S

S Educ. 433-4 Philosophical Issues in Curriculum

Educ. 833-5 Seminar in Social and Moral Philosophy and Education

REGULAR SEMESTER 1982 INSTRUCTOR: Dr. Tasos Kazepides

Tuesday, 4:30 - 8:20 LOCATION: on campus

The aim of this course is to demarcate the domain of moral education and to examine its nature and its various components. The course should he valuable to teachers, prospective teachers, educational administrators and all serious students of education. There are no prerequisites for this course.

COURSE REQUIREMENTS:

a) A short seminar presentation.

b) A term paper of about 15 typewritten double-spaced pages on a topic approved by the instructor. The paper is due one week before the last day of classes. Students may choose to write 2 or 3 shorter papers instead.

COURSE OUTLINE AND READINGS:

1. The normative character of education. (Peters, R.S., "The Justification of Education", handout)

2. Moral Education in relation to values cducation. (C-H-K, pp. 17-37)

3. Religion and Moral education (C-H-K, pp. 35-37)

4. The Logic of Value Clarification (handouts)

S. The form of moral experience a) Escapes from moral thinking (C-H-K, pp. 7-16) b) Amoralism, Subjectivism and Relativism

(Williams, B.; Morality, pp. 1-39., handout) c) Moral Principles and moral education (C-H-K, pp. 120-134)

6. Form and content in moral education a) The paradox of moral education (C-H-K, pp. 155-166) b) Moral procedures and moral education

Moral components and moral educationC-H-K, pp . 163-203

Form and content in moral education

7. Language and moral education (C-H-K, pp. 88-129)

8. Moral education and the emotions a) C-H-K, pp. 145-154 b) handout

REQUIRED TEXTS:

a) Cochrane, D.B., Hamm, D.M., Kazepides, A.C. (ed). The Domain of Moral Education, Toronto: The Ontario Institute for Studies in Education, 1979. (paperback)

b) handouts

SENATE COMMiTTEE ON UNDERGRADUATE Si. LES

SNEW COURSE PROPOSAL FORMS

uPc 8i-i.

1. Calendar Information Department: Education

Abbreviation Code: ED Course No.: 433 Credit Hours: 4 Vector: 3-1-f

Title of Course: Philosophical. Issues in Curriculum

Calendar Description of Course: This course examines fundamental philosophical issues involved in designing, evaluating, or changing educational curricula. Such issues as the nature and justification of educational curriculum, the components of a rational curriculum, the nature of knowledge and its differen-tiation, curriculum integration and the education of the emotions. The course also deals w:iLIi such current issues as the place of "behavioral objectives" iii education, the "I dd crriL" and the sociology of knowledge.

Nature of Course - SEE OUTLINE Prerequisites (or special instructions) Ed. 230 or equivalent or permission of instructor.

What course (courses), if any, is being dropped from the calendar if this course is approved: Ed. 431 Analysis of Educational Concepts.

2. Scheduling

how frequently will the course be offered: Twice yearly

Semester in which the course will first be offered? 1982/

3. Coals of the Course - To help students of education appreciate the important philosophical problems underlying curriculum development and understand the nature and components of rat i onal curriculum planning, in education. Such a task has become more urgent today with the emphasis that is being placed in local curriculum development.

4. Budgetary and Space Requirements (for information only)

What additional resources wi.i.l be required in the following areas:

Faculty None

Staff None

Library None

Audio Visual None

Space None

Equipment None

5. Approval

Date:

Department Chaman Dean

Chairman, SCUS

S

ED. - 433 PHILOSOPHICAL ISSUES IN CURRICULUM

I. COURSE OUTLINE

1. The philosopher's role in curriculum planning

2. The concept of Curriculum

3. The rational planning of curriculum

a) objectives b) content c) method

4. The nature of education

a) Education and knowledge b) Education as the development of mind c) Cognition and the emotions

5. The justification of curriculum content:

a) instrinsic value b) instrumental value c) the interest of the child

6. The nature of knowledge

a) the range of cognitive and educational concepts i) Knowing and believing ii) Teaching and learning

b) knowledge, truth, evidence, belief e) sociology of knowledge

7. The differentiation of knowledge and the curriculum

8. Curriculum "integration"

9. Current issues

a) the "core curriculum" b) the "hidden curriculum" c) the "behavioral objectives" movement

10. Curriculum assessment

ii

. .

