6423. History and Philosophy of Education. (3) A study of the institutional development of public education in the United States with an interpretation of political, philosophical, and social forces influencing this development.
Degree(s) and or Course(s), if any, for which this course is required or prerequisite: Optional
II. NATURE OF COURSE
Textbook(s)/Readings: There are a variety of standard history and philosophy of education textbooks that ECU foundations faculty use in teaching this course, including:
Gutek, Gerald. Historical and Philosophical Foundations of Education: Selected Readings. Columbus, Ohio: Merrill/Prentice Hall, 2001.
Gutek, Gerald. Philosophical and Ideological Perspectives in Education. 2nd Edition. Boston: Allyn and Bacon, 1997.
Karier, Clarence J. The Individual, Society, and Education: A History of American Education Ideas. Urbana, Illinois: University of Illinois Press, 1986.
Miller, Ron. What are Schools For? Holistic Education in American Culture. Brandon, VT: Holistic Education Press, 1997.
Spring, Joel. The American School, 1642-2000: Varieties of Historical Interpretation of the Foundations and Development of American Education. 5th Edition. New York: Longman 2000.
Urban, Wayne and Jennings Wagoner, jr. American Education: A History. New York: McGraw- Hill, 1999. 2nd Edition.
Brief Syllabus:
"Introduction to Course Activities and Online Computer Assignments
"What is Philosophy? What is Philosophy of Education?
Discovering Your Own Philosophy of Education
"Why Study the History of Education?
Ideology: What is the Political Context of Education?
"The Cultural Roots of American Education
Themes in American Education
Education in Early America
Education in the Modern Age
"Idealism as a Philosophy of Education
"The Educational Implications of Realism
"Perennialism, Paedeia Schools, and the Liberal Arts in the School Curriculum
"Behaviorism and Assertive Discipline in the Classroom
"The Essentialist Position: Basic Education, Direct Instruction, and the Essentialist Revivial
"Pragmatism and American Society 1880-1930 / Varieties of Progressive Educational Reforms
"Contemporary Neo-Pragmatic Educational Reforms of the 1990s
"Social Reconstructionism as a Futuristic Philosophy of Education
"Existentialism, Authenticity, and the Free School Movement in American Education
"Education and the Challenge of Postmodernism in Education
Postmodern Philosophies of American Education:
Critical Theory: The Quest for Democratic School Cultures
American Feminist Educators Critique of Critical Theorists
The Influence of Eastern / Afrocentric / Native American Voices on Postmodern Educational Structures and Processes
"American Education: The New Millennium and Education for Global Democracy
Course Requirements: ECU Foundations Faculty use a variety of the following assessment tools: Written Mid-term and Final Essay Examinations, Weekly Reflective Assignments, Short Quizzes, Small Groupwork, etc. Students will be required to complete one major research project, specifically a formal paper Involving internet and library research. Oral reporting and/or group projects will be required.
Competencies (for courses affecting teacher education programs)
Upon successful completion of the course, students should be able to:
1. Show by example an understanding of pertinent concepts essential to working effectively with primary / secondary historical materials.
2. Identity and explain various models of historical explanation.
3. Define the differences among the various types of history -- ie., social history, intellectual history, general history, narrative history, etc.
4. Discern the complex interrelationships between educational theory and systematic philosophy; social philosophy and ideological belief systems.
5. Recognize the historical sources of the 20th century educational thought through studying the influence of European ideas on the development of American education in the 18th and 19th centuries.
6. Identify the contributions of outstanding European and American educational reformers and their impact upon American education.
7. Explain the significance of educational reform movements, both 19th and 20th centuries.
8. Trace in descriptive terms the institutional development of American public education from its origin in the 17th century.
9. Show by example a philosophical sensitivity to current issues, problems and trends in American education.
Daily or Weekly Schedule of Topics, Activities, and Requirements (See Attached)
In order to achieve the purpose and goals of this course, EDUC 6423, the traditional lock-step sequential approach is not utilized. A more dynamic conceptualization of orchestrating the objectives is employed. Learning experiences are organized into large stock assignments that attempt to promote collaborative learning, reflective thinking, and student responsibility over the course of the semester. Approximately one-half of the semester is spent on the Philosophy of Education. The remainder of the semester involves the History and Cultural Foundations of Education. Specific requirements and activities are included in this section.
