o
?
• ?
SiMON FRASER UNIVERSITY
S
1 .
fl
-
MEMORANDUM
?
To ?
Senate ?
. ?
.....
?
Committee onUndergraduate
Studié
EDUCATION - NEW COURS ?
and CHANGES ?
November 18, 1981
Subject
......................................
ES
.....................
Date
......................................................
Action undertaken by the Senate Committee on Undergraduate Studies
at its meeting of November 3. 1981 gives rise to the following motions:
MOTION: "That Senate approve and recommend approval to the Board
of Governors, as set forth in S.81-161
the proposE
EDUC 330-3
EDUC 432-4
EDUC 433-4
EDUC 468-4
EDUC 488-4
EDUC 495-4
EDUC 496-4
d new courses:
A Critical History of Educational Thought
Philosophical Issues in Teaching
Philosophical Issues in Curriculum
Recent Advances in the Teaching of English
as a Second Language
Special Topics
Special Topics
Special Topics
S
?
2. The discontinuation of:
Analysis of Educational Concepts - EDUC 431-4 if EDUC 433-4
is approved.
Contemporary Issues in World Education - EDUC 442-4 if
EDUC 432-4 is approved."
In discussion it was indicated that the changes primarily represent
useful updating of the offerings in Education. The Special Topics courses
are required to increase flexibility particularly in the intersession,
summer session, summer semester period.
FOR INFORMATION:
Acting under delegated authority at its meeting of November 3,
1981 the Senate Committee on Undergraduate Studies approved change
in description and change in title for:
EDUC 230-3 from Philosophical Issues in Education
to Introduction to Philosophy in Education.
EDUC 437-4 from Ethics and Education
to Ethical Issues in Education.
SiMON FRASER UNIVERSITY
?
C i5
P/-'
MEMORANDUM
..
....................................
?
From
...........
GeOr9elVariy
Dean of Education
Subject. ?
Sñ..c?/....
,%4
£JX,..
O J
If
Date...
1810.9730.....................................
The Facult
y
of Eduction at its meeting on September 28, 1981
approved the following new course proposals:
Educ. 330-3 A Critical History of Educational Thought
Educ. 432-4 Philosophical Issues in Teaching
Educ. 433-4 Philosophical Issues in Curriculum
Educ. 468-4 Recent Advances in the Teaching of English
as a Second Language
Educ. 437-4 Ethical Issues in Education
Educ. 230-3 Introduction to Philosophy of Education
Educ. 488-4 Special Topics
Ecluc. 495-4 Special Topics
Educ. 496-4 Special Topics
Please include them on the agenda of the next meeting of the Senate
Committee off Undergraduate Studies.
JWGI:nb
cc Executive Committee
zl
•
?
• OCT5I
4/o
Te
%' ?
C..
t*
E
0
4c.
Sa
SENATE
COMNITTC
T
ON IHDERGRJDUATF STUDIES
?
J
NEW COURSE PROPOSAL FORM
?
UPC 81-13
\.
Calendar Information
?
Department: Education
Abbreviation Code:_Educ.
?
Course.N
um ber: 330
?
Credit ours:
3
Vector:
Z10
Title of Course:
?
A Critical History of Educ
.
atipna
.
1 Thought
Calendar Description of Course: A critical examination of educational
thought
from Socrates and Plato to Dewey and the neoprogressiviStS, showing their
influence on the development of educational theory and practice.
Nature of Course
?
(see objectives of the
-
course)
Prerequisites (or special instructions):
None
What course (courses), if any, is being dropped froin the calendar if this course is
approved: ?
None
2. Schedulin
g
Now frequently will the course be offered?
?
once or twice a year.
Semester in which the course will first be offered?
?
1982-3
(See Objectives and Rational)
4. Budgetary and Space Reuircme
?
(for information only)
What additional resources will be require4 in the following areas:
Faculty ?
None
None
.
one.
Library ?
Acquisition of those additional library holdings marked with
an
asterisk
in the readings list.
Aud-o Visual
?
None
Space ?
None
.
Equipment: ?
None
5.
^Jmrqval
Date:
)rrnCq
e
p_
Education 330
Critical History of Educational
?
ght
SI
Goals of the course
To develop in the students an understanding of educational theories
and practices in other times and places as well as in Canada. Those
ideas and policies will be chosen for consideration that are most
relevant to the understanding of current cducatiofla
?
c.ues.
Thus
the course will deal mainly with:
a.
the character and status of educational theory and
pOliLy
in various periods, i.e., the varying configurations ol
those disciplines that were considered releva:t to the
proces of education;
b.
the models of teaching implicit in various ed'jcatioflal
theories.
c.
the Development of National Educational Systems
H
?
Outline of Topics for Education 330 - Critical HisQofEdUCatiofl&
Thought
a. Education in non-Western Cultures
b. From socialization to Education: The development of the Concept
of Education in ancient Greece. (Education in the Homeric World,
• ?
Sparta and Athens. Major Educational Theorists: Plato,
Isocrates, the Sophists and Aristotle)
c. Preparation for Public Life: Educational
I
deas inind Practices in the
Roman World (Quintilian)
d. Medieval Theories of Education
(1)
The Paradox of Teaching: St. Augustine's Theory of
Teaching and his Philosophy of History
(2)
Medieval Mysticism
(3)
Scholasticism and Education: St. Thomas Aquinas
e. The Humanistic Movement and Seventeenth-Century Theories
(1)
The Humanist: Erasmus
(2)
The Pansophist: Comenius
(3)
The Gentleman: Locke
f. The Age of Enlightment: Jean-Jacques Rousseau and Naturalism in
Education
g. The Reform Movement: Pestalozzi , Herbart, Froebel and Spencer
h. The Influence of Progressive Education: John Dewey and the Neo-
progressiviSts
/2
-
?