II. INDICATIVE SOURCES

A. BOOKS - 1. ARCHMIBAULT, Reginald D. (ed.), Philosophical Analysis & Education London: R.K.P., 1965

2. BARROW, Robin, Radical Education: A Critique of Freeschooling and Deschooling London: Martin Robertson, 1978

3. BRENT, Allen, Philosophical Foundations for the Curriculum. London: Allen & Jnwin, 1978

4. BROUDY, Harry S. at al, Democracy and Excellence in American Secondary Education Chicago: Rand McNally & Co., 1964

5. DEARDEN, R. F. et al, (ad.), Education and the Development of Reason London: R.K.P., 1972

6. DIXON, Keith (ed.), Philosophy of Education and the Curriculum Toronto: Pergamon Press, 1972

7. DOYLE, James F. (ed.), Educational Judgments London: R.K.P., 1973

8. ELAM, Stanley (ed.), Education and the Structure of Knowledge Chicago: Rand McNally & Co., 1964

9. ENTWISTLE, Harold Child - Centred Education London: Nethueu & Co. Ltd., 1970

10. FITZGIBBONS, Robert E., Making Educational Decisions Toronto: Harcount Brace Jovanovich, Inc., 1981

11. HAMILTON, David Curriculum Evaluation London: Open Books, 1976

12. HAMLYN, D.W. Experience and the Growth of Understanding London: R.K.P., 1978

13. HAMLYN, D.W. The Theory of Knowledge London: MacMillan, 1971

II

2

S . Continued

. 2

14. HARRIS, Kevin Education and Knowledge London: R.K.P., 1979

15. HIRST, Paul H. Knowledge and Curriculum London: R.K.P., 1974

16. HIRST, P.H. and PETERS, R.S. The Logic of Education London: R.K.P., 1970

17. HOOK SIDNEY, et al (ed.), The Philosophy of the Curriculum: The Need for General Education Buffalo, N. Y.: Prometheus Books, 1975

18. JENKINS, David and SHIPMAN, Marten, D., Curriculum: An Introduction London: Open Books, 1976

19. BRUNER, Jerome S., The Relevance of Education New York: W.W. Norton & Co., Inc., 1973

20. BRUNER, Jerome S., The Process of Education Cambridge: Harvard Univ. Press, 1966

21. LANGFORD, Glenn & O'CONNOR, D.J. (ed.), New Essays in Philosophy of Education London: R.K.P. 1973

22. LEVIT, Martin (ed.) Curriculum Urbana Ill: Univ. of Illinois Press, 1971

23. LLOYD, D.I. (ed.) Philosophy and the Teacher London: R.K.P., 1976

24. MARTIN, Jane (ed.) Reading in the Philosophy of Education: A Study of Curriculum Boston: Allyn & Bacon, Inc., 1970

ki

3

I

S . Continued

3

25. MARTIN, Michael, Concepts of Science Education Glenview, Ill: Scott, Foresmew & Co., 1972

26. MOORE, T.W. Educational Theory: An Introduction London: R.K.P., 1974

27. NYBERC, David (ed.) The Philosophy of Open Education London: R.K.P., 1975

28. ORLOSKY, D.E. and SMITH, B.O. (eds.) Curriculum Development: Issues and Insights Chicago: Rand, McNally College Publishing Co., 1978

