S
    Educ. 230-3 Philosophical Issues in Education
    REGULAR SEMESTER 1982
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    INSTRUCTOR: Dr. Tasos Kazepides
    Wednesday 1:00 - 3:50
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    LOCATION: on campus
    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.
    .Re
    qul rements:
    1.
    Two one-hour lecture-discussion sessions and one one-hour tutorial each
    week. ?
    -
    2. Papers - 2 papers (1
    :sh-ot ?
    1 long) ?
    .
    3.
    Examination - there will be a one flour final examination (Examination
    questions will be distributed well in advance.)
    4.
    Grade Assessment - 10% short paper
    0% lecture and tutorial participation
    40% term paper
    40% final exmination
    Required texts:
    1.
    Hirst, P.H. and Peters, R.S.
    2. Handouts.
    Recommended text
    The Logic of Education (paperback)
    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 RequiredReading; the second group (b) is ReconinendedReading.
    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.
    S ?
    -2- ?
    .
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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., Meaning and Argument, Ch. 3.
    ?
    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.
    ?
    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.
    ?
    5.
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    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
    ?
    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?" inThe 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). ?
    (Handout)
    (b) Lloyd, D.I. (ed.), Philosophy and the Teacher, Ch. 4.
    S
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    -3- ?
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    - ?
    8. ?
    THE CRITERIA OF EDUCATION - THE EDUCATIONAL PROCESSES
    (a)
    Required Reading - same as #7.
    (b)
    Hirst, P.H., MOral edUcation in a SécularSociety
    Peters, R.S.,Ethics and Education
    Lloyd, D.I. (ed.), Philosophy and theTeacher, Chs. 5, 6.
    ?
    9. ?
    THE JUSTIFICATION OF EDUCATION
    (a)
    Same as #7 plus
    Peters, RS., "The Justification of Education: in The Philosophy
    of Education. (Handout)
    (b)
    Downie, R.S. et al, Education and Personal Relations, Chs. 3 and 4.
    ?
    10. ?
    EDUCATION AND HUMAN NATURE
    (a) Kazepides, "Human Nature in its Educational Dimensions" (Handout)
    ?
    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.
    ?
    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.
    ?
    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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    -4-
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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.
    ?
    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.
    S
    DIRECTED INDEPENDENT STUDY COURSE
    ?
    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 units.
    Section A The Nature of Philosophical Inquiry
    Section B
    ?
    Problems in Educational Language
    Section C
    ?
    Conflicting Educational Perspectives
    Section D The Nature of Education
    Section E
    ?
    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
    ?
    50%
    Required Text
    Hurst, P.H.,, and Peters, R.S. The Logic of Education.
    London: Routledge & Kegan Paul 1970 (paperback)
    . ?
    .1•
    DIRECTED INDEPENDENT STUDY COURSE
    ?
    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 units.
    Section A The Nature of Philosophical Inquiry
    Section B
    ?
    Problems in Educational Language
    Section C
    ?
    Conflicting Educational Perspectives
    Section D The Nature of Education
    Section E
    ?
    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
    ?
    50%
    Required Text
    Hurst, P.H., and Peters, R.S. The Logic of Education.
    London: Routledge & Kegan Paul 1970 (paperback).

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