1. :.• ? . ? S
      1. Culture and the Classroom London: Open Books
S
?
S
Educ. 433-4 Philosophical Issues in Curriculum
Educ. 833-5 Seminar in Social and Moral Philosophy and Education
REGULAR SEMESTER 1982 ?
INSTRUCTOR: Dr. Tasos Kazepides
Tuesday, 4:30 - 8:20
?
LOCATION: on campus
The aim of this course is to demarcate the domain of moral education and to
examine its nature and its various components. The course should he
valuable to teachers, prospective teachers, educational administrators and
all serious students of education. There are no prerequisites for this course.
COURSE REQUIREMENTS:
a)
A short seminar presentation.
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.
COURSE OUTLINE AND READINGS:
1.
The normative character of education.
(Peters, R.S., "The Justification of Education", handout)
2.
Moral Education in relation to values cducation.
(C-H-K,
pp.
17-37)
3.
Religion and Moral education
(C-H-K,
pp.
35-37)
4.
The Logic of Value Clarification (handouts)
S. The form of moral experience
a)
Escapes from moral thinking (C-H-K,
pp.
7-16)
b)
Amoralism, Subjectivism and Relativism
(Williams, B.; Morality, pp. 1-39., handout)
c)
Moral Principles and moral education (C-H-K,
pp.
120-134)
6. Form and content in moral education
a)
The paradox of moral education (C-H-K, pp. 155-166)
b)
Moral procedures and moral education
Moral components and moral education
C-H-K, p
p
. 163-203
Form and content in moral education
7. Language and moral education (C-H-K,
pp.
88-129)
8. Moral education and the emotions
a)
C-H-K,
pp.
145-154
b) handout
REQUIRED TEXTS:
a)
Cochrane, D.B., Hamm, D.M., Kazepides, A.C. (ed). The Domain of Moral
Education, Toronto: The Ontario Institute for Studies in
Education, 1979. (paperback)
b)
handouts
SENATE
COMMiTTEE
ON UNDERGRADUATE Si.
?
LES
SNEW COURSE
PROPOSAL FORMS
uPc 8i-i.
1.
Calendar Information
?
Department:
?
Education
Abbreviation Code: ED
?
Course No.: 433
?
Credit Hours: 4
?
Vector: 3-1-f
Title of Course: Philosophical. Issues in Curriculum
Calendar Description of Course: This course examines fundamental philosophical
issues involved in designing, evaluating, or changing educational curricula.
Such issues as the nature and justification of educational curriculum, the
components of a rational curriculum, the nature of knowledge and its differen-
tiation, curriculum integration and the education of the emotions. The course
also deals w:iLIi such current issues as the place of "behavioral objectives" iii
education, the "I dd crriL" and the sociology of knowledge.
Nature of Course - SEE OUTLINE
Prerequisites (or special instructions)
Ed. 230 or equivalent or permission of instructor.
What course (courses), if any, is being dropped from the calendar if this course
is approved: Ed. 431 Analysis of Educational Concepts.
2. Scheduling
how frequently will the course be offered: Twice yearly
Semester in which the course will first be offered? 1982/
3.
Coals of the Course - To help students of education appreciate the important
philosophical problems underlying curriculum development and understand the
nature and components of rat i onal curriculum planning, in education. Such a
task has become more urgent today with the emphasis that is being placed in
local curriculum development.
4.
Budgetary and Space Requirements (for information only)
What additional resources wi.i.l be required in the following areas:
Faculty
None
Staff
None
Library
None
Audio Visual
None
Space
None
Equipment
None
5.
Approval
Date:
Department Chaman ?
Dean
?