29. PASSMORE, John The Philosophy of Teaching Cambridge: Harvard Univ. Press, 1980

30. PETERS, R.S. Education and the Education of Teachers London: R.K.P., 1977

31. PETERS, R.S. (ed.) The Concept of Education London: R.K.P., 1967

32. PETERS, R.S. (ed.) The Philosophy of Education London: Oxford Univ. Press, 1973

33. POPPER, Karl, R. Obj ective Knowledge Oxford and the Clarendon Press, 1973

34. PRING, Richard Knowledge and Schooling London: Open Books, 1976

35. PUGNO, Lawrence & FORD, G.W. (eds.) The Structure of Knowledge and the Curriculum Chicago: Rand, McNally & Co., 1964

36. REYNOLDS, John and SKILBECK, Malcolm Culture and the Classroom London: Open Books

4

• Continued

4

S

S

37. SCHEFFLER, Israel Conditions of Knowledge Chicago: Scott, Foresman and Company, 1965

38. ScHEFFLER, Israel Reason and Teaching New York: The Bobbs - Merrill Co., Inc., 1973

39. SCHEFFLER, Israel (ed.) Philosophy and Education Boston: Allyn & Bacon, Inc., 1966

40. SCHEFFLER, Israel Science and Subjectivity New York: The Bobbs - Merrill Co., Inc., 1967

41. SCHOFIELD, Harry The Philosophy of Education London: Allen & Unwin Ltd., 1972

42. SMITH, B. Othanel, et al (eds.) fundamentals of Curriculum Development New York: Harcourt, Brace & World, Inc., 1957

43. SMITH, Ralph A. (ed.) Regaining Educational Leadership New York: John Wiley & Sons, Inc., 1975

44. SYNDEN, Benson R. The Hidden Curriculum Cambridge: The M I T Press, 1971

45. SOCHETT, Hugh Designing the Curriculum London: Open Books, 1976

46. SOLOMON, Robert C. The Passions New York: Double Day, 1976

47. TABA, Hilda Curriculum Development: Theory and Practice New York: Harcourt, Brace & World, Inc., 1962

El

5

S . Continued

.5

48. THOMSON, Keith and WHITE, John Curriculum Development: A Dialogue London: Pitman Publishing, 1975

49. TUSSMAN, Joseph Government and the Mind New York: Oxford University Press, 1977

50. WHITE, John Towards a Compulsory Curriculum London: Routledge and Kegan Paul, 1973

51. WARNOCK, Mary Schools of Thought London: Faber & Faber, 1977

52. WILSON, John Education in Religion & the Emotions London: Heinemann, 1971

53. WILSON, John Phflopy and Practical Education London, R.K.P. , 1977

54. YOUNG, Michael (ed.) Knowledge and Control London: Collier - MacMillan, 1971

B. JOURNALS -1. Educational Theor

2. Educational Philosophy and Theory

3. Journal of Philosoril-t y of Education

4. Philosophy of Education: Proceedings of the Education Society

5. Proceedings of the Philosophy of Education Societ of Great Britain

. S III. TYPICAL COURSE REQUIREMENTS

Typical course requirements for Ed. 433 might be as follows:

1) Required reading of two or three books and four or five selected essays.

Three excel-lent texts are:

a) Paul H. Hirst, Knowledge and Curriculum

b) Israel Scheffler, Conditions of Knowledge

c) John White, Towards a Compulsory Curriculum

Selected essays might include

a) R. S. Peters, "The Justification of Education"

b) R. Pring, "Curriculum Integration" in Peters (ed), The Philosophy of Education

c) Mary Warnock, "Curriculum Structure" (from Schools of Thought)

2) Extended essay of approximately 15 typed double-spaced pages on a tOJ)1C approved by the instructor.

3) One class presentation on required or recommended readings.

SENATE COMM I lii: F ON ITNI)ERURAl)tJAFE S ES urc 81-I..

• NlJ (:UIFFSEPHOPOSATFc)R•

1. Calendar Information Department: Education

Abbreviation Code: El) Course No.: 433 Credit Hours: 4 Vector: 3-].-

Title of Course: Philosophical issues in Curriculum

Calendar Description of Course: This course examines fundamental philosophical. issues involved in designing, evaluating, or changing educational curricula. Such issues as the nature and justification of educational curriculum, the components of a rational eirrieitl tim, the nature of knowledge and its differen-tiation, curriculum integration and the education of the emotions. The course also deals with such current issues as the place of "behavioral objectives" in education, the "It iddeiicurr ictil tint" and the sociology of knowledge.

Nature of Course - SEE OUTLINE Prerequisites (or special instructions) Ed. 230 or equivalent or permission of instructor.

What course (courses), If any, is being dropped from the calendar if this course is approved: Ed. 431 Analysis 01 Educational Concepts.

2. Scheduling

110w frequently will the course he offered: Twice yearly

Semester in which the course will first be offered? 1982/

3. Goals of the Course - To help students of education appreciate the important philosophical problems LIllderl.y lug curriculum development and understand the ia tu re and components of rat i ouia I. curr I en 'urn pl ann lug, in education. Such a task has liccoune more urgcuiL today with the emphasis that is being placed in local curriculum development.

