best practice and the knowledge listed above, describe a possible course of action you might take if you were the teacher. CONSEQUENCES: Predict the likely results, both the positive and negative, of proposed action.

video: Joan Shine on service learning

May 13: Political Problems with Moral Education

group-led report and discussion of Melinda Fine. Habits of Mind: Struggling Over Values in America's Public Schools. San Francisco: Jossey-Bass, 1995.

reading for class:

in Primus casebook: "Kate Sullivan"

Journal assignment: For the case, "Kate Sullivan," analyze the case using the following:

ISSUE: Identify one issue, problem, or dilemma present in this case. PERSPECTIVES: For this issue, describe how two of the participants might view this issue. KNOWLEDGE: For this issue, list any practical or theoretical knowledge you think might be relevant to this issue, drawing on your own knowledge as well as readings, films, and information so far in this course. Also list several questions addressing what you might want to know more about the situation before you could make some action if you were the teacher. ACTIONS: Based on what you know about best practice and the knowledge listed above, describe 2 possible courses of action you might take if you were Kate. CONSEQUENCES: Predict the likely results, both the positive and negative, of proposed actions.

Journal due: turn in all work in course, including what was submitted March 4

in class: video, "The Wave"

May 20: Course Wrap-up