Chairman, SCUS
S
ED. - 433 PHILOSOPHICAL ISSUES IN CURRICULUM
I. COURSE OUTLINE
1. The philosopher's role in curriculum planning
2. The concept of Curriculum
3. The rational planning of curriculum
a) objectives
b)
content
c)
method
4. The nature of education
a)
Education and knowledge
b)
Education as the development of mind
c)
Cognition and the emotions
5. The justification of curriculum content:
a)
instrinsic value
b)
instrumental value
c)
the interest of the child
6. The nature of knowledge
a) the range of cognitive and educational concepts
i)
Knowing and believing
ii) Teaching and learning
b) knowledge, truth, evidence, belief
e) sociology of knowledge
7. The differentiation of knowledge and the curriculum
8. Curriculum "integration"
9. Current issues
a)
the "core curriculum"
b)
the "hidden curriculum"
c)
the "behavioral objectives" movement
10. Curriculum assessment
ii
. ?
.
II. ?
INDICATIVE SOURCES
A. BOOKS - 1. ARCHMIBAULT, Reginald D.
(ed.), Philosophical Analysis & Education
London: R.K.P., 1965
2.
BARROW, Robin, Radical Education: A Critique of
Freeschooling and Deschooling
London: Martin Robertson, 1978
3.
BRENT, Allen, Philosophical Foundations for the
Curriculum.
London: Allen & Jnwin, 1978
4.
BROUDY, Harry S. at al, Democracy and Excellence
in American Secondary Education
Chicago: Rand McNally & Co., 1964
5.
DEARDEN, R. F. et al,
(ad.), Education and the Development of Reason
London: R.K.P., 1972
6. DIXON, Keith
(ed.), Philosophy of Education and the Curriculum
Toronto: Pergamon Press, 1972
7.
DOYLE, James F.
(ed.), Educational Judgments
London: R.K.P., 1973
8.
ELAM, Stanley
(ed.), Education and the Structure of Knowledge
Chicago: Rand McNally & Co., 1964
9.
ENTWISTLE, Harold
Child - Centred Education
London: Nethueu & Co. Ltd., 1970
10.
FITZGIBBONS, Robert E.,
Making Educational Decisions
Toronto: Harcount Brace Jovanovich, Inc., 1981
11. HAMILTON, David
Curriculum Evaluation
London: Open Books, 1976
12. HAMLYN, D.W.
Experience and the Growth of Understanding
London: R.K.P., 1978
13.
HAMLYN, D.W.
The Theory of Knowledge
London: MacMillan, 1971
II
2
S ?
.
Continued
. 2
14. HARRIS, Kevin
Education and Knowledge
London: R.K.P., 1979
15.
HIRST, Paul H.
Knowledge and Curriculum
London: R.K.P., 1974
16.
HIRST, P.H. and PETERS, R.S.
The Logic of Education
London: R.K.P., 1970
17. HOOK SIDNEY, et al
(ed.), The Philosophy of the Curriculum:
The Need for General Education
Buffalo, N. Y.: Prometheus Books, 1975
18.
JENKINS, David and SHIPMAN, Marten, D.,
Curriculum: An Introduction
London: Open Books, 1976
19.
BRUNER, Jerome S.,
The Relevance of Education
New York: W.W. Norton & Co., Inc., 1973
20.
BRUNER, Jerome S.,
The Process of Education
Cambridge: Harvard Univ. Press, 1966
21. LANGFORD, Glenn & O'CONNOR, D.J.
(ed.), New Essays in Philosophy of Education
London: R.K.P. 1973
22.
LEVIT, Martin
(ed.) Curriculum
Urbana Ill: Univ. of Illinois Press, 1971
23. LLOYD, D.I.
(ed.) Philosophy and the Teacher
London: R.K.P., 1976
24. MARTIN, Jane
(ed.) Reading in the Philosophy of Education:
A Study of Curriculum
Boston: Allyn & Bacon, Inc., 1970
ki
3
I
S ?
.
Continued
3
25.
MARTIN, Michael,
Concepts of Science Education
Glenview, Ill: Scott, Foresmew & Co., 1972
26.
MOORE, T.W.
Educational Theory: An Introduction
London: R.K.P., 1974
27.
NYBERC, David
(ed.) The Philosophy of Open Education
London: R.K.P., 1975
28.
