S ?
.
EDUCATION
431-4
PHILOSOPHICAL FOUNDATIONS FOR THE CURRICULUM
(ANALYSIS OF EDUCATIONAL CONCEPTS)
EDUCATION
836-5
ADVANCED SEMINAR IN EPISTEMOLOGY AND EDUCATION
SPRING,
1981 ?
INSTRUCTOR: Dr. Tasos Kazepides
CAMPUS
?
Wednesdays
4:30 - 8:20
This course deals with the most fundamental questions that lie behind any attempt to
design, evaluate or change an educational curriculum. The course should be valuable to
educators and prospective teachers as well as to all those persons who have a serious
interest in the study of education.
COURSE REQUIREMENTS:
a)
A short seminar presentation
(200/
of grade)
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
(800/
of grade).
COURSE OUTLINE:
1. Problems in defining "curriculum".
2.
?
Justifying curriculum descisions.
3.
Educational aims and objectives.
4.
What are "Behavioural objectives"?
5.
What is the "Hidden curriculum"?
6. Forms of knowledge and modes of experience in the curriculum.
7.
The "Sociology of knowledge" (What is it? What are the educational implications of
cultural relativism?)
8.
What knowledge is of most worth?
a)
utilitarian arguments
b)
the transcendental argument
c)
a proposal
9.
Could there be a justification for a compulsory core-curriculum?
10. What is curriculum integration?
REQUIRED TEXTS:
1.
PRING, Richard; KNOWLEDGE AND SCHOOLING; London: Open Books;
1976
(paperback)
2.
WHITE, John P.; TOWARDS A COMPULSORY CURRICULUM; London: Routledge and Kegan Paul;
1973
3.
Handouts