PHI 370-05: PHILOSOPHY OF EDUCATIONS
SPRING 2000
Classes: EN 236, R 07:35 p.m. - 10:05 p.m.
Dr. Krystyna G6rniak-Kocikowska
Philosophy Department
Tel.: 392-6784
e-mail: gorniak~scsu.ctstateu.edu
Office: Red Bird 8-6
Office hours
Tue 1:50pm- 4:30pm
Thu 6:10pm - 7:20pm
Fri 11:40am - 12:50pm
If you have a particular disability-related need in order to participate in this course, such as: special seating, note-taking assistance or modified examination conditions, please let me know as soon as possible so that appropriate accommodations can be made.
Attn.: In the classroom, all telephones and pagers must be turned-off.
COURSE DESCRIPTION:
The basic purpose of this course is to examine some of the implications of philosophical ideas for educational theory and practice. John Dewey's philosophy of education will be discussed extensively. Students will get acquainted with some of the major philosophical traditions of the western culture, and with the impact these traditions have on the ideas of education. Special attention will be devoted to various theories of human nature. We will discuss how these theories influenced education. Great deal of attention will be devoted to the question of the impact computer technology has on education. This should help the students in better understanding of the basic ideas of and the challenges to education in present days.
DEPARTMENT EDUCATION OBJECTIVES:
1. Careful, close textual reading of primary sources.
2. Critical thinking skills --- skills of argumentation (as learned in Logic). Skills of written expression; ability to make adequate references to scholarly text; articulate expression and communication.
3. Introducing students to important traditions of thought (philosophical content).
4. Ability to relate course material to real life situations (e.g., Applied Ethics in the classroom situation).
5. Encourage students to become aware of and to question unexamined assumptions and values.
COURSE OBJECTIVES:
Course Objectives comply essentially with the Department Education Objectives presented above. The basic course objectives are:
1. To introduce students to some of the major problems, ideas and trends in the history of Philosophy of Education. Reading of primary sources will be here of major significance.
2. To improve critical thinking skills through discussions of the ideas in Philosophy of Education. Students should learn to critically examine present ideas and trends in the theory and practice of education (esp. in the USA), to create their own proposals, and to present rational, well-documented arguments.
3. To examine the links between concepts of education and people's life.
4. To encourage students' work on the clarification of their own philosophy of education."
5. To critically examine the assumptions and values on which concepts of education are based.
6. To make students responsive to the changes in their environment, and to make them better prepared
for the life in the global society of the future.
7. To improve reading and writing skills.
TEXTBOOKS:
Required:
John Dewey: Democracy and Education
Leslie Stevenson (ed.): The Study of Human Nature
Also required are all the hand-outs students will receive during the term.
Recommended:
Leslie Stevenson: Ten Theories of Human Nature
THEATRE PLAY:
Required:
William Shakespeare: Twelfth Night
The play will be performed by Crescent Players in Lyman Center:
Mar. 6, 7, 8, 9,10 @8:00 pm
Mar.11, ~ 3:00 pm.
Tickets: $10 General Public;
$8 Faculty/Staff, Senior Citizens, Groups;
$6 Students with valid ID
All Seats Reserved
Performed on Main Stage
Recommended Films (for extra credit papers):
The Animal Farm; Dangerous Minds (the feature film, not the TV series); Good Will Hunting; Gulliver's Travels; Hoop Dreams; Inherit the Wind; The Lion King; The Lord of Flies (any version, although the original seems to me to be the best one); The Miracle Worker; Mister Holland's Opus; The Mosquito Coast; Pinocchio (Disney version); The Renaissance Man; Stand And Deliver.
COURSE REQUIREMENTS:
1. Assigned readings and all other requirements should be completed in advance of class sessions for which they were assigned.
2. Students are expected to participate actively in class, by introducing information, raising questions, expressing a point of view, etc. The activity in class will weight heavily on the final grade. You might be called upon to answer questions about assigned reading or part of the lecture.
3. The instructor's information (lecture) is a mandatory part of your study. You will be required to know the material presented in the above mentioned way. Therefore, it is in the student's own best interest to attend classes regularly and to ask questions.
4. There will be frequent quizzes during the semester. The quizzes will be unannounced.
5. Students will be required to write three papers (final exam paper included). Papers should be typewritten double spaced. Allow margins of about 2 inches on top and 1-1.5 inches all around. For bibliography, endnotes and/or footnotes use MLA format - see St Martin's handbook (in standard use in the English Department). Get into the habit of writing your papers ahead of time; this will allow you to review them.
Paner # 1: March 1, at least 750 words (3 pages)
Analyze John Dewey's concept of education. Show the connections between his philosophy.of ~s~aħi~.n and other areas of his philosophy.
Pacer # 2: April 5, at least 750 words (3 pages)
Choose one of the philosophers you became acquainted with during this semester. Is the concept of human nature presented in William Shakespeare's Twelfth Night similar or contrary to the views of this philosopher? How would you teach about it?
Final Daoer: May 17, 09:30 p.m., at least 1250 words (5 pages)
Analyze the impact of computer technology on education as presented by Esther Dyson. Compare her views with the views of one of the philosophers you became acquainted with in the first half of this semester; show the similarities and differences. Compare Dyson's views with the views of John Dewey; is Dyson following Dewey's tradition? (Prove that you are right.)
Reminders:
_ Remember to make sure everything you say is pertinent to the subject of the paper.
_ Remember to title your paper.
_ When you copy the words of another, put those words in quotation marks and acknowledge the source (see Handbook for format). When you paraphrase another's words, use your own words and sentence structure and acknowledge the source. Plagiarism is theft! You will fail this course, if you will plagiarize.
_ In general, avoid long quotations. At best, they introduce an alien pattern into your writing and are difficult to integrate. Quote only when the evidence loses its impact when paraphrased.
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5. Students are encouraged to write short papers for extra credit. The instructor will suggest the topic of an extra-credit paper, usually related to problems discussed in class. However, the students, too, are welcome to suggest the topic of an extra credit paper. If you are particularly interested in certain problems, please discuss with me the way of addressing this problem in your extra credit paper(s) before you start to write. Students should use the recommended movies as a point of reference.
GRADING:
Students will be rewarded for their achievements. You will collect points toward your final grade. The activities listed below will give you an opportunity to collect points:
1. Each class attended is worth 2 points (maximum 28 points). In a case of class cancellation you won't lose the points. However, you cannot get points for being present, if you did not attend a class that actually took place. In order to obtain your 'lost" attendance points you can write an extra credit paper, have an oral presentation, participate very actively in class, etc. Each student is permitted to be absent in class twice without losing points.
2. Each of the two shorter papers will be worth up to 15 points.
3. The quizzes will be worth 15 points total.
4. The final paper will be worth up to 27 points.
SIn-class activity will be a crucial factor in the overall assessment of a student, and can contribute significantly to the student's final grade (up to one full grade, i.e., a "C-" could become a 'B-").
6. Extra credit papers, oral presentations, and so forth, will be granted points depending on the quality of the work (usually 0.5-4 points). Hand-written papers won't be accepted. Papers submitted on discs (WP for PC or MAC) or e-mailed are welcome. These papers have to meet all the standards of academic writing.
FINAL GRADES:
45 points or less = F
46 - 50 points =
51 - 55 points = D
56 - 60 points =
61 - 65 points = C-
66 - 70 points = C
71 - 75 points = C+
76 - 80 points = B81 - 85 points = B
86 - 90 points = B+
91 - 95 points = A-
96-100 points = A
More than 100 points A+