ORLOSKY, D.E. and SMITH, B.O.
(eds.) Curriculum Development: Issues and Insights
Chicago: Rand, McNally College Publishing Co., 1978
29. PASSMORE, John
The Philosophy of Teaching
Cambridge: Harvard Univ. Press, 1980
30. PETERS, R.S.
Education and the Education of Teachers
London: R.K.P., 1977
31. PETERS, R.S.
(ed.) The Concept of Education
London: R.K.P., 1967
32. PETERS, R.S.
(ed.) The Philosophy of Education
London: Oxford Univ. Press, 1973
33.
POPPER, Karl, R.
Obj ective Knowledge
Oxford and the Clarendon Press, 1973
34.
PRING, Richard
Knowledge and Schooling
London: Open Books, 1976
35.
PUGNO, Lawrence & FORD, G.W.
(eds.) The Structure of Knowledge and the Curriculum
Chicago: Rand, McNally & Co., 1964
36.
REYNOLDS, John and SKILBECK, Malcolm
Culture and the Classroom
London: Open Books
4
• Continued
4
S
?
S
37. SCHEFFLER, Israel
Conditions of Knowledge
Chicago: Scott, Foresman and Company, 1965
38. ScHEFFLER, Israel
Reason and Teaching
New York: The Bobbs - Merrill Co., Inc., 1973
39. SCHEFFLER, Israel
(ed.) Philosophy and Education
Boston: Allyn & Bacon, Inc., 1966
40. SCHEFFLER, Israel
Science and Subjectivity
New York: The Bobbs - Merrill Co., Inc., 1967
41. SCHOFIELD, Harry
The Philosophy of Education
London: Allen & Unwin Ltd., 1972
42.
SMITH, B. Othanel, et al
(eds.) fundamentals of Curriculum Development
New York: Harcourt, Brace & World, Inc., 1957
43.
SMITH, Ralph A.
(ed.) Regaining Educational Leadership
New York: John Wiley & Sons, Inc., 1975
44.
SYNDEN, Benson R.
The Hidden Curriculum
Cambridge: The M I T Press, 1971
45. SOCHETT, Hugh
Designing the Curriculum
London: Open Books, 1976
46.
SOLOMON, Robert C.
The Passions
New York: Double Day, 1976
47. TABA, Hilda
Curriculum Development: Theory and Practice
New York: Harcourt, Brace & World, Inc., 1962
El
5
S ?
.
Continued
.5
48.
THOMSON, Keith and WHITE, John
Curriculum Development: A Dialogue
London: Pitman Publishing, 1975
49.
TUSSMAN, Joseph
Government and the Mind
New York: Oxford University Press, 1977
50.
WHITE, John
Towards a Compulsory Curriculum
London: Routledge and Kegan Paul, 1973
51. WARNOCK, Mary
Schools of Thought
London: Faber & Faber, 1977
52.
WILSON, John
Education in Religion & the Emotions
London: Heinemann, 1971
53.
WILSON, John
Phflopy and Practical Education
London, R.K.P. , 1977
54.
YOUNG, Michael
(ed.) Knowledge and Control
London: Collier - MacMillan, 1971
B. JOURNALS -1. Educational Theor
2.
Educational Philosophy and Theory
3.
Journal of Philosoril-ty
of Education
4.
Philosophy of
Education: Proceedings of the
Education Society
5.
Proceedings of the Philosophy of Education Societ
of Great Britain
.
?
S
III. ?
TYPICAL COURSE REQUIREMENTS
Typical course requirements for Ed. 433 might be as follows:
1) Required reading of two or three books and four or
five selected essays.
Three excel-lent texts are:
a)
Paul H. Hirst, Knowledge and Curriculum
b)
Israel Scheffler, Conditions of Knowledge
c)
John White, Towards a Compulsory Curriculum
Selected essays might include
a)
R. S. Peters, "The Justification of Education"
b)
R. Pring, "Curriculum Integration" in Peters (ed),
The Philosophy of Education
c)
Mary Warnock, "Curriculum Structure" (from
Schools of Thought)
2) Extended essay of approximately 15 typed double-spaced
pages on a
tOJ)1C
approved by the instructor.