/2
?
Ii:!
?
Rationale
The following comments attempt to answer some of the quest;1ons that
have been raised about the yaue and place of the propose.d new course in
the History of Educatio
na
l
Idas.
1.
The study of the History of :Educait1onal. Ideas
t
cpnstitutes an important
dimension of Education that is worth study
.
irg both for Its own sake as
well as for Its value to prospective teachers. We believe that the
development of a historical pe.rspective on current educational issues and
ideas is useful, if not necessry,, for their
.
unerstandin
g
and appreciation.
There is hardly a current idea or issue in education that does not have
its roots in the past and will not ;be illuminated by an examination of
its history. ? -
2.
This is not a course in the History of Canadian Education, although
it will deal with the development of educat
i o nal
ideas in Canada. The
purpose of the course is to explore those educational ideas that have
Influenced the development of education elsewhere as well as in lCanada.
3.
Although this is not a course in Comparative Education, it w:ili emphasize
the study of educational ideas against their respective cultural contexts
as well as the comparison of educational ideas in various cultures and
periods. Thus, this course might stimulate some students to pursue
comparative educational studies in the future.
?
IV ?
Indicative Sources
1.
Archambault, R.D. (ed.) Dewey on Education: Appraisals, N.Y.: Random
House,
1966.
2.
Aristotle, PplitLc
3.
Barrow, Robin. Radical Edycation. London: Martin Robertson,
1978.
1
4 ?
Brauner, C.J. American Educational Theor
y
. Englewood Cliffs, N.J.:
Prentice-Hall, Inc.,
19614.
5.
Broudy,H. and Palmer, J. Exemplars of Teachiaq.,
6.
Brubacker, J.S. A History of the Problems of Education. Toronto:
McGraw-Hill Book Co., 1966.
7.
Brumbaugh, Robert S. and Lawrence, Nathaniel M. Philosophical Themes in
Modern Education, Boston: Houghton Mifflin Col,
1973.
8.
Brumbaugh, R.S. and Lawrence, N.M. Six Essays on the Foundations of
Western Thought. Boston: Houghton Mifflin Co.,
1963.
9.
Cremin, L.A. The Transformation of the School. New York: Vintage Books,
(Random House) , 1964.
10.
Curtis, S.J. and Boultwood, M.E.A. A Short History of Educational
Ideas. London: Univ. Tutorial Press, 1961.
.
/3
,,
11.
Dewey, John. Democracy and Education. New York: The Free Press,
1966 (1916).
12.
Dewey, John. Experience and Education. New York: CollierBooks,
1963.
• ?
13. Dewey, John. Human Nature and Conduct. New York: The Modern Library,
1957 (1922).
14.
Dewey, John. The Public and its Problems. Denver: Alan Swallow,
1954
(1927).
15.
Drake, W.E. Intellectual Foundations of
.
-Modern Education. Columbus,
Ohio: Charles E. Merrill Books, Inc.,
1967.
16.
Drake, W.E. (ed.) Sources for Intellectual Foundations of Modern
Education. Columbus, OhTo: Charles E. Merrill Books, Inc., 1967.
17.
Ehlers, Henry (ed.) Crucial Issues in Education- New York: Molt, Rinehart
& Winston, Inc.,
1969.
18.
Frankena, W. Three Historical Philosophies
-
of Education: Aristotle. Kaut.
Dewe y
. Chicago: Scott, Foresman and Co.,
1965.
19.
Frost, S.E. Historical & Philosophical Foundations of Wastrri Education,
Columbus, Ohio: Charles E. Merrill Books, Inc.,
1966.
20.
Gillet, M. (ed.) Readings in the History of Education. Toronto: McGraw-
Hill Co. of Canada Ltd.,
1969.
21.
Good, H.G. and Teller, J.D. A History of Western Education. Toronto:
The Macmillan Co.,
1969.
22.
Gruber, F.C. Historical and Contemporary Philosophies of Education.
New York: Thomas V. Crowell Company,
1973.
23.
Jaeger, W. Paideia: The Ideals of Greek Culture. New York: Oxford
Univ. Press,
1945.
24.
Jeffreys, M.V.C. John Locke: Prophet of Common Sense. London: Methuen
& Co. Ltd.,
1967.
25.
Johnson, F. Henry. A Brief History of Canadian Education. Toronto:
McGraw-Hill Co. of Canada Ltd.,
1968.
26.
Kazamias, A. Herbert 'Spencer on Educati
on
. New York: Teachers College
Press,
1966.
27.
Lawr, D. and Gidney, •R. (eds.) Educating Canadians. Toronto: Van
Nostrand Reinhold Ltd.,
1973.
28.
Lawrence, Elisabeth..The Origins and Growth of Mod.rn Education.
Baltimore, Penguin,
1970.
S ?
29.
Marrou, H.I. A Histor
y
of Education in 'Antini
guiti.
London: Sheed and
Ward,
l956
/4
A
31.30.
Neil,
Nash,
A.S.
et al
Surnerhill:
(eds.) The
A
Educated
Radical
Man,
Approach
New York:
to
£ducatinti,..
John Wiley
London:
& Sons,
1965. ?
•
Gollancz,
1962
32.
Peters, R.S Essays on Educators. London: Allen S lánwin
1
1981.
