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(6
EDUCATION 433-4
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PHILOSOPHICAL ISSUES IN THE CURRICULUM
Intersession, 1988
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Instructor: Dr. T. Kazepides
May 9 - June 17
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Office ?
MPX
8659
Mondays & Wednesdays,
5:30 -
9:20 ?
Phone: ?
291-3641
Location: MPX
8651
PREREQUISITES
60 hours of credit. Educ. 230 or equivalent or permission of instructor.
COURSE DESCRIPTION
This course deals with the most fundamental questions that he behind any attempt to
plan, evaluate or change an education 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 OUTLINE
1.
The role of Philosophy in curriculum planning. (Hirst: I)
2.
Educational aims and curriculum objectives. (Hirst: 2, Kazepides)
3.
Needs, wants, interests and the curriculum. (Dearden, Hirst: 2)
4.
Education as the development of mind. (Hirst: "The Logic of the Curriculum"
5.
Educational and miseducational activities. (Kazepides-Hudson)
6.
Forms of knowledge and the curriculum. (Hirst: 3+6)
7.
The Conditions of Knowledge (Scheffler)
8.
Relativism, Rationality and the Sociology of knowledge. (White-Young)
9.
Language, Thought and Understanding. (Hirst:
5)
10.
Interdisciplinary and Integrated Curriculum. (Hirst: 9)
11.
Teaching and Learning. (Hirst: 7, Kazepides: "Wittgenstein and .....
12. Review
COURSE REQUIREMENTS
1.
A short paper of
3-5
pages.
2.
A short oral presentation in class.
3.
A follow-up final paper of about 15 t
ypewritten
double-spaced pages on a topic
approved by the instructor. The paper is due one week before the last day of
classes.
REQUIRED TEXTS
1.
Hirst, Paul H, Knowledge and the Curriculum. London: Routledge and Kegan
Paul, 1974 (Required)
2.
Scheffler, Israel, Conditions of Knowledge. The Univ. of Chicago Press, 1965
(Recommended).
N.B. This course is also offered by Graduate Programs, Educ.
836-5
Advanced Seminar
in Epistemology and Education.