3) One class presentation on required or recommended
readings.
?
SENATE COMM I lii: F ON ITNI)ERURAl)tJAFE S
?
ES
?
urc 81-I..
•
?
NlJ (:UIFFSEPHOPOSATFc)R•
1. Calendar Information
?
Department:
?
Education
Abbreviation Code: El)
?
Course No.:
433 ?
Credit Hours: 4 ?
Vector: 3-].-
Title of Course: Philosophical issues in Curriculum
Calendar Description of Course: This course examines fundamental philosophical.
issues involved in designing, evaluating, or changing educational curricula.
Such issues as the nature and justification of educational curriculum, the
components of a rational eirrieitl tim, the nature of knowledge and its differen-
tiation, curriculum integration and the education of the emotions. The course
also deals with such current issues as the place of "behavioral objectives" in
education, the "It iddeiicurr ictil tint" and the sociology of knowledge.
Nature of Course - SEE OUTLINE
Prerequisites (or special instructions)
Ed. 230 or equivalent or permission of instructor.
What course (courses), If any, is being dropped from the calendar if this course
is approved: Ed.
431
Analysis 01 Educational Concepts.
2.
Scheduling
110w frequently will the course he offered: Twice yearly
Semester in which the course will first be offered? 1982/
3.
Goals of the Course - To help students of education appreciate the important
philosophical problems LIllderl.y lug curriculum development and understand the
ia tu re and components of rat i ouia I. curr I en 'urn pl ann lug, in education. Such a
task has liccoune more urgcuiL today with the emphasis that is being placed in
local curriculum development.
4. j ?
ndojeRequirements (for information only)
What additional resources will be required in the following areas:
Faculty ?
None
Staff ?
None
library ?
None
Audio Visual. ?
None
?
•1
• None
Equipment ?
None
5. Approval
Se
141
L.
Department
6f
Chamn ii
l)ea n ?
- ---------
?
Chairman, SCUS
•1
ED. - 433 PHILOSOPHICAL ISSUES IN CURRICULUM
I. COURSE OUTLINE
1. The philosopher's role in curriculum planning
2. The concept of Curriculum
3. The rational planning of curriculum
a)
objectives
b)
content
c)
method
4. The nature of education
a)
Education and knowledge
b)
Education as the development of mind
c)
Cognition and the emotions
5. The justification of curriculum content:
a)
instrinsic value
b)
instrumental value
iW ?
c) the interest of the child
6. The nature of knowledge
a)
the range of cognitive and educational concepts
1) Knowing and believing
ii) Teaching and learning
b)
knowledge, truth, evidence, belief
e) sociology of knowledge
7. The differentiation of knowledge and the curriculum
8. Curriculum "integration"
9. Current issues
a)
the "core curriculum"
b)
the "hidden curriculum"
c)
the "behavioral objectives" movement
10. Curriculum assessment
r.
S ?
S
?
II. ?
INDICATIVE SOURCES
?
A.
?
BOOKS - 1. ARCIIAMBAULT, Reginald D.
(ed.), Philosophical Analysis & Education
London: R.K.P., 1965
2.
BARROW, Robin, Radical Education: A Critique of
Freeschooling and Deschooling
London: Martin Robertson, 1978
3.
BRENT, Allen, Philosophical Foundations for the
Curriculum.
London: Allen & Jnwin, 1978
4.
BROUDY, Harry S. et al, Democracy and Excellence
in American Secondary Education
Chicago: Rand McNally & Co., 1964
5.
DEARDEN, R. F. et al,
(ed.), Education and the Development of Reason
London: R.K.P., 1972
6.
DIXON, Keith
(ed.), Philosophy of Education and the Curriculum
Toronto: Pergamon Press, 1972
7. DOYLE, James F.
(ed.), Educational Judgments
London: R.K.P., 1973
8.