33.
Phlllips,.C.E. The bevélopment of Educátlon'in Canada. TorontO: W.J.
Gage 6 Co. Ltd.,
1957.
34.
Piaget, J. (ed.) John Amos Comehius On Education.
35.
Plato, The Republic, Meno, TheLaws.
36.
Popper, K.R. The Open Society and its Enemies (Vol.. I. 6 ii). London:
Routledge 6 Kegan Paul,
1966.
37.
Power, E.J. Evolution of Educational Doctrine: Major Educ. Theorists
of the Western World. New York: Appleton-Century-Crofts,
1969;
38.
Price. K. Education
&
Philosophical Thought. Boston: Allyn &Bacon,
1967.
39. Rousseau, Jean-Jacques. Emile. Dutton, New York: Everyman's Library,
1963 (1911).
40. Spencer, H. Essa
y
s on Educationi, London: Everyman's Library,
1963 (1911).
41.
Skinner, B.F. Walden Two. New York: The Macmillan
Col, 1962 (19148).
42.
Skinner, B.F. The TechnolOgy of Teachin
g . New York:
Appleton
-
Cen tury-
Crofts,
1968.,
43.
Tibble, J.W. The Study of Education. London: Routledge, Kegan Paul,
1966.
44.
Wilson, J.D., et al. Canadian Education: A Histor
y
. Scarborough, Ont.:
Prentice-Hall of Canada Ltd.,
1970.
Journals
Educational Theory
The Journal of Educational Thought
History of Education
Journal of History of Ideas
V ?
Typical Course Requirements
Typical course requirements for Ed.
330
might be as follows:
1. Required reading of three or four books such as
/5
a)
E.W. Drake, Intellectual Foundations of Modern Education.
b)
E.W. Drake (ed.). Sources for Intellectual Foundations
of Modern Education.
c)
R.S. Brumbaugh & N.M. Lawrence. Philosophical Themes in
Modern Education.
d)
R. Barrow. Radical Education.
2.
Extended essay of approximately 15 typed double-spaced pages on
a topic approved by the instructor.
3.
Final examination.
.-.
2
1
For
C
'Library
1
/L21O
(7
.
SIMON FRASER UNIVERSITY LIBRARY
.
CLECTION
EVALUATION
(To be completed only for new course or program
proposals; not needed for course re-numbering)
Course No. and Name or Program:
?
Educ 330 - Critical History of Educational Thought
1.
Evaluation of current library collection
The collection can support this course
2.
Recommended additions to collection (monographs, serials, other);
attach supplementary lists as necessary:
There are funds to order the in print titles the. library does riot have,
provided said titles are in print and available.
3. Estimated costs:
A.
Initial costs - monographs:
?
$75.00
serials:
B.
Continuing costs -
monographs:
serials:
4. Additional comments:
BNA approval will pickup titles as they become avaUable
.
Audio Visual
?
None
Space
?
None
Equipment ?
None
3.
Approval
Date:
Department Cbainan
5^/dtj
ftE ?
T1 ?
arrnan,
-
scus
Dean
•-
ur'c 8i-1
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
-
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
Department: ?
Education
Abbreviation Code: Educ.
?
Course No.: 432
?
Credit Hours: .4
?
Vector: 3-1-0
?
Title of Course: Philosophical Issues in Teaching
Calendar Description of Course: In this course a number of classroom practices
and teacher related activities are philosophically examined. Assumptions
underlying these practices are made explicit; the meaning and structure of the
arguments clarified; and the merits of the arguments assessed. Examples of
topics to be discussed are: instruction, indoctrination, individualization,
play, creativity, discipline, and open education.
Nature of Course (See attached course outline).
Prerequisites (or special instructions): Educ. .230 or equivalent or
permission of instructor.
What course (courses), if any, is being dropped from the calendar if this course
is approved: Educ. 442
2.
Scheduling
How frequently will the course be offered? Once or twice yearly
Semester in which the course will first be offered? '82-2
3.
Goals of the Course. To enable teachers to assess the merits of adopting certain
practices as a result of increased understanding of the nature and meaning of
claims made, of the type of evidence they require, and of the assumptions under-
lying them. It responds to the demand
that
philosophy of education be more
relevant to the teacher.
4.
Budgetary and Space Requirements (for information only)
What
additional resources will be required in the following areas:
Faculty ?
None ? .
Staff
?
. ?
None
Library ?
Acquisition of those few additional library holdings marked
with an asterisk in the readings list.
EDUC. 432: PHILOSOPHICAL ISSUES IN TEACHING
I. OUTLINE OF TOPICS
1. The teacher as educator
(a)'Efficient' and 'good' teacb j
g di.stinguis1.d
(b)
Criteria for 'educative' teaching
(c)
Teaching in the educational process. Why teach?
2. The teacher and rational planning
(a)
Elements of curriculum: objectives, content, methodology
(b)
Content-centered teaching
(c)
Child-centered teaching
3. Teaching and related activities
(a)
The concept of teaching
(b)
The concept of indoctrination
(c)
The concept (and place) of conditioning
4. The teacher's treatment of children
(a)
Freedom and authority in
the
classroom
(b)
Discipline and punishment in the classroom
(c)
MeanLng (and role) of compulsion, coercion, manipulation
(d)
The student-teacher relationship
5. Teaching techniques examined
(a)
Play; learning to learn; learning by discovery; instruction
(b)
Individualization and values clarification as teaching
technique
(c)
Creativity and Leaching
(. The teacher as facilitator of learning
(a) Open education
(h) Alternative education
(c) Self-education
11. lNP1 CAT1VE SOURCES
Journals
;.ar.Jonal Philosophy find Theory
Educational Theory
The Journal of Educational Thought
Journal, of Piii].osophy of Education
proceedings of th Philosophy of Educat ion Society of Great Britain
Stud Les In Philosophy and Eucat ion
11
Books
Barrow, Robin,
?
