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FACULTY OF EDUCATION
Spring Semester, 1974 ?
Instructor: Dr. A.C. Kazepides
Education 240-3 Social Issues in Education
COURSE GUIDE
Social issues that influence educational practice are complex
and require a multidisciplinary approach to them: concepts must
be clarified, assumptions and value judgments must be examined, and
empirical evidence must be checked and weighed.
The aim of this course is to build the background (part one)
against which specific educational issues (part two) will be
discussed systematically and usefully. This is by no means an
easy task, as it requires extensive knowledge of several social
sciences (sociology, anthropology, economics, social psychology)
and philosophy as well as knowledge of educational theory and
practice.
Outline
PART ONE:
THE CONTEXT OF EDUCATION
1. Education and Culture
a.
Is it appropriate to talk of education as the socialization
of children?
b.
Two important senses of culture and their relevance to
education.
2. The Character of Our Culture
a.
The impact of industrialization
b.
The character of our popular culture and its influence
on education
C.
"Future Shock" (film)
3. The Problems of Commitment in our Society
a.
The nature of commitment and the uncommitted.
b.
The strategic position of the school between the private
world of the nuclear family and the public world of the
corporate superstructures.
c.
Educational implications of scientific, technological and
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social changes.
d.
The achievement of self-fulfillment and the elements of
coniTiitment.
e.
Appeals to human nature beg the question of values
in education.
f.
The public aspects of commitment and its requirements
today.
g.
Some implications for Education.
PART TWO
SOME SPECIFIC ISSUES IN EDUCATION
5. The Functions of the School in Our Society.
6. The "Hidden Curriculum": The Undesirable side-effects of Schooling.
7. Student Alienation
a.
"The invention of the adolescent" (film)
b.
"No reason to stay" (film)
8. Personal Relations in Education
a.
The teacher as an authority and the authoritarian
teacher
b.
Discipline and punishment in the school.
c.
Rights in Education
d.
Compulsory attendance
e.
The importance of teacher expectations ("What teacher
expects" (film))
9. Equality of Educational Opportunity
a.
What is it?
b.
Sex discrimination in our educational system (guest
lecturer)
c.
The influence of the home on the over-all achievement
of children.
d.
Minority Groups and Education
10. The Teacher as a Professional
a.
Presures to deprofessionalize the teacher
b.
Should the teacher be held accountable?
c.
Educational and non-educational responsibilities of
the teacher.
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Course requirements
1.
Students will be expected to participate regularly in two
one-hour lecture sessions and one one-hour tutorial each week. (20% of grade)
2.
One Book review will be due on February 4th. Specific instructions
will be provided on a spearate sheet. (20% of grade)
3.
A term paper of approximately 8 - 10 double-spaced pages will be
due on the 28th Of March. Suggested essay topics and bibliography
will be distributed on assignment guide sheets. (30% of grade)
4.
Students will be expected to take a one and a half hour final
examination based on lectures and readings. (30% of grade)
Required readings:
1. One of the following:
a.
Broudy, H., The Real World of the Public Schools.
b.
Troost, C.J. (ed.) Radical School Reform
and
2. One of the following:
a.
Sexton, P.C. (ed.) Readings on the School in Society.
b.
Evetts, J., The Sociology of Educational Ideas.
c.
Lawr & Gidney, Educating Canadians.
d.
Morrison & Burton (eds), Options: Reforms and
Alternatives for Canadian Education.
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FACULTY OF EDUCATION
Education 240-3 Social Issues in Education
Instructor: Dr. A.C. Kazepides
(Office No. 6229CC; Tel. 291-4303)
T.A.: Mr. Howard Day
(Office No. 7327CC; Tel. 291-3349)
GUIDE TO ASSIGNMENTS
I .
? BOOK REVIEW
You are being asked to review one of the following books which are not
literary.
Here are some enumerated suggestions:
?
1. ?
What is the main thesis held by the author(s)? You are not going too far
by explaining quite fully the author's position.
?
2. ?
What are some side-theses which generate explicitly or implicitly
out of the main thesis.
?
3. ?
What other theses might the author have considered, in your opinion.
?
4. ?
You might compare and contrast the author's thesis with another well-known
author.
?
5. ?
You may use long or short quotations- correctly inserted.
?
6. ?
Avoid possible pitfalls:
a.
You are not offering a digest
b.
You are not even trying for a synopsis
c.
Heaven foul a precis.
?
7. ?
Look for conceptual confusions, questionable assumptions, inconsistencies and
unsubstantiated empirical claims.
?
8. ?
Here are some useful questions you should ask:
a.
"What does the author mean?"
b.
"How does the author know?"
C.
"What are the grounds for the author's recommendations?"
(P.S. Please don't forget to ask these questions about your own
paper)
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Books for Review
1.
Broudy,
2.
Silberm
3.
Troost,
4.
Pratte,
5.
Evetts,
6.
Ill ich,
7.
Goslin,
H.S.,
The Real World of the Public Schools.
an,C.FI., Crisis in the Classroom.
C.J. (ed.), Radical School Reform.
R., The Public School Movement.