ELAN, Stanley
(ed.), Education and the Structure of Knowledge
Chicago: Rand McNally & Co., 1964
9.
ENTWISTLE, Harold
Child- Centred Education
London: Methueu & Co. Ltd., 1970
10.
FITZCIBBONS, Robert E.,
Making Educational Decisions
Toronto: Harcount Brace Jovanovich, Inc., 1981
11.
HAMILTON, David
Curriculum Evaluation
London: Open Books, 1976
12.
HANLYN, D.W.
Experience and the Growth of Understanding
London: R.K.P., 1978
13.
HAMLYN, D.W.
The Theory of Knowledge
London: MacMillan, 1971
. .....2
[]
?
.
Coni i!Iu(d
?
1.4.
?
UARR'l s,
l',('.7L1
Idtic;it' imi and Knowledge.
London: ?
I.K.P. , .1979
?
I. ?
1111(51', ?
I;uiI
?
II.
KiloWb2dgO and Curr iculiurn
London :
?
. K. P. , 1974
?
16. ?
III 1(51', 1
1
.11. and PETERS, R.S. ?
The Logic oi Education
11011(1011: ?
N .K. P. , I970
?
1 7 .
?
10)1K 51 )N1'Y , et at
(cd.), The Plii1oophv of the
_Curriculum:
'11w ht'c(.l I or Cenera 1 Educat [
RufI:i In, N.
Y . :
?
Prornetlueu; Books,
1975
18. JENKINS, David and SIITPNAN, Marten, 0.
Ci.trr icuil urn: An Introduction
I,OttdOul :
?
iwu1 Rooks, 1.976
?
I'. ?
I•IIliI, ?
.II'I'OiIt(
?
.
'II ?
l
?
I kva itt'
U ?
It! ur
?
t liii
a
?
New '
y' ot'L: ?
W.W. Norton ' Co., Inc., .1973
?
O. ?
UI1JNI:N, ,It'i'ouie
?
S.,
The Process of Education
(aurihr it1re:
?
Harvard Univ. Press, 1966
21.
Glenn
IAN:I'OIw,
& O'CONNOR, D.T.
(d.)
?
in Phijosophy of Education
I,oiitlon :
?
N. K. P. 1973
,
22.
1EV IT, Sari in
( ed . ) ?
('nrc iculum
U1hana Ill: Univ. of Illinois Press, 1971
23.
LI,eYI), ?
I). I.
Phil osojI
?
and lIre Teacher
,ouiditn:
?
R.IK.l'., ?
1976
MARTIN, lane
(ed.) Neat1inginthtPhihe;ohyof Education:
A 5
11(1
v of Curriculum
Etc ).
00
?
:
Allyn
&
Skull,
I r: • , 1970
:.• ?
. ?
S
Continued
25.
MARTIN, MichaeL
of Science Education
(:1.ciìv iew, 1 1. 1 :
?
Scott, Fore;mcw & Co., 1972
26. MOORE, T.W.
EducaLi.0n.11
Theory:
An Introduction
London :
?
R . K . P. , 1974
?
27
?
Ny BLR(:,
David
(ed.)
The PhLlosophy of Open Education
London: R.K.P., 1975
28. oRLo;K y
, 0. E. and SM LTII, B.O.
(eds.) Curriculum Development: Issues and Insights
Chicago: Rand, McNally College Publishing Co., 1978
29. PASSMORE, John
JL2i ?
of Teach ing
Cambridge:
Harvard Univ.
Press, 1980
, N .S.
F'(1uc1
L j00
and the Education of Teachers
I.ondoii :
?
N. K. P.
?
1977
:31. PETERS, K. S.
((. ,
.d.) The Concept of Education
London :
?
R .
K.
P. , 1967
32.
