SIMON FRASER UNIVERSITY
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EDUCATION 230-3
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INTRODUCTION TO PHILOSOPHY OF EDUCATION
Regular Summer Semester, 1989
Wednesdays,9:30 a.m. - 11:20 a.m
(plus one hour tutorial per week)
Location: AQ3159
Instructor: Dr. Tasos Kazepides
Office: ?
MPX 8659
Phone: ?
291-3641
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 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.
One two-hour lecture-discussion session and one one-hour tutorial each week.
2.
Papers: one short paper and one term paper.
3.
Grade Assessment:
10% for participation
15% for a short paper (2-4 pages)
40% for the term paper
35% for the final examination
Required Texts:
1.
Hirst, P.H., & Peters, R.S. The Logic of Education (paperback).
2.
Israel Scheffler, The Language of Education, Charles C. Thomas.
Course Outlines and ReadIngs:
The readings appear in two groups under each of the listed topics. The first group (a) is Required
Readings; the second group (b) is Recommended Readings.
1. THE NATURE AND VALUE OF PHILOSOPHIZING IN EDUCATION
(a)
Hirst and Peters, The Logic of Education (Ch. 1).
(b)
Soltis, J., An Introduction to the Analysis of Educational Concepts, (Chs. 6 and 7).
2. VAGUENESS, AMBIGUITY AND EMOTIVE USES OF LANGUAGE
(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).
Beardsley, M., Thinking Straight,
pp.
207-218.
Copi, l.M., Introduction to Logic (Chs. VI, IX).
3. THE LOGIC OF EDUCATIONAL SLOGANS
(a)
Scheffler, I., "Educational Slogans," The Language of Education.
(b)
Komisar, B. Paul and McClellan, J.E., "The Logic of Slogans" in Smith and Ennis
(eds) Language and Concepts in Education (Ch. 13).
4. THE FUNCTION OF METAPHORS IN EDUCATIONAL DISCOURSE
(a)
Scheffler, I., "Educational Metaphors," The Language of Education.
(b)
Alston, W., Philosophy of Language (Ch. 5).
Black, M., Models and Metaphors (Ch. 111).
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5. THE FUNCTION
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EFINITIONS IN EDUCATIONAL DISCO
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(b.) Scheffler, I.,
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finitions in Education, The Lancjuacje of ducation.
Olson, R.G., Meaning and Argument (Ch. 7).
Copi, I., Introduction to Logic (Ch. 4).
Soltis, An Introduction. . ., (Ch. 1).
Part B
6. THE CRITERIA OF EDUCATION - THE ACHIEVEMENT SENSE
(a)
Hirst and Peters, The Logic of Education (Ch. 2).
(b)
Oakeshott, M., "Education: The Engagement and its Frustration" from
Vol. V (Jan. 1971).
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. & Woods, R., An Introduction to Philosophy of Education (Ch. 1).
7. THE CRITERIA OF EDUCATION-EDUCATIONAL ACTIVITIES
(a)
Required Reading - same as #6
(b)
Peters, R.S., Ethics and Education.
Lloyd, D.I. (ed), Philosophy and the Teacher (Chs. 5, 6).
8. THE CONCEPT OF TEACHING
(a)
Hirst and Peters, The Logic of Education (Ch. 5).
Scheffler, The Language of Education, chs. IV, V.
Kazepides, "Wittgenstein and the Rationalists on Learning & Teaching" (Handout).
(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).
9. THE PROBLEM OF INDOCTRINATION
(a)
Kazepides, A.C., 'The Grammar of Indoctrination' from Philosophy of Education,
1971. (Handout)
Kazepides, A.C., "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).
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THE CURRICULUM
(a)
Hirst and Peters, The Logic of Education (Ch. 4)
Straughan and Wilson, Philosophizing _ (Ch. 3) (Handout)
(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.
Hirst, P., Knowledge and the Curriculum.
11. ?
AUTHORITY, DISCIPLINE AND PUNISHMENT IN EDUCATION
(a)
Hirst and Peters, The Logic of Education (Ch. 7).
Kazepides , A.C., 'The Justification of Discipline" (Handout).
Kazepides, A.C. "On Learning from the Consequences of One's Actions
(Handout)
(b)
Wilson, P.S., Interest and Discipline in Education.
Lloyd, D. 1. (ed.), Philosophy and the Teacher (Ohs. 10, 11).
Peters, R.S., Authority. Responsibility and Education (Chs. 1-4).
Nash, P., Authority and Freedom in Education.
12.
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VALUES AND MORAL EDUCATION
(a)
Hamm and Daniels, "Values Education in Relation to Moral Education" (Handout).
(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 reolv b
y
M. Elliott and rejoinder b
y
Hamm)
