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    43 vues6 pages

    Syllabus-Educational Philosophy

    Transféré par

    api-341716565

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    © All Rights Reserved
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    rare |EDCIGSS TOOL FAIS-HEDUGATIONAL PERLUSUFETY Course Syabus {EDC1633 EDUCATIONAL PHILOSOPHY 3 Crett Hours all2018 Itructor: Dr. Don king, Professor of Education Office: Rm. 116, Old Admin. Bldg Phone: (908) 492.0442 (08)432-6388 for Educ Dept Secretary Elta: King @cecedy Office Hours: As posted and by appointment Deseriaton: Philosophic belie underying te democratic choo! system, is objectives, and te means of obtaining them fre revowed, provides a basis fora philosophy oflie and eduoston in @ demacratc coca (Chadron State College 2013- 2004 Catalog, pa. 261). Prerequisite: An eared baccalaureate degree fiom a regionally acredted Inston higher education Required Text: Gute, G.L (2004), Philosophical and ideological voles in eduction, Boston: Pearson ~All and Bacon “This couse i a required core course in both he Education Administaion and Cuculum and Insrucbon masters ‘grams, The Progfam Outcomes ere coss-eferenced wit Chadron Slate College's Conceptual Femevork forthe ‘Education Unit intended Program Ouicomes fo bo programs flow Education Administration Program Outcomes: 41 Lead and organize he collaborative development artculation,Implementafon, and slewardship ofa school or dsc. psec ero ah 7 ASTANEdy wove "EUCTESS TEOL-FA15- FEDUCATIONAL PHILOSOPHY sion oflearning supported by he schoo! communiy, (Communication, inking sls, human relatonsiivesiy) 2. Lead and promote a postive school culture, proving an effective standards based instuctoal program, applying best brace te student lesming, and designing comprehensive professional grow plans fr slafbased on dented ‘needs. (Methodologyfechnology professionalism, assessment, inking sil, human flatonsiivesi9) 3. Lead and promole the success ol students by managing the organization, operations, and resources ina way that Promotes a safe, effcint, and effective leaming envtonment (Communication, hinkong sls, methodologynechnalogy, professionali) 4. Demonstrate he knowledge, ably and depositions o promote the success ofall students by collaborating with fetes {and other communiy members, responding to verse communi intrest and needs, and mobleing commu resouroe, (Communication, metodologyheehnology, human elaionsdveriy), 5, Demonstrate the skill knowledge, and aby to promote the success ofall students by acing fail, with neg, andin an ‘ethical manner. Human relafonsiaversiy, commaniation, profesionalisn) 6. Demonstrate he ski knowledge, and sbilly fo respond to, and Infuence he larger patiical, socal, economic, egal, and lara context. (Professionalism, inking skis, aman relabonstversy) 7. Demonstrate te ably to accept genuine responsibly fr leading fciltaing, and making decisions typical ofthose "ade by educational ieaders. (Communication, tinking sll, methodoiogyRachnology, polessonabism, sesessment and human elatonsiiversy) (Curriculum & struction Program Outcomes 4.__develop and implement curriculum based on cental concepts, tls of inquity, and structures of te ciscipline() he or she ‘aches; dverse leamer needs and ables; cognlve and developmental level; and community and curiciat ‘Goals. methodologyechnalogy human relaonstlveray) 2. develop and implement curriculum using a varity ofinstuctonl salagis o encourage students" development of real thinking, problem solving, and performance shill. methodologyechnology, inking sls), ( ‘3. desig ana tactate staring environment that encourages individual and group motvaton,posive soca interaction, ‘and acive engagement in lemming. (mettodelogytechnology profesionalam, assessment) 4. _cemonstratecuitural awareness, gondor sensi, nd racial and ebnic appresaion in fostering an inclusive vironment (human relations! metiodologyhechnology) 5. communicate clearly using listening, wring, speaking, and media ekils na manner that consistent with end responsive 10 he specie audience. (communications: protessionalism) ring 6, _blze assessment strategies and deta to improve sent learning and social development athe individual and program level (assessment metnodologytechnoiogy) 7. improve insiruction based on reflective pracice and research-based "bes races” The candidate will consnuously seek {0 grow as a professional educator. (professlonalism:(methodolouyachnology) 8. foster elatonships wit schoo! coleagues, parents, and agencies ofthe larger community based on an understanding of {he impact of philosophy, socology,poliical and legal forces on public educalion, prlessionellam, communteaton’ human relatonstversiy Education Unit Conceptual Framewors ‘This course suppets the conceptual framework, Developing as Visionary Leaders fr Liefong Leeming, trough the following components Component Activity Leadership Examination of various belt systems and how difeences in bles eat conti between individuals and groups. Applicaton afhnowledge of belle systems to efecively lead individuals a groups owara, common goats. Communication ‘Atv listening, cooperative learning groups and development of writen andlor ora perc pres es 2 ZT Aen 2s earns EOCI 689 OLAS HEDUGALIONAL ErILUST statements of edueatona philosophy. Feclitation ofctass actites by individual students Professionalism Identification withthe profetion of teaching and related ethical behaviors, Human Relatonsiversiy Connections are identfed between beliefs and how these bale ntuence how (( Phlerlate to eachother. ‘Assessment ‘Seitassessment of beliefs in regard thelr effec on cusculum and methods Consideration ofthe efoc of belies with regards to essessment decisions, both subelance and methods. “Thinking Skis (Guided