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(1. Cakndar_Informition ? 

Department: 

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Education 

_-

Abbreviation Code: 

Educ. 

?

Course Nunibcr: 330 

?

Credit Hours: 

3

Vector: 2-1-0 

Title of Course: 

?

A Critical History of Educational Thought 

Calendar Description of Course: A critical examination of educational thought 

from Socrates and Plato to Dewey and the neoprogressivists, showing their 

influence on the development of educational theory and practice. 

Nature of Course 

?

(see objectives of the course) 

Prerequisites (or Epecial instructions): 

None 

what course (courses), if any, is being dropped frofil the 

calendar If this course is 

iipprovcd: ? 

None 

2. Scheduling 

How frequently will the cour:;e he offered? 

?

once or twice a year. 

Semester in whi 

i the coir 

?

wi H Ii rst be of fered? ? 

19823

(See 

Objectives and Rational) 

4. ijtnrv andSpaceRequireueiits (for Information only) 

Ml.-IL

addition.-.l resource:; will. b 

rcqLI

I red In the following areas 

Faculty ? 

None 

Staff ? 

None 

I 11)rarv ? 

Acquisition of those additional library holdings marked with 

an

asterisk 

in the readings list. 

Audio Visual ? 

None 

Sacc ? 

None 

Equl pflent ? 

None 

. Approval 

Date:_/ff

?

ir,icnt ? 

Dean ? 

Chajr:un, SCUS 

Education 

330

Critical History of Educational Thought 

Goals of the course 

To develop in the students an understanding of educational theories 

and practices in other times and places as well as in Canada. Those 

ideas and policies will be chosen for consideration that are most 

relevant to the understanding of current educational issues. Thus 

the course will deal mainly with: 

a.

the character and status of educational 

theory 

and policy 

in various periods, i.e., the varying configurations of 

those disciplines that were considered relevant to the 

process of education; 

b.

the models of teaching implicit in various educational 

theories. 

c.

the Development of National Educational Systems 

Outline of Topics for Education 330 - Critical History of Educational 

Thought 

a. Education in non-Western Cultures 

b. From socialization to Education: The development of the Concept 

of Education in ancient Greece. (Education 

in

the Homeric World, 

Sparta and Athens. Major Educational Theorists: Plato, 

isocrates, the Sophists and Aristotle) 

c. Preparation for Public Life: Educational Ideas and Practices 

in the 

Roman World (Quintilian) 

d. Medieval Theories of Education 

(1)

The Paradox of Teaching: St. Augustine's Theory of 

Teaching and his Philosophy of History 

(2) MedievalMysticism 

(3) Scholasticism and Education: St. Thomas Aquinas 

e. The Humanistic Movement and Seventeenth-Century Theories 

(1)

The Humanist: Erasmus 

(2)

The Pansophist: Comenius 

(3)

The Gentleman: Locke 

f. The Age of Enlightment: Jean-Jacques Rousseau and Naturalism in 

Education 

g. The Reform Movement: Pestalozzi, Herbart, Froebel and Spencer 

h. The Influence of Progressive Education: John Dewey and 

the Neo- 

progressivists 

/2

Rationale 

The following Comments attempt to answer some of 

the

questions that 

have been raised about the value and place of the proposed new course in 

the History of Educational Ideas. 

1.

The study of the History of Educational Ideas constitutes 

an

important 

dimension of Education that is worth studying both 

for its 

own sake as 

well as for its value to prospective teachers. We believe that the 

development of a historical perspective on current educational issues and 

ideas is useful, if not necessary, for their understanding and appreciation. 

There is hardly a current idea or issue 

in

education that does not have 

its roots in the past and will not be illuminated by 

an

examination of 

its history. 

2.

This is not a course in the History of Canadian Education, although 

it will deal with the development of educational ideas in Canada. The 

purpose of the course is to explore those educational ideas that have 

influenced the development of education elsewhere as well as in Canada. 

3.

Although this is not a course in Comparative Education, it will emphasize 

the study of educational ideas against their respective cultural contexts 

as well as the comparison of educational ideas in various cultures and 

periods. Thus, this course might stimulate some students to pursue 

comparative educational studies in the future. 

Indicative Sources 

1.

Archambault, R.D. (ed.) Dewey on Education: Appraisals, N.Y.: Random 

House, 1966. 

2.

Aristotle, Politics. 

3.

Barrow, Robin. Radical Education. London: Martin Robertson, 

1978. 

4.

Brauner, C.J. American Educational Theory. Englewood Cliffs, N.J.: 

Prentice-Hall, Inc., 

1964. 

5.

Broudy, H. and Palmer, J. Exemplars of Teaching 

6.

Brubacker, J.S. A History of the Problems of Education. Toronto; 

McGraw-Hill Book Co., 

1966. 

7.

Brumbaugh, Robert S. and Lawrence, Nathaniel M. Philosophical Themes in 

Modern Education, Boston: Houghton Mifflin Col, 

1973. 

8.

Brumbaugh, R.S. and Lawrence, N.M. Six Essays on the Foundations of 

Western Thought. Boston: Houghton Mifflin Co., 

1963. 

9.

Cremin, L.A. The Transformation of the School. New York: Vintage Books, 

(Random House), 1964. 

10.

