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NEW COURSE PROPOSAL FORM
I. Calendar Information ?
Department:
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Education
Abbreviation Code: Educ.
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Course No.: 432 ?
Credit Flours: 4
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Vector: 3-1-0
Title of Course: Philosophical Issues in Teaching
Calendar Description of Course: In this course a number of classroom practices
and teacher related activities are philosophically examined. Assumptions
underlying these practices are made explicit; the meaning and structure of the
arguments clarified; and the merits of the arguments assessed. Examples of
topics to be discussed are: instruction, indoctrination, individualization,
play, creativity, discipline, and open education.
Nature of Course (See attached course outline).
Prerequisites (or special instructitns): Educ. 230 or equivalent or
permission of instructor.
What course (courses), if any, is being dropped from the calendar if this course
is approved: Educ. 442
2. Scheduling
How frequently will the course be offered? Once or twice yearly
Semester in which the course will first be offered? 182_2
3.
Goals of the Course. To enable teachers to assess the merits of adopting certain
practices as a result of increased understanding of the nature and meaning of
claims made, of the type of evidence they require, and of the assumptions under-
lying them. It responds to the demand that philosophy of education be more
relevant to the teacher.
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff ?
None
Library ?
Acquisition of those few additional library holdings marked
with an asterisk in the readings list.
Audio Visual ?
None
Space ?
None
Equipment ?
None
5.
pproval
Date:
Department C1l3(9rnan
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Dean
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Chairman, SCUS
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EDUC. 432: PHILOSOPHICAL ISSUES IN TEACHING
I. OUTLINE OF TOPICS
1. The teacher as educator
(a) 'Efficient' and 'good' teaching distinguished
(h) Criteria for 'educative' teaching
(c) Teaching in the educational process. Why teach?
2. The teacher and rational planning
(a)
Elements of curriculum: objectives, content, methodology
(b)
Content-centered teaching
(c)
Child-centered teaching
3. Teaching and related activities
(a)
The concept of teaching
(b)
The concept of indoctrination
(c)
The concept (and place) of conditioning
4. The teacher's treatment of children
(a) Freedom and authority in the classroom
(b)
Discipline and punishment in the classroom
(c)
Meaning (and role) of compulsion, coercion, manipulation
(d)
The student-teacher relationship
5.
Teaching techniques examined
(a)
Play; learning to learn; learning by discovery; instruction
(b)
Individualization and values clarification as teaching
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techn:Lq1e
(c)
Creativity and teaching
6. The teacher as facilitator of learning
(a)
Open education
(b) Alternative education
(c)
Self-education
II. INDICATIVE SOURCES
Journals
Educational Philosophy and Theory
Educational Theory
The Journal of Educational Thought
Journal of Philosophy of Education
Proceedings of the Ph:i.losophy of Education Society of Great Britain
Studies in Philosophy and Education
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Books
Barrow, Robin, Radical Education: A Critique of Freeschooling and
Deschoollng, London, Martin Robertson, 1978.
Dearden, R.F., Philosophy of Primary Education, London, Routledge
and Kegan Paul, 1968.
Dearden, R.F., Problems in Primary Education, London, Routledge
and Kegan Paul, 1976.
Green, Thomas F., The Activities of Teaching, New York, McGraw-
Hill, 1971.
Hirst, P.H., and Peters, R.S., The Logic of Education, London,
Routledge.
Lloyd, D.I., Philosojyand the Teacher, London, Routledge and
Kegan Paul, 1976.
MacMillan, C.J.B., and Nelson, T.W. (eds.), Concepts of Teaching:
Philosophical Essays, Chicago, Rand McNally, 1968.
*Nyberg, D. (ed.), The Philosophy of Open Education, London, Routledge
and Kegan Paul, 1975.
*pass l norc
,
John, The Philosophy of Teaching, Cambridge, Mass.,
Harvard University Press, 1980.
Peters, R.S., Authority, Responsibility and Education, London,
George Allen and Universe (New Edition).
Peters, R.S. (ed.), The Concept of Education, London, Routledge and
Kegan Paul, 1967.
Peters, R.S. (ed.), The Philosophy of Education, Oxford University
Press, 1973.
*peters
,
R.S. (ed.), Perspectives on Plowden, London, Routledge and
Kegan Paul, 1969.
Rich, J.M., Innovations in Education (2nd Edition), Allyn and Bacon,
1978.
Scheffler, I., Reason and Teaching, New York, Bobbs-Merrill,1973.
Snook, I.A. (ed.), Concepts of Indoctrination, London, Routledge
and Kegan Paul, 1972.
Wilson, J., Philosophy and
p
ractical Education, London, Routledge
and Kegan Paul, 1977.
Woods, R.C., and Barrow, R., An Introduction to Philosophy of
Education, London, Methuen, 1975.
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III. TYPICAL COURSE REQUIREMENTS
Typical. course requirements might be as follows:
1.
Required reading of two texts and five or six selected essays.
Two good texts are:
D.I. Lloyd (ed.) Philosophy and the Teacher
John Passmore, The Philosophy of Teaching
Selected essays might include:
P.H. Hirst, "The Logic of the Curriculum" in
Journal of Curriculum Studies, 1969.
B.P. Komisar, "Teaching: Act and Enterprise" in
Studies in Philosophy and Education,
Vol. VI, 112, 1968.
D. Cockrane, "Teaching and Creativity: A Philo-
sophical Analysis" in Educational
TIieory, Vol. 25, 111, 1975.
Examination on required readings is recommended.
2.
Extended essay on a topic selected or approved by instructor.
This will require selected readings in addition to required
course readings.
3.
Class presentations on required or recommended readings.