Radical Education: A Critique of
?
Freeschooling and
Deschooling, London, Martin Robertson, 1978.
Dearden, R.F.,
?
Philosophy of Primary Education, London, Routledge
and Kegan Paul, 1968.
Dearden, R.F.,
?
Problems in Primary Education, London, Routledge
and Kegan Paul, 1976.
Green, Thomas F.,
?
The Activities of Teaching, New York, McGraw-
Hill, ?
1971.
Hirst, P.H., and Peters, R.S.,
?
The Logic of Education, London,
Routledge.
Lloyd, D.I.,
?
Philosophy and the Teacher, London, Routledge and
Kegan Paul, 1976.
MacMillan, C.J.B, and Nelson, T.W.
?
(eds.), ?
Concepts of Teaching:
Philosophical Essay, Chicago, Rand McNally, 1968.
*Nyberg, D. (ed.),
?
The Philosophy of Open Education, London, Routledge
and Kegan Paul, 1975.
*passmore, John,
?
The Philosophy of Teaching, Cambridge, Mass.,
Harvard University Press, 1980.
Peters, R.S.,
?
Authority, Responsibility and Education, London,
George Allen and Universe (New Edition).
Peters, R.S. (ed.),
?
The Concept of Education, London, Routledge. and
Kegan Paul, 1967.
Peters, R.S.
?
(ad.),
?
The Philosophy of Education, Oxford University
Press, 1973.
*peters, R.S.
?
(ed.), ?
Perspectives on Plowden, London, Routledge and
Kegan Paul, 1969.
Rich, J.M.,
?
Innovations in Education (2nd Edition), Allyn and Bacon,
1978.
Scheifler, I.,
?
Reason and Teaching, New York, Bobbs-Merrill,1973.
Snook, I.A.
?
(ed.), ?
Concepts of Indoctrinat4, London, Routiedge.
and Kegan Paul, 1972.
Wilson, J.,
?
Philosophy and Practical Education, London, Routledge
and Kegan Paul.,
?
1977.
Woods, R.G., and Barrow,
?
R.,
'ducat ion, London, Methuen,
?
1975.
III. TYPICAL COURSE REQUIREMENTS
Typical course requirements might be as follows:
1.
Required reading of two texts and five or six selected essays.
Two good texts are:
D.I. Lloyd (ed.) Philosophy and the Teacher
John Passmore, The Philosophy of Teaching
Selected essays might include:
P.H. Hirst, "The Logic of the Curriculum"
.
in
Journal of Curriculum Studies, 1969.
B.P. Komisar, "Teaching: Act and Enterprise" in
Studies in Philosophy and Education,
Vol. Vi, #2, 1968.
D. Cockrarie, "Teaching and Creativity: A Philo-
sohical Analysis" in Educational
Vol.
25,
1/1,
1975.
Examination on required readings is recommended.
2.
Extended essay on a topic selected or approved by instructor.
This will require selected readings in addition to required
course readings.
3.
Class presentations on required or recommended readings.
[I
SIMON FRASER UNIVERSITY LIBRARY COLLECTION EVALUATION
(To be completed only for new course or program
proposals; not needed for course re-numbering)
Course No. and Name or Program: ?
Educ 432 - Philosophical Issues In Teaching
1. Evaluation of current library collection:
The current library collection can adequately support this course.
2. Recommended additions to collection (monographs, serials other);
attach supplementary lists as necessary:
3. Estimated costs:
A. Initial costs - monographs:
serials:
B. Continuing costs - monographs:
serials:
4. Additional comments:
BNA approval will
pick up 1981-82 In
prints as they become
available.
0
For Library ?
F1jPFac(alt)7'Departelct
SENATE COMMIT TEE ON UNDERGRADUATE STUDIES
?
UPC
81-15
NEW COURSE PROPOSAL FORM
1. Calendar Information
?
Department: Education
?
S
Abbreviation Code: ED
?
Course No.: 433
?
Credit Hours: 4
?
Vector:3-1-0
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 with such current issues as the place of "behavioral objectives" in
education, the "hiddencurriculum" 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.
Schedul&
110w frequently will the course be offered: Once
or
twice yearly
Semester in which the course will first be offered? 1982/s
3.
Goals o the Course - To help students of education appreciate the important
philosophical problems underlying curriculum development and understand the
nature and components of rational 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 will be required in the following areas:
.
Faculty
?
None
Staff
?
None
Library
?
None
Audio Visual
?
None
Space ?
None
Equipment
?
None
5. AnLoval
Date:
tai
Department Ch
,
mah
7/ ?
Dean ?
- ?
hairman, SCUS
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)
intrinsic
?
value
h)
instrumental value
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
II. ?
INDICATIVE SOURCES
A. BOOKS - 1. ARCHAMBAULT, 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 theDevelopment 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.
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
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
3
Continued
25.
MARTIN, Michael,
Concepts of Science Education
Glenview, Ill: Scott, ForesmeT & Co., 1972
26. MOORE, T. W.
Educational Theory: An Introdtion
London: R.K.P., 1974
27. NYBERG, 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 Philpsophy of Teaching
Cambridge: Harvard Univ. Press. 1980
30..PETERS, R.S.
