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EDUC. 230-3 PHILOSOPHICAL ISSUES IN EDUCATION
SPRING 1982
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Tuesday, Thursday, 9:30 - 10:20
(plus one hour of tutorial per week)
INSTRUCTOR: Dr. Tasos Kazepides
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.
Requi renients:
1.
Two one-hour lecture-discussion sessions and one one-hour tutorial each
week.
2.
Papers - A short paper due February 17 and a longer paper due March 31.
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 Educätioñal 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 Recommended Reading,
PART A
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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., Meaning and Argument, 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)
Komi sar, B. Paul and McClellan, J.E., "The Logic of Slogans" in
Smith and Ennis (eds) Language and Concepts inEducation, 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 Proceedincis of the Philosoohy of Education Sociy 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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THE CRITERIA OF EDUCATION - THE EDUCATIONAL PROCESSES
(a)
'ReguiredReading - same as V.
(b)
Hirst, P.H.,'Moral education ina Secular Society
Peters, R.S., 'Ethics and 'Education
Lloyd, D.I. (ed.),Philosophyand
the Teacher, Chs. 5, 6.
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9. ?
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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THE CONCEPT OF TEACHING
(a)
Hirst and Peters, The Logic Of Education, Ch. 5.
(b)
Kosiniar, 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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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 andtheDevelopment of Reason.
