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    FACULTY OF EDUCATION
    Educ. 230 Philosophical Issues in Education
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    REGULAR SEMESTER 1981
    Instructor: Tasos Kazepides
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    Thursday, 1:30 - 4:20
    General Information
    This course, open to all undergraduates, is intended to provide students who
    have a general interest in educational studies an opportunity to examine
    critically a variety of contemporary educational problems from a philosophical
    perspective.
    The central concern of the course is to elucidate the nature
    of
    education
    together with an attempt to assess the extent to which the modern school
    fulfills
    its function as an educational institution.
    Requirements:
    1.
    Two one-hour lecture-discussion sessions and one one-hour tutorial each
    week.
    2.
    Papers -
    3.
    Examination - there will be a one hour final examination (Examination
    questions will be distributed well in advance.)
    4.
    Grade Assessment - 10% short paper
    10% lecture and tutorial participation
    40% term paper
    40% final exmination
    Required texts:
    1.
    Hirst, P.H. and Peters, R.S. The Logic of Education (paperback)
    2.
    Handouts.
    Recommended text
    Soltis, Jonas, An Introduction to the Analysis of Educational Concepts
    Course Outline and Readings
    The readings appear in two groups under each
    of
    the listed topics. The first
    group (a) is Required Reading; the second group (b) is RecOmmended Reading.
    PART A
    1. ?
    THE NATURE AND VALUE OF PHILOSOPHIZING IN EDUCATION
    (a)
    Hirst and Peters, The Logic of Education Ch. 1
    (b)
    Schofield, H., Philosophy of Education: An IntrOdUction, Ch. 1
    Soltis, J., An Introduction to the Analysis of Educational Concepts,
    Chs. 6 and 7.
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    2. ?
    VAGUENESS AND AMBIGUITY IN EDUCATIONAL DISCOURSE
    (a)
    Alston, W., Philosophy of Language, Ch. 5 "Dimensions of Meaning"
    (Handout)
    (b)
    Green, T.F., The Activities of Teaching, Ch. 2.
    Olson, R.G., MeäningandArgunient, Ch. 3.
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    3. ?
    EMOTIVE USES OF LANGUAGE
    (b) Beardsley, M., Thinking Straight, pp. 207-218.
    Copi, I.M., IndoctrinatiOn to Logic, pp. 47-49.
    Stevenson, C.L.,Ethics and Language, Chs. VI, IX.
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    4. ?
    THE LOGIC OF EDUCATIONAL SLOGANS
    (a)
    Scheffler, I., "Educational Slogans" from The Language of Education.
    (Handout)
    (b)
    Komisar, B. Paul and McClellan, J.E., "The Logic of Slogans" in
    Smith and Ennis (eds)LangUage and Concepts in Education, Ch. 13.
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    5. ?
    THE FUNCTION OF METAPHORS IN EDUCATIONAL DISCOURSE
    (a)
    Scheffler, I., "Educational Metaphors" from The Language of Education.
    (Handout)
    Alston, W., Philosophy of Language, Ch. 5.
    (b)
    Black, M., Models and Metaphors Ch. III.
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    6. ?
    THE FUNCTION OF DEFINITIONS IN EDUCATIONAL DISCOURSE
    (a)
    Scheffler, I., "Definitions in Education: from The Language of
    Education. (Handout)
    (b)
    Olson, R.G., Meaning and Argument, Ch. 7.
    Copi, I., Introduction to Logic, Ch. 4.
    Soltis, An Introduction ...., Ch. 1.
    PART B
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    7. ?
    THE CRITERIA OF EDUCATION - THE ACHIEVEMENT SENSE
    (a)
    Hirst and Peters, The Logic of Education, Ch. 2.
    Peters, R.S., "What is an Educational Process?" in The Concept of
    Education. (Handout)
    Oakeshott, M., "Education: The Engagement and its Frustration" from
    The Proceedings of the Philosophy of EducatiOn SOciety of Great Britain,
    Vol. V (Jan. 1971).
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    (Handout)
    (b)
    Lloyd, D.I. (ed.), Philosophy and the Teacher, Ch. 4.
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    8. ?
    THE CRITERIA OF EDUCATION - THE EDUCATIONAL PROCESSES
    (a)
    Required Reading - same as #7.
    (b)
    Hirst, P.H., Moral edUcation ihaSecularSociety
    Peters, R.S. , Ethics and Education
    Lloyd, D.I. (ed.),Philosophyand the Teacher, Chs. 5, 6.
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    9.
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    THE JUSTIFICATION OF EDUCATION
    (a)
    Same as #7 plus
    Peters, R.S., "The Justification of Education: in The Philosophy
    of Education. (Handout)
    (b)
    Downie, R.S. et al, Education and Personal Relations, Chs. 3 and 4.
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    10. ?
    EDUCATION AND HUMAN NATURE
    (a) Kazepides, "Human Nature in its Educational Dimensions" (Handout)
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    11. ?
    THE CONCEPT OF TEACHING
    (a)
    Hirst and Peters, The Logic Of EdUcation, Ch. 5.
    (b)
    Kosimar, B. Paul, "Teaching: Act and Enterprise" from Studies in
    Philosophy and Education Vol. VI, No. 2 (Spring, 1968)
    Soltis, An Introduction ...., Chs. 3, 4, 5.
