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tlJUCATjON 4.5b
EDUCATIONAL THEORY AND THEORY CRITICISM
Summer 1979 ?
S.C. de Castell
May 7 - June 15
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623 Building 1
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Th. 4:30-8:30 ?
291-3627
The central concerns of this course will be (1) the nature of
educational theory, and (2) the relation between educational theory
and practice. Works in philosophy, psychology, and sociology which
have had a significant impact on educational theorizing will be read
and discussed. The critiques of eucational theories will be
approached from the perspectives of both philosophical analysis
and sociological theory, with particular attention being paid to the
presuppositions of the theories examined, about the nature of the
child, society, and knowledge.
The intended outcome of the course is that students will be
able to formulate and defend criteria for educational theories,
develop a coherent view of the relation between theory and practice
in education, and will have acquired, as a result of their investi-
gations into the major educational theories of the past, the
conceptual and methodological tools to critically evaluate currently
emerging educational theories.
OUTLINE:
1. The Nature of Educational Theory:
1)
What is "theory"? What is "educational theory"?
2)
The theory-practice nexus.
2. The Major Theories:
1)
Education as knowledge of the good: Plato
2)
Education and human nature: Rousseau
3)
Progressive education for "growth": Dewey
4)
Liberal educational theory: Hirst, Peters, et al.
3. Empirical Contributions to Educational Practice:
1)
Conditioning and learning: Skinner
2)
The Importance of Psychoanalytic theory for education:
Freud.
3)
Learning and Cognitive Development: Piaget.
4. Sociological Perspectives on Educational Practice:
1)
Education as
socialization:
Durkheim
2)
Education as
Indoctrination:
Marxist Critiques: ?
Althusser
3)
Educational
Theory and Social
Change: ?
Young ?
et ?
al.
S
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REQUIREMENTS:
Students will be asked to read extensively and to attend
twelve sessions of four hours each. Each session will involve
a lecture by the instructor, a student-presented expository paper,
and a short critical paper, to be followed by discussion. Each
student will be asked to prepare for the group, one short expOsitory,
paper, and one short critical paper. A full length critical essay
is to be submitted in the second week of June. There will be no
examination for this course.
List of Indicative Readings:
1.
P.H. Hirst, "Educational Theory" in J.W. Tibble (ed) The Study
of Education London: Routledge and Kegan Paul, 1966.
2.
D.J. O'Connor, "The Nature of Educational Theory" in Proceedings
of the Philosophy of Education Society ofGreat Britain 1972
3.
S.C. de Castell
?
H.S. Freeman, "Education as a Socio-Practical
Field: The Theory-Practice Question Re-Formulated" in Journal
ofPhilosophy of Education, London, 1978.
4.
Plato: The_Republic,Penguin Paperback Edition
$-. J.J. Rousseau, EmileJ.M. Dent
?
Sons Ltd, Everyman Lib. London
1969.
6
?
J. Dewey, Democracy and Education,The Free Press, Collier MacMillan
Canada Ltd., 1964.
P.H. Hirst,
"Liberal Education and the Nature of Knowledge" in
J.W. Tibble
(ed)
?
The Study of Education, ?
Routledge and Kegan
Paul, London 1966
8. B.F. Skinner, Walden 11
9.
S. Freud, "The Case of Little Hans" in the Pelican Freud Library,
Penguin Books, U.K.
JO. J. Piaget, The
Language:
Thought of The Child.
'11. B. Durkheim, Education and Sociology, The Free Press, Collier
MacMillan Canada Ltd., Toronto 1968.
12.
Bowles ?
Gintis, Schooling in Capitalist America, Routledge and
Kegan Paul, London 1976.
13. L. Althusser, "Idealogy and Idealogical State Apparatuses"
Lenin and Philosophy and Other Essays, New Left Books, London 1971
14.
M. Young and G. Whitty, Society, State and Schooling, The Falmer
press, U.K. 1977
15.
I. Illich, De-Schooling Society, Calder and Boyars, London 1971.
16. P Friere, Education for Critical Consciousness, The Seabury Press,
N.Y. 1973.
.2. ?
.
paper, to be followed by discussion. Each student will be asked to prepare
for the group, one short expository paper, and oheshortcritica1 paper. A
full length critical essay is to be submitted in the second week of June.
There will be no examination for this course.
List of Indicative Readings:
1.
P.H. Hirst, "Educational Theory" in J.W.Tibble (ed) The Study of Education
London: Routledge and Kegan Paul, 1966
2.
..D.J.00onnor, "The Nature of Ecluc.ational Theory" in Proceedings of the
Philosophy of Eduaation Society of Great Britain 1972
3.
S.C. de Castell & H.S. Freeman, "Eduaation as a Socio-Practical Field:
The Theory-Practice Question Re-Formulated" in Journal of Philosophy of
iEducation , London.1978j
4.
Plato: The Republic Penguin Paperback Edition
?
6. ?
J. J.-Rousseau, Emile J.M. Dent & Sons Ltd, Everyman Lib. London 1969
?
.
?
J. Dewey, Democracy and Education The Free Press, Collier MacMillan
Canada Ltd. 1964
?
. ?
P.H. Hirst, "Liberal FkIua.tion and the Nature of Knowledge" in J.W. Tibble
(ed) The Study of Education, Routledge and Kegan Paul, London 1966
?
9.
?
B. F. Skinner, Walden 11
. S. Freud, "The Case of Little Hans" in
fl.
P.mAiciu,
?
lO.
?
J. Piaget, ?
1cv34 4
1
lud,
0"td4
1. E. Duritheim, Education and Sociology The Free Press, Collier MacMillan Canada
Ltd., Toronto 1968
.. Bowles & Gintis, Schooling in Capitalist America Routledge and Kegan Paul,
London 1976
13.
L. Althusser, "Ideology and Ideological State Apparatuses" Lenin and Philosophy
and Other Essays New Left Books, London 1971
14.
N. Young and G. Whitty,Society, State and Schooling The Falmer Press, U.K. 1977
l. I. Illich, De-Schooling Society Calder and Boyars, London 1971
16.
p. Friere, ?
r+--1
--nsini,sness,
The SeaburY press, N.Y. 1973