EDUCATION 433-4
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0
PHILOSOPHICAL ISSUES IN CURRICULUM
Spring Semester, 1989
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Instructor: Dr. T. Kazepides
Thursdays ?
Office ?
MPX
8659
4:30 P. M. - 8:20 P. M.
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Phone: ?
291-3641
Location: MPX
7506
PREREQUSITE
60 hours of credit. EDUC 230 or equivalent or permission of instructor.
COURSE DESCRIPTION
This course deals with the most fundamental questions that lie 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 nature of philosophical analysis and its role in curriculum planning.
2. Educational, non-educational and miseducational activities.
3. Conflicting perspectives on curriculum objectives (survival, citizenship, meeting
the needs of students, the development of mind).
4. The logic of aims, goals and objectives.
a)
The objectives model.
b)
The process model.
c)
The criteria of educational curricula.
5.
Universes of discourse or forms of knowledge (implications for curriculum
planning).
6. What is meant by multidisciplinary and integrated curricula.
7. The range of educational terms (learning and teaching) and cognitive terms
(knowledge and belief).
8. Claims about the relativity of knowledge and standards of rationality.
9. Is compulsory curriculum justified?
COURSE REQUIREMENTS
1.
A short oral presentation in class.
2.
A follow-up 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.
REQUIRED TEXTS
1.
Hirst, Paul H, Knowledge and the Curriculum. London: Routledge and Kegan
Paul, 1974 (Required)
2. Handouts
N.B. This course is also offered by Graduate Programs, Educ.
836-5
1989-1
