EDUC.
431-49NALYSIS
OF EDUCATION CONC•S
INTERSESSION 1981
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INSTRUCTOR: M. L. Herriman
Tuesday and Thursday, 4:30 - 8:20
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LOCATION: Campus
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Discussions about the theory and practice of education lead to a
consideration of fundamental issues in philosophy, the most
important being questions about knowledge (its content and
acquisition) and ethics (theories of value and social obligation).
This course will show the connection between philosophy and
education and attempt to show how philosophical analysis can aid
in clarifying and resolving educational issues. Emphasis will
be given to the centrality of concepts and conceptual structures
in theory building and argumentation. Further emphasis will be
given to issues of concern to the intending teacher.
TOPICS:
1.
Introduction to the philosophical study of education
Words, concepts and propositions
The language of education
Form and justification of arguments
2. Knowledge
The scope of epistemology
"Knowing how" and "knowing that"
Forms of knowledge
Knowledge as coming to know
3.
Learning
Learning as behaviour
Learning as activity
Learning as change in cognitive state
4.
Curriculum and education goals
Intriusic and extrinsic ends
Structure and content
Compulsory, core and open curricula
Curriculum and evolution of knowledge
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Some practical issues
I.Q. and assessment
Equality of opportunity
Student rights
RECOMMENDED READINGS:
WARNOCK, Mary; SCHOOLS OF THOUGHT; London, Faber; 1977
BOOKS ON RESERVE IN THE LIBRARY:
1.
HIRST, Paul; KNOWLEDGE AND CURRICULUM: London, R.K,P.; 1975
2.
BARROW, Robin; COMMONSENSE AND THE CURRICULUM; London, Allen
and Chuvier; 1976 ALSO Conneticut, Linnet Books; 1976
3.
DOWNIE, R.S. ; LOUDFOOT, Eileen M.; TELFER, Elizabeth;
EDUCATION AND PERSONAL RELATIONSHIPS; London, Methuen; 174
4.
NAGEL Thomas; MORTAL QUESTIONS; New York, Cambridge U, Press; 179
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SCHEFFLER, Israel; THE CONDITIONS OF KNOWLEDGE; Chicago,
U. of Chicago Press; 1965
REQUIREMENTS:
1.
A term paper
2. A topic report