Education and the Education of Teachers
London: R.K.P., 1.977
31.
PETERS, R.S.
(ed.) The Concept of .Education
London: R.K.P., 1967
32.
PETERS, R.S.
(ed.) Th
p.
Philosophy of Education
London: Oxford Univ. Press, 19.'3
33. POPPER, Karl, R.
Objective Knowledge
Oxford and the Clarendon Press, 1973
34.
PRING, Richard
Knowledge and Schooling
London: Open Books, 1976
35.
PUGNO j Lawrence & FORD, G.W.
.(èds.) 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
S
.
4
Continued
.4
37.
SCHEMER, Israel
Conditions of Kn2w1edg
Chicago: Scott, Foresman and Company,
.1965
38.
SCHEFFLER,Israel
Reason and Teachitg
New York: The Bobbs - Merrill Co., Inc., 1973
39.
SCHEFFLER, Israel
(ed.) philosophy and Education
Boston: Allyn & Bacon, Inc., 1966
40.
SCHEMER, Israel
Science and Subjectivity
New York: The Bobbs - Merrill C)., Inc., 1967
41.
SCHOFIELD, Harry
The Philosophy of Education
London: Allen & Unwin Ltd., 1972
42.
SMITH, B. Othanel, et al
(eds.) fundamentals of CurricuLnu Development
New York: Harcourt, Brace & World, Inc., 1957
. ?
43. SMITH, Ralph A.
(ed.) Regaining Educational Leadership
New York: John Wiley & Sons, lac., 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 & Wc
.
rld, Inc., 1962
. ?
5
Continued
. .,. ?
. .5
48.
ThOMSON, Keith and WHITE, John
Currlcülüm Development:. A Dialo.ci,ue
London: Pitman-Publishing 197;
49.
TUSSMAN, Joseph
Government and the Mind
New York: Oxford University Press
1
1977
50.
WHITE, John
Towards a Compulsory Curricüliur
London: Routledge and Kegan Pa1-
1
1973
51.
WARNOCK, Mar
Schools of
.
Thought
LondOn: Faber & Faber, 1977
52.
WILSON, John
Education in Religion & the EniOtlons
London: Heinemann, 1971
53.
WILSON, John
PhilosOphy and Prácticdl Education
London, R.K.P., 1977
54.
YOUNG, Michael
(ed.) Knowledge and Control
London: Collier - MacMi1la6, l71
B. JOURNALS -1. Educatiotã1 TheOry
2.
Educational Philosophy and Theory
3.
Journal of Philosophy Of Ethiction
4.
Philosophy of Education: Proceedings of the
Education Society
5.
Proceedings of the Philosophy of EducatiOn Society
of Great Britain
.
[1
III. ?
TYPICAL COURSE REQUIREMENTS
Typical course requirements for Ed. 433 migtlL be as follows:
1) Required reading of two or three books
?
four or
five selected essays.
Three excellent texts are:
a)
Paul H. Hirst, Knowledge and Curricitlum
b)
Israel Scheffler, Conditions of Kno'.edg
c)
John White, Towards a Compulsory Cuvriculum
Selected essays might include
a)
R.. S
.
. Peters, "The Justification of Education"
b)
R. Firing, "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 topic approved by the instructor.
3) One class presentation on required or r.commended
readings.
a
(
For Library
ity DepartTflnt
S
SIMON FRASER UNIVERSITY LIBRARY COLLECTION EVkLUATION
(To be completed only for new course or progarn
proposals; not needed for course re-nucnberutg)
?
.
Course No. and Name or Program:
?
Educ. 4-33 Philosophical Issues in Curriculum
1. Evaluation of current library collection:
Resources in the librat'y are adequate to support tis course.
2. Recommended additions to collection (monograph., se-ia1e other);
attach supplementary list9 as necessary:
3. Estimated costs:
?
none
A.
Initial costs monographs:
serials:
B.
Continuing costs -
monographs:
serials:
4. Additional comments:
New titles will be purchased via the BNA approval -pin.
oI.1.ItL_.
'.'J.t.,-.-.
-----------------
-
?
?
UPC 81-9
NEW COURSE
PROPOSAL
FOR?1
1.
Calendar
Information ?
Department: Education -
•
?
Abbreviation Code:EDUC
?
Course Number:468 - Credit Hours:4
?
Vector:__________
Title of Course: Recent Advances in the teaching of EngliTh as a second language.
Calendar Description of Course:
(as on attached)
Nature of Course
?
Seminar
Prerequisites (or special instructions):
Prerequisite: Educ -
4e7
What course (courses), if any, is being dropped
frofn
the r&lendar if this course is
approved:
2.
Sched
uling
How frequently will the course be offered?
TWICE FAQ-I
YEAh
Semester in which the coursc will first be offered?
?
192-2
S ?
,-.F
To introduce students to recent advances in the area of teaching English as
a second
language, and
to increase their practical expertise in teaching people
for whom English is a second language.
4. Budgetary-and Space R
equirements
(for information only)
What additional resources will be required in the following areas:
Faculty
Staff - None
Library
Audio Visual -
None
Space - None
?
-
Equipment - None
5.pp!ov111 ?
I
I
DateI/5Ø/8"
?
((l (
?
__
^ tf Z—L
S
_
D.r..rict
?
C''r1
?
()
Qfr/5V7L4U5
?
