S
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S
SIMON FRASER UNiVERSiTY
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EDUCATION 4334
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PIIILOSOPHICAL ISSUES IN CURRICULUM
Spring Semester, 1990
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Instructor: Dr. T. Kazepides
Mondays, 4:30 - 8:20 p.m.
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Office:
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MPX 8659
Location: MPX 7506
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Telephone: 291-3641
Prere q uisites: 60
hours of credit.
LIduc.
2O"r e
,
pIivalen
y
or permission of
instrdor,7
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.
1.
The nature of philosophical analysis and its role in thinking about
the curriculum.
2.
Educational, non-educational, pre-educational and miseducational
activities. (Kazepides, "Educating, Socializing ...").
3.
Conflicting perspectives on curriculum objectives (survival,
citizenship, the needs of students, the development of mind).
(Dearden, "Needs in Education").
4.
The logic of aims, goals, and objectives. (Hirst, ch. 1-2; Kazepides,
"On Educational Aims ...").
5.
The justification of educational activities. (Degenhardt, "Education
and the Value of Knowledge"; Peters, "The Justification of
Education"; Hirst, Ch. 4, "Curriculum").
6.
What is meant by 'multidisciplinary' and 'integrated' curricula?
(Hirst, ch. 9).
7.
The range of educational terms (learning and teaching) and
cognitive terms (knowledge and belief). (Hirst, ch. 5, "Teaching";
Kazepides, "Wittgenstein and ...").
8.
Claims about the relativity of knowledge and standards of rationality.
tit ?
ZI
1.
A short oral presentation in
class.
2.
A follow-up final paper of about 15 t
y
pewritten double-spaced pages
on a topic approved by the instructor. The paper is due one week
before the last day of classes.
1.
M.A.B. Degenhardt. (1982). Education and the Value of Knowledge.
London: George Allen and Unwin.
2.
Handouts.