4. j ndojeRequirements (for information only)

What additional resources will be required in the following areas:

Faculty None

Staff None

library None

Audio Visual. None •1

• None

Equipment None

5. Approval

Se 141 L. 6f Department Chamn ii l)ea n

- ---------Chairman, SCUS

•1

ED. - 433 PHILOSOPHICAL ISSUES IN CURRICULUM

I. COURSE OUTLINE

1. The philosopher's role in curriculum planning

2. The concept of Curriculum

3. The rational planning of curriculum

a) objectives b) content c) method

4. The nature of education

a) Education and knowledge b) Education as the development of mind c) Cognition and the emotions

5. The justification of curriculum content:

a) instrinsic value b) instrumental value

iW c) the interest of the child

6. The nature of knowledge

a) the range of cognitive and educational concepts 1) Knowing and believing

ii) Teaching and learning b) knowledge, truth, evidence, belief e) sociology of knowledge

7. The differentiation of knowledge and the curriculum

8. Curriculum "integration"

9. Current issues

a) the "core curriculum" b) the "hidden curriculum" c) the "behavioral objectives" movement

10. Curriculum assessment

r.

S S

II. INDICATIVE SOURCES

A. BOOKS - 1. ARCIIAMBAULT, Reginald D. (ed.), Philosophical Analysis & Education London: R.K.P., 1965

2. BARROW, Robin, Radical Education: A Critique of Freeschooling and Deschooling London: Martin Robertson, 1978

3. BRENT, Allen, Philosophical Foundations for the Curriculum. London: Allen & Jnwin, 1978

4. BROUDY, Harry S. et al, Democracy and Excellence in American Secondary Education Chicago: Rand McNally & Co., 1964

5. DEARDEN, R. F. et al, (ed.), Education and the Development of Reason London: R.K.P., 1972

6. DIXON, Keith (ed.), Philosophy of Education and the Curriculum Toronto: Pergamon Press, 1972

7. DOYLE, James F. (ed.), Educational Judgments London: R.K.P., 1973

8. ELAN, Stanley (ed.), Education and the Structure of Knowledge Chicago: Rand McNally & Co., 1964

9. ENTWISTLE, Harold Child- Centred Education London: Methueu & Co. Ltd., 1970

10. FITZCIBBONS, Robert E., Making Educational Decisions Toronto: Harcount Brace Jovanovich, Inc., 1981

11. HAMILTON, David Curriculum Evaluation London: Open Books, 1976

12. HANLYN, D.W. Experience and the Growth of Understanding London: R.K.P., 1978

13. HAMLYN, D.W. The Theory of Knowledge London: MacMillan, 1971

. .....2

[]

.

Coni i!Iu(d

1.4. UARR'l s, l',('.7L1

Idtic;it' imi and Knowledge. London: I.K.P. , .1979

I. 1111(51', I;uiI II. KiloWb2dgO and Curr iculiurn London : . K. P. , 1974

16. III 1(51', 11 .11. and PETERS, R.S. The Logic oi Education 11011(1011: N .K. P. , I970

1 7 . 10)1K 51 )N1'Y , et at (cd.), The Plii1oophv of the _Curriculum: '11w ht'c(.l I or Cenera 1 Educat [ RufI:i In, N. Y . : Prornetlueu; Books, 1975

18. JENKINS, David and SIITPNAN, Marten, 0. Ci.trr icuil urn: An Introduction I,OttdOul : iwu1 Rooks, 1.976

I'. I•IIliI, .II'I'OiIt( .

'II l I kva itt' U It! ur t liii a

New 'y' ot'L: W.W. Norton ' Co., Inc., .1973

O. UI1JNI:N, ,It'i'ouie S., The Process of Education (aurihr it1re: Harvard Univ. Press, 1966

21. IAN:I'OIw, Glenn & O'CONNOR, D.T. (d.)

in Phijosophy of Education I,oiitlon : N. K. P. 1973,

22. 1EV IT, Sari in ( ed . ) ('nrc iculum U1hana Ill: Univ. of Illinois Press, 1971

23. LI,eYI), I). I. Phil osojI and lIre Teacher

,ouiditn: R.IK.l'., 1976

MARTIN, lane (ed.) Neat1inginthtPhihe;ohyof Education: A 5 11(1 v of Curriculum Etc ). 00 : Allyn & Skull, I r: • , 1970