thinking about he human endeavor of mental model builng nd how these mental models afl human behavior. Methodology Technology Examination of varied stategles fr establishing and promating efectve learning practies. Graduate Student Learning Outcomes: The student wil bo ablo te: 4. Dafne the trm“phitosophy” Deseribe the functons of philosophy. Recount the historical development of philosophy. dent the pilosophcsl concepts associated with specie educational ews. State the basic questions of philosophy. Determine relationships between philosophy and practes. dent inconsistencies beeen hisher vm philosophy and hisher oun cuent professional pracice. Continue tele 4ong tsk of reviewing and revising hishero¥n personal and educational philosophy. Continue development a visonary loaders Methods of instruction: Acombinaton of individual reating oftext and inemet sources, discussion boar intracons, ‘nd wlen asignmens willbe used. Course Schedule/Outine: “Topics: Philosophy and Education ldeatiem Realism ‘Theat Realm Naturalism Pragmatm 2 a 4 5 6. Badstentaism Philosophical Analysis Postmodernism 10. Ideologies and Education (1. Matonaism, American Excepionsism 2nd Etinonatonaism 42. Uberalism 13. Conservatism ipeserinaca spr Ten 04627 STF y wera ‘EDC! 635 700-FA1S--EDUCATIONAL PHRLOSOPHY 14, Mandem and Liberation Pedagogy 18. Theory and Education 15. Perennials ¢ 16. ssentatiem ( 17. Progressiism and Social Recanstuctonism 18. Caiteat Theory ‘Topic assignments and course schedule wile determined by the teacher and student interests Class schedule willbe posted Inonvtne fdr. Course Requirements and Grading: ‘The couree i planned to provide not only a content or knowledge bace in Westen pilosophies but to gainpractiein thinking ofa forms, Thinking wil include Socrateae wel as metacognive approaches, The petson should lseve tne case wile, Sense ofthe evolution of he Westem philosophies and how base infuence ones own fe and work. Connections between & Bhlosophy ote and a philosophy ofeducaton are dented ae the bass fra conscious eo at reviewing ad evan Ie Individuals personal plosophy. ‘Students wit be expected to: 1. Read and study assigned portions ott 2. Prepare and houghtuly respond io liscussion board questions and c member postings. 2. Develop an educations philosophy thet can be presented onthe discuesion board and in writen orm to the intuctor forgracing 4, _Selectand rea atlesresources elated to philosophical question alecting the publ schoes. Use your body of current knowledge te enich eieciesion boat discussions. 5. atcipal in close actMes as assigned. Regular sve parecpaton in las dscussions wil be expected and ‘euited of al individuals enrolled in his course. Assignments ahd dscussion board postings are due on o before he gpecifed date. tyou anticipate being absent arrange tohave the cscussion board posted ora rien aesignment submited in the drop before te de date 5. Analyze the effects of philosophy on esucational practice using the case sy meio 7. Grade scale: 03-100 = A 85-0 78-84 =C: 71-77 =D: 0-70F. 30% ~ Practitioner case study & personal philosophy 228% ~ Exam 25% ~ Discussion board responses! atcle discussions 20% ~ Pstve participation (Cheating wil be immediate cause for Course Failure. ‘Selectod Biblograpty: ‘Brumbaugh RS. & Lawrence, NM. (1869). Plosephers ofecucalon: Si essays onthe foundations of westem though Boston: Houghton min, Fenstemacher 6... & Sols, JF (1982). Approaches fo teaching. New York: Teachers College Press. Frere. P. (1883). Pedagogy of he oppressed. New York Harper & Row. Gute... (1997). Philosophical and ideological perspectives on education, 2nd edton,Boston: Allyn and Bacon Hirsch, €.0.(1987), Cute teracy: What every American needs to know. Boston: Houghton Mii, ines pre ette AT ie w ean0018 EDC! 68 701.FAIS--EDUCATIONAL PHLOSOPHY Hutchins, (1968). The leaming society. New York: Praeger lacobsen,DA. (1999). Philosophy in elassrom teaching: Biging the gap. Upper Sedéle River, Ni: MervPrenice Hall Kane, J. (1990). Ecucaton,ifomtion, and transformation. Upper Sadle River, Ns: MeilPrenice Hal Cavan 1, & Craver, S. (1995). Philosophical foundations ofeducaton 6h ed) Englewood Cif, Ns Prentice Hall ‘Singham , (1996). Race and ineligence: What are theisues? Phi Dela Kappan, 778), 271-278. IMPORTANT INFORIWATION ‘Student or Teacher Candidate Behavior ‘Academie Honesty ~ Students and teacher candidal are expected to conduct themselves in conormiy withthe highest Standards wits egard fo academic honest. Volaon of college, sta, o fadrallandards with gard to paglaism, cheating, (orfalaticaon of fill record wil note olerated. Studenis and nachor candidates voling such slandards willbe subject {© ciecipine, a= per campus poles arieulated in the Sudent Handbook, Please request a copy ofthe Student Handbook rom the Dean of Stidents (Cres 6280), ‘Atendance Paley ~The College assumes tha students and teacher candidas wil seek to prof fom the instructional ‘rogram and will recognize the importance of allending every class meeting of courses for which cedtis ‘expected. Responsibly for noting facly of absences and for arranging potential make-up rests wth the candidates. For ‘course specte requirements see Course Requirements and Grading cll Civ behavior enhances the academic seting, andis expected all ines. Courtesy and respect for others are ‘Sssontal elomentsof the academic culture, The academic environment welcomes e dference of option, lscourse, and ‘debate wihin acl envronment 'Nondlseriination PollyEqual Educational Opportunity Policy: (Chedron State Collage is commited fo an afrratve acon program o encourage admission of minonly and female students ‘do provide procedures wich vl assure equal Yealment ofall students. Te College Is commited to creating an

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