V

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S

SIMON FRASER UNIVERSITY

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(Cat. #35911)

Summer Session, 1993 ?

Instructor: James Tooley

(June 28—August 6)

Tuesday/Thursday, 1:00-4:50 p.m.

Location: MPX 9511

PREREQUISITES:

60 hours of credit.

COURSE OUTLINE

This course introduces some of the fundamental questions that he behind any attempt

to plan, evaluate or change an educational curriculum. The course should be

valuable to educators and prospective teachers as well as to all those who have a

serious interest in the study of education.

1.

The nature of philosophical analysis and its role in curriculum planning

- Hamm,

Philosophical Issues in Education,

Ch.

1

-

Passmore,

The Philosophy of

Teaching,

Ch. 1

2. The

logic of curriculum aims, goals and objectives

- 'On Educational Aims, Curriculum Objectives and the Preparation of Teachers'

Hamm, Philosophical

Issues in Education,

3a Hirst's 'forms of knowledge'

- Hirst,

Knowledge and the Curriculum,

Chs. 3 and 6

-

Hamm,

Philosophical Issues in Education,

Ch. 5

3b Justification for knowledge-based foundations for the curriculum

- Peters, 'The Justification of Education'

- Hamm,

Philosophical Issues in Education,

Ch. 10

-

Degenhardt,

Education and the Value of Knowledge, pp.

53-60

3c Critique

- Schilling, 'Knowledge and Liberal Education: A Critique of Paul Hirst'

- Wellington, 'Determining a Core Curriculum: The Limitations of Transcendental

Deductions'

- Hirst, 'Education, Knowledge and Practices'

4a White's 'education for personal

autonomy'

- White,

Education and the Good

Li

f

e

,

pp.

23-35

- O'Hear and White

A National Curriculum for

All,

pp.

9-17

4b Justification for autonomy-based foundations for the curriculum

-

White,

Education and the Good

Life,

Chs.

6 and

7

-

Raz,

The Morality of Freedom,

Ch. 14

4c Critique

- Reviews of White's

Education and the Good

Life,

by John Wilson, Peter Carbone

and David Purpel

5.

Justification for particular curriculum subjects/themes

- Barrow,

The Philosophy of

Schooling,

Ch. 4

-

Handouts depending on interests of students

6.

Limits to the Knowledge of Curriculum Planners

- Barrow,

Giving Teaching Back to Teachers,

Ch. 9

- Chubb and Moe,

Politics, Markets and America's Schools,

Ch. 2

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2

-

Tooley,

A Market-Led Alternative to the Curriculum,

Ch. 4

COURSE REQUIREMENTS

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. Students are encouraged to submit the first draft of

their paper to the instructor for comments and then rewrite it for marking. The

paper is due on the last day of classes.

REQUIRED TEXT

Cornell M. Hamm,

(1989)

Philosophical Issues in Education: An Introduction.

Falmer; ISBN: 1-85000-599-0