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    12. ?
    TEACHING AND PERSONAL RELATIONSHIPS
    (a)
    Hirst and Peters, The Logic of Education, Ch. 6.
    (b)
    Lloyd, Philosophy and the Teacher, Ch. 1.
    Downie, R.S. et al., Educational and Personal Relationships.
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    13. ?
    FORMS OF MISEDUCATION: INDOCTRINATION AND CONDITIONING
    (a)
    Kazepides, A.C., "The Grammar of Indoctrination" from Philosophy
    of Education 1971.
    Kazepides, "Operant Conditioning in Education" (Handout)
    (b)
    Snook, I.A. (ed.) Concepts of Indoctrination.
    Lloyd, D.I. (ed.) Philosophy and the Teacher, Ch. 2.
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    14. ?
    THE CURRICULUM
    (a)
    Hirst and Peters, The Logic of Education, Ch. 4.
    (b)
    Lloyd, Philosophy and the Teacher, Ch. 7.
    White, J.P., Towards a Compulsory Curriculum.
    Pring, R., Knowledge and Schooling.
    Barrow, R., The Canadian Curriculum.
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    15. ?
    AUTHORITY, DISCIPLINE AND PUNISHMENT IN EDUCATION
    (a)
    Hirst and Peters, The Logic of Education, Ch. 7.
    Kazepides, A.C., "The Justification of Discipline" (Handout)
    (b)
    Wilson, P.S., Interest and Discipline in Education.
    Lloyd, D.I. (ed.),Philosophy and the Teacher, Chs. 10, 11.
    Peters, R.S., Authority, Responsibility and Education. Chs. 1-4.
    Nash, P., Authority and Freedom in Education.
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    16. ?
    CREATIVITY IN EDUCATION
    (a)
    Lloyd, Philosophy and the Teacher, Ch. 9 (Handout)
    Cochrane, D., "Teaching and Creativity: A Philosophical Analysis,"
    Educational Theory, Vol. 25, No. 1 (Winter 1975),
    pp.
    65-73.
    (b)
    Elliott, R.K., "Changing Concepts of Creativity" Proceedings of the
    Phil. of Educ. Society of Great Britain, Vol. V, No. 2.
    White, J.P., "Creativity and Education: A Philosophical Analysis",
    British Journal of EdUcational Studies, June 1968, reprinted in
    R.F. Dearden et al (eds.), Education and the Development of Reason.
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    DIRECTED INDEPENDENT STUDY COURSE
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    Simon Fraser University
    Faculty of Education
    EDUC 230-3 OUTLINE
    PHILOSOPHICAL ISSUES IN EDUCATION
    The central concern of this course is two-fold. First, it
    is intended to provide students who have a general interest in
    educational studies with an opportunity to examine critically a
    variety of philosophical issues in contemporary education.
    Secondly, it aims to provide students with an understanding of
    the philosophical method of enquiry. On completion of this
    course the student should have acquired, to some degree, the
    skill of identifying and tackling philosophical questions in
    education.
    Course Content
    The course is organized in five sections, containing a
    total of twelve uni-ts..
    Section A -The Nature of Philosophical Inquiry
    Section B
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    Problems in Educational Language
    Section C
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    Conflicting Educational Perspectives
    Section D
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    The Nature of Education
    Section E
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    Moral Dimensions of Education
    Course Requirements
    Assignment
    I
    5%
    Assignment
    II
    5%
    Assignment
    III
    5%
    Assignment
    IV
    20%
    Assignment
    v
    15%
    Final (take home) examination
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    50%
    Required Text
    Hurst, P.H., and Peters, R.S. The Logic of Education.
    London: Routledge & Kegan Paul 1970 (paperback)
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    C012111ITTEL ON UNDERGRADUATE SMILS
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    3 b
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    UPC 81-17
    NEW COURSE PROPOSAL FORM
    1.
    Ca1endarInformation ?
    Department: Education ?
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    Abbreviation Code:
    Educ.
    Course Number: 230
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    Credit.Hours: 3 Vector:_________
    Title of Course:
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    Introduction to Philosophy of Education
    Calendar Description of Course: This course is intended to provide 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. It should enable one to think more clearly and critically about a h
    Nature of Course of problems, issues, and concepts in education.
    Prerequisites (or special instructions):
    What course (courses), if any, is being dropped frotn the calendar if this course is
    approved: ?
    This is
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    a change in title and calendar description only.
    2.
    Scheduling
    How frequently will the course be offered?
    Semester in which the course will first be offered?
    3 ?
    Cl ?
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    4.
    Budgetaryand Space Requirements (for information only)
    What additional resources will be required in the following areas:
    Faculty
    Staff
    Library
    Audio Visual
    Space
    Equipment
    5.
    Approval
    Date:
    Dpartmcnt Chaiz)
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    Dean
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    Chairman, SCUS
    (.'.
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    Calendar Description for
    Educ. 230 - Introduction to Philosophy of Education
    This course is intended to provide 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. It should enable one
    to think more clearly and critically about a host of problems,
    issues, and concepts in education.
    C,'

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