.
EDUC. 437-4 ETHICS AND EDUCATION
(offered conjointly with EDUC. 831-5)
FALL, 1981
?
INSTRUCTOR: Dr. Cornel Hamm
Undergraduate: Tues. 4:30 - 8:20 ?
LOCATION: on campus
Graduate: Tues. 4:30 - 9:20
Course Description
This course is concerned with identifying and examining moral and
ethical issues in education. Three broad areas of concern are explored.
(1) The normative character of education as a whole and its justification.
Questions like the following will be examined: Is the God-like role of
education in setting goals for children morally tenable? Can there be a
value-free education? Does the contemporary shift to informal modes of
education remove the moral problem? What justification is there for
selection of compulsory curriculum content in education? Have we the
right to force children to go to school? (2) Questions related to
problems of equality of educational opportunity, autonomy, interpersonal
relationships, and rights in education. What is the place for the
exercise of authority in education? Is discipline and punishmett in
schools warranted? Who ought to control schools? What rights do children,
teachers, and parents have? (3) The meaning and nature of moral education.
What is the status of moral judgements? Are moral principles "objective"?
When is a principle a moral principle? Can values be taught? Should
they be? How do some recent theories of moral education (values clarification,
developmental theories) fare under careful examination? Is moral education
without indoctrination possible?
.The course is intended for those who want to think hard and argue
about these kinds of questions. It should be valuable to teachers,
administrators, councillors and all serious students ofeducation. There
are no pre-requisites for this course.
Course Requirements
1.
Participation in seminars through formal and informal presentations
from time to time.
2.
A mid-term examination based on required readings.
3.
A term paper of about 10 typewritten pages on a relevant topic
approved by the instructor.
Texts:
R.S. Peters, Ethics and Education, George Allen and Unwin, London, 1966.
D.B. Cochrane, C.M. Hamm, & A.C. Kazepides (eds.), The Domain of Moral Education
Paulist Press and 0.I.S.E., 1979.
EDIJC. 437-4 ETHICS AND EDUCATION
(offered conjointly with EDUC.
?
1-5)
FALL, 1981 ?
INSTRUCTOR: Dr. Cornel Hamm
Undergraduate: Tues.
4:30 -
8:20
?
LOCATION: on campus
Graduate: Tues. 4:30 - 9:20
Course Description
This course is concerned with identifying and examining moral and
ethical issues in education. Three broad areas of concern are explored.
(1) The normative character of education as a whole and its justification.
Questions like the following will be examined: Is the God-like role of
education in setting goals for children morally tenable? Can there be a
value-free education? Does the contemporary shift to informal modes of
education remove the moral problem? What justification is there for
selection of compulsory curriculum content in education? Have we the
right to force children to go to school? (2) Questions related to
problems of equality of educational opportunity, autonomy, interpersonal
relationships, and rights in education. What is the place for the
exercise of authority in education? Is discipline and punishment in
schools warranted? Who ought to control schools? What rights do children,
teachers,and parents have? (3) The meaning and nature of moral education.
What is the status of moral judgements? Are moral principles "objective"?
When is a principle a moral principle? Can values be taught? Should
they be? How do some recent theories of moral education (values clarification,
developmental theories) fare under careful examination? Is moral education
without indoctrination possible?
The course is intended for those who want to think hard and argue
about these kinds of questions. It should be valuable to teachers,
administrators, councillors and all serious students of education. There
are no pre-requisites for this course.
Course Requirements
1.
Participation in seminars through formal and informal presentations
from time to time.
2.
A mid-term examination based on required readings.
3. A term paper of about 10 typewritten pages on a relevant topic
approved by the instructor.
Texts:
R.S. Peters, Ethics and Education, George Allen and Unwin, London, 1966.
D.B. Cochrane, C.M. Ham, & A.C. Kazepides (eds.), The Domain of Moral Education,
Paulist Press and 0.I.S.E., 1979.
Dean
?
I
Chairna, SCUS
S E N E COMMITTEE ON IJNDERCPJDUATE S16DIES
?
-
3 b
NEW COURSE PROPOSAL FORM
?
upc
81
- 16
1.
Calendar Information ?
Department:
?
Education
?
-
Abbreviation Code: Educ.
?
Course Number:
37 ?
Credit Hours:_____ Vector:__________
Title of Course:
?
Ethical Issues in Education
Calendar Description of Course: In this course ethical problems in education are identi
and examined. Four major areas of concern are explored: 1. The normative character of educa
as a whole; 2. The justification of education;
3.
Ethical questions related to equality,
autonomy, inter-personal relationships, and rights in education; 4
•
Moral education and valu
education.
Nature of Course
Prerequisites (or Epecial instructions):
What course (courses), if any, is being dropped frofn the calendar if this course is
approved: This is a change in title and calendar description only.
2.
Scheduling
How frequently will the course be offered?
Semester in which the course will first be offered?
('-s:,1, ,-c
tI-,ô
4. Budgetary and Space Requirements (for Information only)
What additional resources will be required in the following areas:
Faculty
Staff
Library
Audio Visual
Space
Equipment
5. Approval
Date:______________
I)ar.rncit Cha
UPC 81-l6
Calendar Description for
Educ. 437 - Ethical Issues in Education
In this course ethical problems in education are identified
and examined. Four major areas of concern are explored:
1.
The normative character of education as a whole;
2.
The justification of education;
3.
Ethical questions related to equality, autonomy,
inter-personal relationships, and rights in
education; and
4.
Moral education and values education.
il
.el^ - -
S
(\ )
?
FACULTY OF EDUCATION
Instructor: Tasos Kazepides
Education
437-4
- Ethics and
Education
Education
831-5
- Seminar in
p
hilosophy and Educational
Theory
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
be
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.
Required texts
a)
Cochrane, D.B.,
Hamm, D.M.,
and
Kazepidea,
A.C. (eds).
The Domain
of
Moral Education, Toronto: The Ontario Institute
for Studies in Education, 1979. (paperback)
b)
Handouts
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 education
(C-H-K. pp. 17-37)
3.
Religion
and
Moral education
(C-H-K., pp. 35-37)
4.
The Logic of Values Clarification (handouts)
5.
The form of moral experience
a)
Escapes from moral thinking (C-H-K., pp. 7-16)
b)
Ainoralism, Subjectivism and
Relativism
(Williams, B., Morality, pp. 1-39, handout)
c)
Moral principles and moral education (C-H-K., pp. 120-134)
.
?
.
2.
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.,
pp.
163-203
Form and Content in moral education
7. Language and moral education (C-H-K.,
pp.
89-129)
S.
Moral education and the emotions
a)
C-H-K., pp. 145-154
b)
handout.