Curtis, S.J. and Boultwood, M.E.A. A Short History of Educational 

Ideas. London; Univ. Tutorial Press, 1961. 

/3

?

_ /3

. ?

I] . Dewey, John. Democracy and Education. New York: The Free Press 

-' ? 

1966 (1916Y

12.

Dewey, John. Experience and Education. New York: Collier Books, 

1963.

13.

Dewey, John. Human Nature and Conduct. New York: The Modern Library, 

1957 (1922Y.

14.

Dewey, John. The Public and its Problems. Denver: Alan Swallow, 

1954

(1927).

15.

Drake, W.E. Intellectual Foundations of Modern Education. Columbus, 

Ohio: Charles E. Merrill Books, Inc., 

1967.

16.

Drake, W.E. (ed.) Sources for Intellectual Foundations of Modern 

Education. Columb7Thhi ? 

Charles E. Merrill Books, Inc., 

1967.

17.

Ehlers, 

'

Henry ((!d.) Crucial Issues in Education. New York: Holt, Rinehart 

& Winston, Inc., ? 

)6). 

18.

Frankena, W. T 

hr

ee Historical Philosophies of Education: Aristotle, Kaut, 

Dewe y 

. Chicago: Scott, Foresman and Co., 

1965.

19.

Frost, S.E. Historical & Philosophical Foundations of Western Education. 

Columbus, Ohio: Charles E. Merrill Books, Inc., 

1966.

20.

Gillet, M. (ed.) Readings in the History of Education. Toronto: McGraw- 

Hill Co. of Canada Ltd., 

1969.

21.

Good, H.G. and Teller, J.D. A History of Western Education. Toronto: 

The Macmillan Co., 

1969.

22.

Gruber, F.C. Historical and Contemporary Philosophies of Education. 

New York: Thomas Y. Crowell Company, 

1973.

23.

Jaeger, W. Paideia: The Ideals of Greek Culture. New York: Oxford 

Univ. Press, 

1945.

21+

Jeffreys, M.V.C. Johp Locke: Prophet of Common Sense. London: Methuen 

C Co. Ltd., 

1967.

25.

Johnson, F. Henry. A Brief History of Canadian Education. Toronto: 

McGraw-Hill Co. of Canada Ltd., 

1968.

26.

Kazamias, A. Herbert Spencer on Education. New York: Teachers College 

Press, 

1966.

27.

Lawr, D. and Gidney, R. (( 

.

ds.) Educating Canadians. Toronto: Van 

Nostrand Reinhold Ltd., 

1973.

28.

Lawrence, Elisabeth. The 0riajand Growth of Modern Education. 

Baltimore, Penguin, 1970. 

29.

Marrou, H.I. A Hist 

or y 

of Education in A 

n t inigu 

ft y. 

London: Sheed and 

Ward, 

1956.

/14

/14 ?

30.

Nash, et al (eds.) The Educated Man New York: John Wiley & Sons, 

1965.

31.

Neil, A.S. Summerhill: A Radical Approach 

tn EducatThn..

London: 

Gollancz, 

1962.

32.

Peters, R.S. Essays on Educators. London: Allen & tjnwin, 

1981.

33.

Phillips, C.E. The Development of Education in Canada. Toronto: W.J. 

Gage & Co. Ltd., 

1957.

34.

Piaget, J. (ed.) John Amos Comenius on Education. 

35.

Plato, The Republic, Meno, The Laws. 

36.

Popper, K.R. The Open Society and its Enemies (Vol. I & Ii). London: 

Routledge & Kegan Paul, 

1966.

37.

Power, E.J. Evolution of Educational Doctrine: Major Educ. Theorists 

of the Western World. New York: Appleton-Century-Crofts, 

1969.

38.

Price, K. Education & Philosophical Thought. Boston: Allyn 6 Bacon, 

1967.

39.

Rousseau, Jean-Jacques. Emile. Dutton, New York: Everyman's Library, 

.1963 (1911).

13 ? 

Spencer, H. Essays on Education. London: Everyman's Library, 

1963 (1911).

41.

Skinner, B.F. Walden Two. New York: The Macmillan Col, 

1962 (1948).

42.

Skinner, B.F. The Technology of Teachin 

g

. New York: Appleton-Century- 

Crofts, 

1968.

43.

Tibble, J.W. The Study of Education. London: Routledge, Kegan Paul, 

1966.

44.

Wilson, J.D., et al. Canadian Education: A History, Scarborough, Ont.: 

Prentice-Hall of Canada Ltd., 

1970.

Journals 

Educational Theory 

The Journal of Educational Thought 

History of Education 

Journal of History of Ideas 

V ?

Typical Course Requirements 

Typical course requirements for Ed. 

330

might be as follows: 

1. Required reading of three or four books such as 

S ?

a)

b)

d)

2.

?

E

a

E.W. Drake, lntc1cC-1 

FoUfld3ttOflS

of Modern Education. 

E.W. Drake ((d.). Sources for %ntefleC1U FoundaOfls 

of Modern EduCation. 

R.S . ? 

rurnhaUgh & N.M. tawreflCC. 

-

Modern 

---- 

Education. 

R. Barrow. Radi 

:-cal Education. 

tended essay of approximately 15 typed double-spaced pages on 

topic approved by the instructQr. 

3.

?

Final examination. 

n