Dean ?
hairman, SCUS
PROPOSED CODIiSE: EDUCAION 468
Recent Advances in
.
the Teaching of English as a Second Language
The one methods course in teaching English as a second language now
offered in the Faculty of Education provides
te
achers
with survival skills
for dealing with the problems of non—native speakers of English in B.C.
classrooms from kindergarten to
'
the
community college level. This evening
course, Education
4679
has been offered every semester for the past four
years and enrollment currenly runs at 30-40 students every semester
(3
semesters
per year). All students enrolled take a required linguistics prerequisite.
Approximately
7O
of the students in 4ucation
467
are employed as teachers .
are foreign students here
to
upgrade their skills in teaching English as a
second language and the remaining 2O1. are undergraduates at SFU, or special
students who are not employed as teachers. xcept for the 20% in the last
category, these students do not overlap with those students who take Linguistics
410, since the latter course is a day course and practicing teachers obviously
cannot take it. It should also be noted that 15-20% of the students enrolled in
Education
467
are enrolled in or plan to enroll in either the Diploma Program
or the Master's Degree Program in SL in the Faculty of Education.
The demand for
a
follow—up course to ducation 467 has in fact come from
.
students who have completed that course and wish to explore some of the following
areas which cannot be cov.rd in a survival—type course: the teaching of non—oral
language
skills,
the use of "alternative" teaching methodologies that have
arisen recently, assessment and testing.—especially on the elementary and junior
high levels, mainstreaming, and the integration of TESL and subject areas in the
B.C. curriculum. In addition, all of the newly issued B.C. curriculum guides in
(
I
RATIONAL
-
,
cONTI!UED, PAGE. 2
ESL advise that a functional approach be used as the primary teaching
methodology. This approach came into existence less than
5
years ago and as
a consequence, few teachers have had the training that permits them to implement
these new curricula. (This approach, by the way, is an educational approach
to the teaching of second languages, not a linguistic approach.) The proposed
course will help meet these just described needs.
While it might appear on the surface that there is a bit of overlap between
Linguistics 410 and the proposed Education
468 9
there is in fact no overlap.
Few or none of the books on the reading list for the proposed course were in
the library until I ordered them. Thus, while, a few of the topics appear on
both course outlines, either the approaches to them or their content must be
different since the members of each department obviously use different reading
resources.
Further, I have listed only the
general
library resources on
the
book list.
Curriculum materials are housed
in the
TESL Materials Centre
(MPX
8627)
connected with the Professional Development Program and the Learning
Resources Centre of the Faculty of Education. Students in the liu€uistiC3
courses have no access to these; they are available only to Education students.
Lastly, students have informed me that they get the "theory" from the linguistics
courses I suggest they take and "methods and practice" from Lducation
467;
the
proposed course will continue this tradition.
Education
468,
like the other methods course, will be an evening offering.
V '- %.
PROPOSAL FOR A N2W OOMSF,
Education 468
?
El
Recent Advanccs in the Teaching of nglish as a
Second Language
CALLNDA1i 02SCUPTION:
New dcv. lopments in teaching practice, curriculum development and second
language 1&anin,g research will be explored. students are .xp:.cted to have
previously acuirod a basic level of competence in methods for teaching -;'ng ish
as a sc cond language.
p :.:
U1SI22: ?
ducation 467 (curriculum and Instruction in the
l eaching of
n91ish as a )econd Language)
oU':L::;. ?
-
I. ?
The Rich Curriculum: language forms and language functions
A.
The cognitive strand
in
the curriculum
B.
The affective strand in the curriculum
C.
The developmental strand in the curriculum
D.
The linguistic strand in the curriculum
E.
The rhetorical strand in the curriculum
II.
Curriculum implementation
A.
Special ESL programs
B.
Mainstreaming
III.
The foci
of current second language learning research
IV.
Language
as a object: ?
teaching discourse in the second language setting
V.
Language
as an activity: ?
the interaction of discourse and the second language
learner
A.
Applying anthropological insights in teaching practice
B.
Applying insights from cognitive psychology in teaching practice
C.
Applying insights from linguistics in teaching practice
D.
Applying insights from reading research in teaching practice
E.
Applying insights from research
into
the process of composition
in teaching practice
VI. Classroom assessment and testing practices
ec&
PEOP()SAL FUR A NEW (DURS Education 468
?
Course Outline Continued
'YPI CAL ASS IGNMTS
Assignments will differ each semester depending upon the needs and interests of
the class. Typical assignments would be:
Creation of unit and lesson plans
Videotaping of a sample lesson which has been taught; critique of
the teaching
p
racticcs us.--.d
Creation of an assessment device, such as a game, intervi'w, etc.
for evaluating a learner's comprehension or production of
English language forms in a specific setting
Development of a learning centre for spelling, or reading,
0
w:iting
C
.
Ilk
READINGS
Journals ?
-
\ ?
Applied Linguistics
Language Learning
TESOL Quarterly
Language In Society
Canadian Modern Language Journal
Newsletter of the Center for Applied Linguistics
Research in the Teaching of English
The Quarterly Newsletter of the Laboratory of Comparative Human Cognition
Books and Articles
J.P.B. Allen andS. Pit Corder.
1973.
Readingsfor Applied linguistics (The
Edinburgh Course in Applied Linguistics, Volume 1). London: Oxford University.
Richard C. Anderson and Rand J. Spiro.
1977.
Schooling and the Acquisition of
Knowledge. Hillsdale, N.J.:.Lawrence Eribaum Associates.
Elizabeth Bates.
1976.
"Pragmatics and sociolinguistics in cnild language."
In Normal and Deficient Child Language. ed. by D..M. MoOrheac and Ann
E. Morehead. Baltimore: Univ, Park Press.
Malcolm Coulthard.