:.• . S Continued

25. MARTIN, MichaeL of Science Education

(:1.ciìv iew, 1 1. 1 : Scott, Fore;mcw & Co., 1972

26. MOORE, T.W. EducaLi.0n.11 Theory: An Introduction London : R . K . P. , 1974

27 Ny BLR(:, David (ed.) The PhLlosophy of Open Education London: R.K.P., 1975

28. oRLo;Ky , 0. E. and SM LTII, B.O. (eds.) Curriculum Development: Issues and Insights Chicago: Rand, McNally College Publishing Co., 1978

29. PASSMORE, John

JL2i of Teach ing Cambridge: Harvard Univ. Press, 1980

, N .S. F'(1uc1 L j00 and the Education of Teachers I.ondoii : N. K. P. 1977

:31. PETERS, K. S. ((.,.d.) The Concept of Education London : R . K. P. , 1967

32. (ed.) The Philoso phy of: Education London: Oxford Univ. Press, 1.973

33. POPPER, Karl, K. OjctivcKnowge Oxford and the Clarendon Press, 1973

34. FRI NC, Richard Knowledge and Schooling IA)fldoI) : Open Books, 1976

35. FLU;NO, lawrence FORD, C.W. (eds.) 1 2) ftdj1Lthe Curriculum. Cli icago : Rand, McNally & Co., 1.964

30. RE\'Nui,DS , Jul to and SKILI3 ECK , Malcolm Culture and the Classroom London: Open Books

If

. S I . • . 4

S Continued

. . . S S • 4

37. SCHEFFLER, Israel Conditions of Knowledge Chicago: Scott, Foresman and Company, 1965

38. SCHEFFLER, Israel Reason and Teaching New York: The Bobbs - Merrill Co., Inc., 1973

39. SCILEFFLER, Israel (ed.) Philosophy and Education Boston: Allyn & Bacon, Inc.,-1966

40. SCHEFFLER, Israel Science and Subjectivity New York: The Bobbs - Merrill Co., Inc., 1967

41. SCHOFIELD, Harry The Philosophy of Education London: Allen & Unwin Ltd., 1972

42. SMITH, B. Othanel, et al (eds.) fundamentals of Curriculum Development New York: Harcourt, Brace & World, Inc., 1957

43. SMITH, Ralph A. (ed.) Regaining Educational Leadership New York: John Wiley & Sons, Inc., 1975

44. SYNDEN, Benson R. The Hidden Curriculum Cambridge: The M I T Press, 1971

45. SOCHETT, Hugh Designing the Curriculum Lpndon: Open Books, 1976

46. SOLOMON, Robert C. The Passions New York: Double Day, 1976

47. TABA, Ililda Curriculum Development: Theory and Practice New York: Harcourt, Brace & World, Inc., 1962

. . S • S • 5

/

0

S Continued

......5

48. THOMSON, Keith and WHITE, John Curriculum Development: A Dialogue London: Pitman Publishing, 1975

49. TUSSMAN, Joseph Government and the Mind New York: Oxford university Press, 1977

50. WHITE, John Towards a Compulsory Curriculum London: Routledge and Kegan Paul, 1973

51. WARNOCK, Mary Schools of Thought London: Faber & Faber, 1977

52. WILSON, John Education in Religion & the Emotions London: Heinemann, 1971

53. WILSON, John Philosophy and Practical Education London, R.K.P., 1977

54. YOUNG, Michael (ed.) Knowledge and Control London: Collier - MacMillan, 1971

B. JOURNALS -1. Educational Theor

2. Educational Philosophy and Theory

3. Journal of Philosophy of Education

4. Philosophy of Education: Proceedings of the Education Society

5. Proceedings of the Philosophy of Education Society of Great Britain

k.

il

S S I I •J . I'liu.OJRSK 1<

Typical coursu requirements for Ed. 433 might be as follows:

1) Required read i ug of two or three hooks and four or five st 1 er t td i .;s ys.

Three excc1.1nt texts are:

a) Pat,] H. Hirst, Knowl edge and Curriculum h) Israel ShH I jor, c) John WO W, L, lowaudsa Compulsory Curriculum

Sc Icc ted essa ys m ight include a) J. S . 'eter::, "The Justif ication of Education''

b) R. Pr ing, "Curricu1,n, In tegration" in Peters (ed) The Phih so i y of Education

c) Mary Warnock, "Curriculum Structure" (from School^; (4 Thou 10

2) Extended essay of approximately 15 typed double-spaced pages on a topic approved by the instructor.

3) One c lass pruseWation on required or recommended S re;id i

0