J., The Sociology of Ed. Ideas.
J., Deschooling Society.
D.A., The School in Contemporary America.
8.
Kozol, J., Free Schools.
9.
Jackson, P.W., Life in Classrooms
10.
Morrison & Burton, Reforms & Alternatives for Canadian Education.
11.
Sexton, P.C. Readings on the School in Society.
II. ?
TERM PAPER
You are required to write a paper of approximately 10-15
pages (double-spaced) on one of the topics suggested below or on a topic
of your choice approved by your tutorial leader. Your paper should reveal
that:
(a)
you have read a reasonable amount of material in the area
of your topic;
(b)
you have thought sufficiently about the problem to take a
justified point of view.
(c)
you can utilize the ideas and skills devloped in the lectures
and the tutorials.
The paper is due on March 28 and it should be typed. Those students who
wish to submit their first draft for comments are advised to do so before
March 12. (The first draft must also be typed).
The books that are marked with an asterise are on 24 hour loan in the
Library.
Suggested Topics and Readings
1. ?
What should be the primary responsibilities of the schools and why?
6, 21, 36, 40, 23, 45, 51, 9, 33, 13, 56.
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2.
In what sense is the teacher an authority?
38, 35, 21, 6, 17, 51, 44.
3.
To what extent are the non-educational functions of the school compatible
with its educational function?
Bibliography for topic (1), 24, 41.
4.
What is wrong with the schools of B.C. and why?
4, 2 and bibliography for topic (1), 57, 58.
5.
Cultural diversity and public education in Canada.
47, 30, 33, 48.
6.
The school as a formal organization: Desirable and Undesirable consequences.
(What is the "Hidden Curriculum")
16, Bibliography for topics (1) and (3).
7.
Educational and non-educational uses of examinations.
6, 16, 28, 45, 64.
8.
The political and religious uses of the schools.
(The problem of indoctrination)
1, 6, 7, 34, 46, 3, 12, 62.
9.
Should the teacher be accountable? (To whom? To what?)
6, 16, 21, 40.
10.
Factors that have influenced the development of the public school movement
in Canada?
8, 31, 40, 57.
11.
Consider some of the most important criticisms of the Public School movement
by any two of the following: Goodman, Holt, Reiner, Kozol, Illich,
Friedenberg, Jackson. Do this in the light of the counter-criticisms that
can be found in Broudy, Troost, or Pratte.
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12.
What is equality of educational opportunity? Clarify the notion of
"educational opportunity" and evaluate proposed arguments.
6, 10, 16, 29, 44.
13.
What is alienation? In what ways does the school contribute to the alienation
of the young?
18, 32, 24, 42, 45, 58, 59.
14.
The role of the school in a world community.
21, 11, 9, 26, 50, 55.
15.
"I'm ready to define education as what goes on in schools and colleges."
(Dr. James B. Conant)
Why is this statement unacceptable?
24, 24, 36, 40.
16.
The role of the family in the child's over-all achievement.
10, 27, 22, 33, 43, 13.
17.
Who should control the schools?
6, 21, 30, 44, 48, 57, 62, 64.
18.
The role of discipline and punishment in the school.
14, 15, 23, 44, 53, 60, 70.
19.
To what extent is there an implicit streaming of our young into sterotyped
male and female roles.
65, 66.
20.
Are there any legitimate educational uses of conditioning?
39, 64.
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Bibi iogrpahy
1.
Aristotle, Politics
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2.
B.C.T.F., Involvement:
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The Key to Better Schools
3.
Benn, S.I.
?
and Peters, R.S., The Principles of Political
?
Thought
4.
Bremer, John, Schools Without Walls
5.
British Columbia, Province of; Royal Commission on Education in B.C.
?
(Chant Report)
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6.
Broudy, H.S., The Real ?
World of the Public Schools
7.
Brubacker, J.S. ?
(ed) Eclectic Philosophy of Education
8.
Butts, R.F., The Education of the West
9.
Clark, B.R., Educating the Expert Society
10.
Coleman,
?
I.S., et.
?
al., Equality of Educational ?
Opportunity
11. Coombs, P.H., The World Educational ?
Crisis
12.
Crittenden, B., Education and Social
?
Ideals
13.
Dreeben, R., On What Is Learned in School
14.
Durkheim, E., Moral ?
Education
15.
Ehlers, H. ?
(ed), Crucial
?
Issues
?
in Education
*
?
16.
Evetts, J., The Sociology of Educational
?
Ideas
17.
Frankel, C., The Case for Modern Man
18.
Friendenberg, Coming of Age in America:
?
Growth and Acquiescence
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19.
Glasser., Schools Without Failure
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20.
Goodman, P., Compulsory Mis-education
* ?
21.
Goslin, D.A., The School
?
in Contemporary Society
22.
Henry, J., Culture Against Man
* ?
23,
Hirst, P., and Peters,
?
R.,The Logic of Education
* ?
24.
Illich, ?
I., ?
Deschooling Society
* ?
25.
Jackson, P.W., Life in Classrooms
26.
Jaspers, K., The Future of Mankind
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27.