1977
An Introduction to Discourse Analysis. London: Longman.
Marion Crowhurst.
1979.
"Developing syntactic skill: doing wt-at comes naturally."
La
nguage
Arts, 56, 521-525.
K. Egan.
1979.
Educational Development. N.Y.: Oxford University
Linda Flower and John Hayes.
1980.
"The cognition of discovery: defining
a rhetorical problem." College CompositionandCommufliCatior XXXI, February.
M.A.K. Halliday.
1973.
Explorations in the Functions of Lauage. London:
Edward Arnold.
M.A.K. Halliday.
1977.
Learning How to Mean. N.Y.: Elsevier.
M.A.K. Halliday and R. Hasan.
1976.
Cohesion in Discourse. London: Longman
Evelyn Marcussen Hatch.
1978.
Second Language Acquisition (A Book of Readings).
Rowley, Mass.: Newbury House.
Dvid E. Ingram.
1976.
"Something. there is that doesn't love. a wall: current
developments in foreign language teaching." Audio-visual Journal,
14, 2.
Martin Joos.
1968.
"The isolation of styles," in Readings iii the Sociology of
uaeed. by Joshua Fishm
'
an. Mouton: The Hague.
Elinor Ochs Keenan and Bambi B. Schieffelin.
1975.
"Topic as a discourse notion:
a study of topic in the conversations of children and adult'." In Subject and
Topic, ed. by Charles N. Li. N.Y.: Academic Press,
337-384.
?
-
/2
Diane Larsen-Freeman. 1980. Discourse Analysis in Second Language Teaching.
Rowley, Mass.: Newbury House.
•
??
David M. Levy.
1979.
"Communicative goals and strategies: between discourse
and syntax. In Syntax and Semantics (Volume
12),
ed. by Talmy Givon. N.Y.:
Academic Press, pp.
183-210.
G.D. McNamee.
1979.
"The social interaction origins of narrative skills."
Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 1,
63-68.
John McShane.
1980.
Learning to Talk. Cambridge: University Press.
James Moffett.
1968.
Teaching the Universe of Discourse. Boston: Houghton
Mifflin.
Donald M. Murray.
1978.
"Internal Revision: a process. of discovery." In
Research on Composing: Points of Departure, ed. by Lee Odell and Charles
Coopes N..C.T.E.,
85-103.
Randolph Quirk.
1968.
The Use of English, 2nd
. -ed. London: Longman.
Betty Wallace Robinett. "On the horns of a dilemma: correcting compositions."
In Studies In Honor of Albert H. Marckwardt. Washington, D.C.: Teachers of
English to Speakers of Other Languages.
Louise M. Rosenblatt.
1978.
The Reader, the Text, the Poem: The Transactional
'' ?
Theory of the Literary Work. Carbondale: Southern Illinois University,
G.P. Sampson.
1980.
"Teaching the written language using a functional
• ?
approach." TESL Talk, 11, 2.
Larry Selinker.
1971.
"Interlanguages." In Error Analysis, ed. by Jack Richards.
• ?
London: Longman.
J.A. van Ek.
1977.
The Threshold Level for Modern Language Learning In Schools.
London: Longman.
V.N. Volosinov.
1973.
Marxism and the Philosophy of Language. N.Y.: Seminar
Press.
H.G. Widdowson. Teaching Language as Communication. London: Oxford University.
John B. Carroll. "Twenty—five years of research on foreign language
aptitude." In
Individual Differences and Unive
rsals
in Langua
ge
Learning Aptitude, ed. by
Karl C. Diller. Rowley, ass.: Newbury House,, 1981, 83-118.
John W. Oiler, Jr. "Communicative competence: can it be tested?" in Reseah_i
Second LangUa..CClU.Siti2.t ed. by II. C. Scarcella and S. D. Krashen. liowley, Mass.:
Newbury House,
19809
pp. 95-104.
J. B. Heaton. W
ri
ting English La
ng
uage Tests (Longman Handbooks for TanguaO Teachers).
London: Longman,
1975.
Sara Goodman Zimet. Print and Prejudic. London: • Hodder and StoUghtOfl,
1976.
SIMON
FRASER
UNIVERSITY LIBRARY COLLECTION EVALUATION
(To be completed only for new course or prograr.
proposals; not needed for course re-numbering)
-
?
Educ 468 * Recent Advances in the teaching
of
English
Course No. and Name or Program:
as a second language
1.. Evaluation of current library collection:
The library has 90% of all text and journal material required to support this
course.
2. Recommended additions to collection (monographs, serials, other);
attach supplementary lists as necessary:
.
3. Estimated costs: ?
none
A.
Initial costs - monographs:
serials:
B.
Continuing costs - monographs:
serials:
4. Additional comments:
New titles can be
added
via the BNA approval plan
Pot Library
?
Fo/ Fculty )epartrnent
SENATE CM-LMITTEE ON UNDERGRADUATE STUDIES
?
)
3 b
NEW COURSE PROPOSAL FOkM
1.
Calendar Information
?
Department: Education
Abbreviation
Code:
Educ.
Course Number: 4gp
?
Credit Hours: 4
?
Vector:
Title of Course: Special Topics
Calendar Description of Course: Sections will deal with major issues of present concern.
Subjects to be discussed will be announced during the semester preceding that
in
which
the course is to be offered. NOTE: A maximum of.12 semester hours of credit
in
Education Special Topics courses may be used toward a Bachelor of Education degree.
