Educatio030-3 Introduction to Phi1osopof Education 

SPRING, 1985 

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INSTRUCTOR: Dr. Tasos Kazepides 

Monday and Wednesday 11:30 - 12:20 

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LOCATION: on campus 

(plus one hour tutorial per week) 

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PHONE: 291-3641 

GENERAL INFOPMATION: 

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 educational problems from a philosophical perspective. 

The central concern of the course is to elucidate the nature of education and 

to distinguish it from socialization, schooling, training and indoctrination. 

There are no prerequisites for the course. 

REQUIREMENTS: 

1.

Two one-hour lecture-discussion sessions and one one-hour tutorial each 

week. 

2.

Papers - three short papers and one term paper. 

3.

Examination - there will be no final examination for the course. 

4.

Grade Assessment - 10% for the first short paper 

20% for the second short paper 

20% for the third short paper 

50% for the term paper 

REQUIRED TEXTS: 

1.

Hirst, P.H. 

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Peters,, R.S. The Logic of Education (paperback). 

2.

Straughan, R. Wilson, J. Philosophizing About Education (paperback). 

3.

Handouts 

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 VAIIJE OF PHILOSOPHIZING IN EDUCATION 

(a)

Hirst and Peters, The Logic of Education (Ch. 1). 

Straughan and Wilson, Philosophizing About 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). 

2. VAGUENESS AND AMBIGUITY IN EDUCATIONAL DISCOURSE 

(b) Alston, W., Philosophy of Language (Ch. 5 "Dimensions of Meaning") 

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). 

Page Two ? 

Educ. 230-3 (continued) 

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) 

S. THE FUNCTION OF METAPHORS IN EDUCATIONAL DISCOURSE 

(a)

Scheffler, I., "Educational Metaphors" from The Language of Education. 

(handout) 

(b)

Alston, W., Philosophy of Language (Ch. 5) 

Black, M., Models and Metaphors ((1. 111) 

6. THE FUNCTION OF DEFINITIONS IN EDUCATIONAL DISCOURSE 

(b) Scheffler, I., "Definitions in Education: from The Language of 

Education. 

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) 

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) 

Peters, R.S., "What is an Educational Process?" in R.S. Peters (ed.) 

The Concept of Education. 

Barrow, R. 4 Woods, R., An Introduction to Philosophy of Education 

(Ch. 1) 

8. li-IE CRITERIA OF EDUCATION - 

THE

EDUCATIONAL PROCESSES 

(a)

Required Reading - same as #7 

(b)

Hirst, P.H., Moral Education in a Secular Society. 

Peters, R.S., Ethics and Education. 

Lloyd, D. I. (ed), Philosophy and the Teacher (Chs. 5,6) 

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, (Ghs. 3 and 4) 

10. 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) 

11.

THE

PROBLEM OF INDOCTRINATION 

(a)

Hirst and Peters, The Logic of Education (ii. 6) 

(b)

Lloyd, Philosophy and the Teacher (Ch. 1) 

Downie, R.S. et al., Education 

al and Personal Relationships 

Page Three 

Educ. 230-3 (continue 

12. TEE PROBLEM OF INDOCTRINATION 

(a) Kazepides, A.C., "The Grammar of Indoctrination" from Philosophy of 

Education, 1971. (Handout) 

Kazepides, Educating, Socializing and Indoctrinating (Handout) 

(b) Snook, I.A. (ed.) Concepts of Indoctrination. 

Lloyd, D.I. (ed') Philosophy and the Teacher (Ch. 2) 

Barrow Woods, An Introduction to Philosophy of Education (Ch. 4) 

13. THE CURRICULUM 

(a)

Hirst and Peters, The Logic of Education (Ch. 4) 

Straughan and Wilson, Philosophizing..., (Ch. 3) 

(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. 

Barrow Woods, An Introduction ..., (Ch. 2) 

14. AUTHORITY 

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, DISCIPLINE AND PUNISHMENT IN EDUCATION 

(a)

Hirst and Peters, The Logic of Education (Ch. 7) 

Kazepides, A.C., "The Justification 

Discipline" (Handout) 

Straughan E 

1 Wilson, Philosophizing..., (1. 5) 

(b)

Wilson, P.S., Interest and Discipline in Education. 

Lloyd, D.I. (ed.), Philosophy and the Teacher (chs. 10, 11) 

Peters, R.S., Authority, fesponsibility and Education. (Chs. 1-4) 

Nash, P., Authority and Freedom in Education. 

15. MORAL AND RELIGIOUS EDUCATION 

(a)

Straughan Wilson, Philosophizing ? 

(Ch. 4) 

(b)

Hirst, Moral Education in a Secular Society. 

Hamm, C., "Moral Education Without Religion". in Cochrane et. al 

(eds.) The Domain of Moral Education (Also reply by M. Elliott and 

rejoinder by Hamm) 