Jenks, C., Inequality; A Reassessment of the Effect of Family and Schooling
in America
28.
Komisar, B.P.,
?
"Teaching: ?
Act and Enterprise"
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29.
Komisar, B.
?
Paul ?
& Coombs, J.R. , "The Concept of Equality in Education"
* ?
30.
Kozol, J., ?
Free Schools
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31.
Lawr and Gidney, Educating Canadians
32.
Loken, J.O., Student Alienation and Dissent
33.
Manheim, K., and Stewart, W.A., An Introducation to the Sociology of Education
34.
McClellan, J.E., Towards an Effective Critique of American Education
35.
Nash, Paul, Authority and Freedom in Education
36. Oakshott, M., "Education:
?
The Engagement and its Frustration"
37.
Oakshott, M., Rationalism in Politics & Other Essays
* ?
38.
Peters, R.S., Authority, Responsibility and Education
39.
Peters, R.S., (ed) The Concept oFEducation
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40.
Pratte, R., The Public School Movement
41.
Reimer, E., School
?
is Dead
42.
Rich, J., Humanistic Foundations of Education
* ?
43.
Riesman, D., The Lonely Crowd
* ?
44.
Sexton, P.C., ?
(ed), ?
Readings on the School
?
in Society
* ?
45.
Silberman, C.H., Crisis in the Classroom
46.
Snook, I., ?
(ed)
?
Concepts of Indoctrination
47.
Spindler (ed) Education and Culture
* ?
48.
Stanley, W.
?
et.
?
al. ?
(eds), Social ?
Foundations of Education
49.
Stevenson, H.A. et. al. ?
(ed) The Best of Times the Worst of Times
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50.
Toynbee, A., Change and Habit
* ?
51.
Troost, C.).,
?
(ed) Radical ?
School ?
Reform: ?
Critic and Alternatives
52.
Weinberg, C., Education and Social Problems
53.
Westby-Gibson, Dorothy (ed) Social Foundations of Education
54.
Young, M., The Rise of the Meritocracy
55.
Illich, R., Education and the Idea of Mankind
* ?
56.
Petrie, Review Essay of Deschooling Society
57.
Katz, J., Society, Schools and Progress in Canada
* ?
58.
Keniston, Kenneth, The Uncommitted:
?
Alienated Youth in American Society
59.
Goodman, P., Growing Up Absurd
60.
Vredevoe,
?
L.E.,
?
Discipline
61.
Greene, I.E., Work, Leisure and the American School
62. Freire, Paulo, Pedagogy of the Oppressed
?
(New York: ?
The Seabury Press, 1968)
63. Malik, A.
?
(ed) Social ?
Foundations of Canadian Education
64.
Field, F.L., Freedom and Control ?
in Education and Society
* ?
65.
Vancouver Status of Women:
?
Exploring Sex Roles
* ?
66.
B.C.T.F., "Report of the Task Force on the Status of Women"
* ?
67.
Morrison and Burton (eds) Options:
?
Reforms and Alternatives for Canadian
Education
* ?
68.
Silberman, C.E.
?
(ed), The Open Classroom Reader
* ?
69.
Wax, M.L.
?
et al.
?
(eds) Anthropological ?
Perspectives on Education
70.
Wilson, P.S., ?
Interest and Discipline. in Education
6
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I
SiMON FRASER UNIVERSITY
At the meeting of SCUS yeserday afternoon a member of your faculty,
Dr. Sheila O'Connell, raised the question of a potential overlap between
a course on our proposed curriculum,, SA-333: Sociology of Education
and Education 240: Social Issues in Education. I have seen the handout
and bibliography of the course given this Fall by Dr. June Wyatt and I
must say that there seems to be very little in the way of overlap between
that course and any that we would give under our rubric within sociology
and anthropology. Dr. Wyatt's course is very largely concerned with
the school and seems much less concerned with other educational institutions,
and in particular, with processes such as socialization, etc. This is
not intended as any criticism of her course, which I can well understand
relates to a general programme in education.
I would wish to point out that the Sociology of Education is a standard
offering in many sociology departments in Canadian universities, even
where there are courses of a related nature taught under the auspices
of an education faculty. You will notice that UBC has such a course:
466: Sociology of Education.--Contemporary trends in educational
process, particularly the university setting and its relationship
to community and social structure; comparative survey of educational
institutions and their respective socio-economic contexts; social
class biases in educational training.
Although they also have a course, within the Faculty of Education,
470: Educational Sociology.--Factors related to the social
structure of modern western civilization which have significant
relevance to education and to the educability of children.
We feel that there is ample material for two courses to co-exist at SFU.
I should add that during the last semester one of our visiting professors,
Gordon Robinson, gave a course which was essentially the sociology of
education, ?
who as a distinguished writer has written the principal
sociological study of the private school system in England. We were obliged
to bend the existing rubric of the course to permit him to teach his
specialization, and that is a practice which I dislike. I am enclosing
a scanty course outline that he used which might give you some idea of
what I see to be the sociological perspective of these problems.
Looking forward to hearing from you and will be glad to meet either you
or members of your faculty should you feel this useful.
Enc.
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