Nature of Course
Prerequisites (or special instructions):
What course (courses), if any, is being dropped froin the calendar if this course is
approved: None
2.
Scheduling
How frequently will the course be offered?
once or twice a year
Semester in which the course will first be offered?
.• ?
•• ?
,c ?
--
4. Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty None
Staff ?
None
Library None
Audio Visual None
Space
None
Equipment None
5. Approval
ec l S? 't -
Date:
Dcrtmcnt C)irmm
(t'fl
Dean
-d11 ?
hairman, SCUS
SENATE C01ITTE ON UNDERGRADUATE STUDIES
NEW
COURSE PROPOSAL FORM
1.
Calendar Information ?
Department: Education
Abbreviation Code: Educ. Course Number: 495
?
Credit
Hours: 4
?
Vector:__________
Title of Course: Special Topics
Calendar Descri
p
tion of Course: Sections will deal with major issues of present concern.
Subjects to be discussed will be announced during the semester preceding that in which_
the course is to' be offered. NOTE: A maximum of 12 semester hours of credit in
Education Special Topics courses maybe used toward a Bachelor of Education degree.
Nature of Course
Prerequisites (or
special instructions):
What course (courses), if any, is being dropped froin the calendar if this
course is
approved: None
2.
Scheduling
How frequently will the course be offered? once or twice a year
Semester in which the •course will first be offered?
1
?
]
o
nFfhQ
rrc
?
.
4. BudgetaryandSpaceRequirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff ?
None
Library
?
None
Audio Visual None
Space None
Equipment ?
None
5. Approval
Date:___________
Drtrcnt
?
i rma n.
7"
?
_Dean _
Chairman,SCUS
SENATE COMMITTEE ON UNDERGEJDUATE STUDIES ?
-
3 b
NEW COURSE PROPOSAL FORM
1. Calendar Information ?
Department: Education
W ?
Abbreviation Code: _Educ. Course Number:496 ?
Credit Hours:4 Vector:__________
Title
of Course: Special Topics
Calendar Description of Course: Sections will deal with major issues of present concern.
Subjects to be discussed will be announced during the semester preceding that in which
the course is to be offered. NOTE: A maximum of 12 semester hours of credit in
Education Special Topics courses may be used toward a Bachelor of Education degree.
Nature of Course
Prerequisites (or special instructions):
What course (courses), if any, is being dropped froin the calendar if this course is
approved: None
2.
Scheduling
How frequently will the course be offered?
?
once or twice a year
Semester in which the course will first be offered?
4. Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff ?
None
Library
?
None
Audio Visual
?
None
Space None
Equipment None
5. Approval
Date:
I/t/Vi
D3rtmcnt Chian
•
be
_________________
/PL. r
LL.
?
17tL
/ ?
Dean ?
hairman, SCUS
SENATE
CO.'TMITTEE ON UNDERGRADUATE STUDIES
_EJ
COURSE
PROPOSAL FORM ?
UPC
81-16
1. Calendar Information ?
Department: Education
Abbreviation Code:
Educ. ?
Course Number:
437 ?
Credit Hours:_____ Vector:___________
Title of Course:
?
Ethical Issues In Education
Calendar Description of Course: In
this
course ethical problems in education are identiflec
and examined. Four major areas of concern are explored: 1. The normative character of educati
or
as a whole; 2. The justification of education;
3.
Ethical questions related to equality,
autonomy, inter-personal relationships, and rights in education;
14
Moral education and values
education.
Nature of Course ?
/1
Prerequisites (or special instructions): ?
I"
What course (courses), if any, is being dropped f
at
the calendar if this course is
approved: This is a change in title
cJendadescription
/
only.
2.
Scheduling
How frequently will the course be off
Semester in which the course will fir
?
.0
r: f ^njr
'
c
shø
('ra ?
-.
4.
Budgetary and Space Requirements (for information only)
What additional resources will e required in the following areas:
Faculty
/
I
Staff
Library
Audio Visual
Space
Equipment
5.Approval
?
-
?
I
t
•Date:
%i,- &- cXWti
Dcpar
l
lmcnt C
l
iz
0-a
l .
l
.
1/
?
Dean
?
Chirmin, SCUS
SENATE CO>1ITTEE ON UNDERGRADUATE STUDIES
J
7riLt
)
Efc.,/
?
0 77
UPC
6
d -
81-17
-' ?
?411f-COURSE PROPOSAL FORM
1.
Calendar Information ?
Department: Education
A
t
Abbreviation Code: Educ. Course Number:
230
?
Credit Hours:
3
Vector:__________
Title of Course: ?
Introduction to Philosophy of Education
Calendar Description of Course: This course provides prospective
teachers as well as others interested in education an opportunity to examine
a variety of educational problems from a philosophical perspective. The
central concern of the course is to elucidate the nature of education as a
phenomenon distinct from such activities as training, schooling, and
socialization.
Nature of Course
Prerequisites (or special instructions):
What course (courses), if any, is being dropped froin the ca endar if this course is
approved: ?
This is a change in title and calendar descrjJ1on only.
2.
Scheduling
How frequently will the course be offered?
Semester in which the course will first be offere'd?
(-*--
f^enjF
ct-1.ø ______
-
4. Budgetary and Space Requirements (forjnformation only)
What additional resources will be
re4ired
in the following areas:
Faculty
Staff
Library
Audio Visual
Space
Equipment
5. Approval ?
-
?
-
• Date:_______
r1t
t'
0- ' ^
69
Dcprtmcnt Chi1
•..
Q4OL
Dean
?
Chairman, SCUS
