S ?
    .
    EDUCATION
    431-4
    PHILOSOPHICAL FOUNDATIONS FOR THE CURRICULUM
    (ANALYSIS OF EDUCATIONAL CONCEPTS)
    EDUCATION
    836-5
    ADVANCED SEMINAR IN EPISTEMOLOGY AND EDUCATION
    SPRING,
    1981 ?
    INSTRUCTOR: Dr. Tasos Kazepides
    CAMPUS
    ?
    Wednesdays
    4:30 - 8:20
    This course deals with the most fundamental questions that lie behind any attempt to
    design, evaluate or change an educational curriculum. The course should be valuable to
    educators and prospective teachers as well as to all those persons who have a serious
    interest in the study of education.
    COURSE REQUIREMENTS:
    a)
    A short seminar presentation
    (200/
    of grade)
    b)
    A term paper of about
    15
    typewritten double-spaced pages on a topic approved by the
    instructor. The paper is due one week before the last day of classes. Students may
    choose to write
    2
    or
    3
    shorter papers instead
    (800/
    of grade).
    COURSE OUTLINE:
    1. Problems in defining "curriculum".
    2.
    ?
    Justifying curriculum descisions.
    3.
    Educational aims and objectives.
    4.
    What are "Behavioural objectives"?
    5.
    What is the "Hidden curriculum"?
    6. Forms of knowledge and modes of experience in the curriculum.
    7.
    The "Sociology of knowledge" (What is it? What are the educational implications of
    cultural relativism?)
    8.
    What knowledge is of most worth?
    a)
    utilitarian arguments
    b)
    the transcendental argument
    c)
    a proposal
    9.
    Could there be a justification for a compulsory core-curriculum?
    10. What is curriculum integration?
    REQUIRED TEXTS:
    1.
    PRING, Richard; KNOWLEDGE AND SCHOOLING; London: Open Books;
    1976
    (paperback)
    2.
    WHITE, John P.; TOWARDS A COMPULSORY CURRICULUM; London: Routledge and Kegan Paul;
    1973
    3.
    Handouts

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