(ed.) The Philoso ph
y of
: Education
London: Oxford Univ. Press, 1.973
33. POPPER, Karl, K.
OjctivcKnowge
Oxford and the Clarendon Press, 1973
34. FRI NC, Richard
Knowledge and Schooling
IA)fldoI) :
Open Books, 1976
35.
FLU;NO, lawrence ?
FORD, C.W.
(eds.)
1 ?
2)
?
ftdj1Lthe Curriculum.
Cli icago :
?
Rand, McNally & Co., 1.964
?
30.
?
RE\'Nui,DS ,
Jul to and SKILI3 ECK , Malcolm
Culture and the Classroom
London: Open Books
If
.
S I . • .
4
S
Continued
. . .
S S •
4
37. SCHEFFLER, Israel
Conditions of Knowledge
Chicago: Scott, Foresman and Company, 1965
38. SCHEFFLER, Israel
Reason and Teaching
New York: The Bobbs - Merrill Co., Inc., 1973
39.
SCILEFFLER, Israel
(ed.) Philosophy and Education
Boston: Allyn & Bacon, Inc.,-1966
40. SCHEFFLER, Israel
Science and Subjectivity
New York: The Bobbs - Merrill Co., Inc., 1967
41. SCHOFIELD, Harry
The Philosophy of Education
London: Allen & Unwin Ltd., 1972
42.
SMITH, B. Othanel, et al
(eds.) fundamentals of Curriculum Development
New York: Harcourt, Brace & World, Inc., 1957
43. SMITH, Ralph A.
(ed.) Regaining Educational Leadership
New York: John Wiley & Sons, Inc., 1975
44.
SYNDEN, Benson R.
The Hidden Curriculum
Cambridge: The M I T Press, 1971
45. SOCHETT, Hugh
Designing the Curriculum
Lpndon: Open Books, 1976
46.
SOLOMON, Robert C.
The Passions
New York: Double Day, 1976
47. TABA, Ililda
Curriculum Development: Theory and Practice
New York: Harcourt, Brace & World, Inc., 1962
. .
S • S •
5
/
0 ?
S
Continued
......5
48.
THOMSON, Keith and WHITE, John
Curriculum Development: A Dialogue
London: Pitman Publishing, 1975
49.
TUSSMAN, Joseph
Government and the Mind
New York: Oxford university Press, 1977
50. WHITE, John
Towards a Compulsory Curriculum
London: Routledge and Kegan Paul, 1973
51.
WARNOCK, Mary
Schools of Thought
London: Faber & Faber, 1977
52. WILSON, John
Education in Religion & the Emotions
London: Heinemann, 1971
53.
WILSON, John
Philosophy and Practical Education
London, R.K.P., 1977
54.
YOUNG, Michael
(ed.) Knowledge and Control
London: Collier - MacMillan, 1971
B. JOURNALS -1. Educational Theor
2.
Educational Philosophy and Theory
3.
Journal of Philosophy of Education
4.
Philosophy of Education: Proceedings of the
Education Society
5.
Proceedings of the Philosophy of Education
Society
of Great Britain
k.
il
S
?
S
I I
• J .
?
I'liu.OJRSK
?
1<
Typical coursu requirements for Ed. 433 might be as follows:
1) Required read i ug
of two
or three hooks and four or
five st
1 er
t
td i
.
;s ys.
Three excc1.1nt texts are:
a) Pat,] H. Hirst, Knowl
edge
and Curriculum
h) ?
Israel ShH I jor,
c)
John WO
W,
L,
lowaudsa Compulsory Curriculum
Sc Icc ted
essa
ys
m ight
include
a)
J. S
.
'eter::,
"The
Justif
ication of
Education''
b)
The
R.
Pr
Phih
ing,
so
"Curricu1,n,
i y
of
Education
In
tegration" in Peters (ed)
c)
Mary Warnock, "Curriculum Structure" (from
School^;
(4
Thou
10
2)
Extended essay of approximately 15 typed double-spaced
pages on a topic approved by the instructor.
3) One
c
lass pruseWation on required or recommended
S
?
re;id i
0

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