PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching:  Preparing proactive educators to improve the lives of children

COURSE INFORMATION:

EDS 831                     Advanced Philosophy

Credit:              Three

INSTRUCTOR INFORMATION:

Name:              Grant Bennett, Ph.D.

Office Location:            Stewart, Room 308

Phone Numbers:           (706) 778-8500, Ext. 1268 (Office)

E-mail:              (Office)

(Home)

Fax number:     (706) 892-1293

Office Hours:    TBA

TIME AND PLACE:

Spring Semester, 2002

                  Dates:  January 5, January 19, February 2, February 16

                  Time:  9:00 – 5:00

Place:  Lane Building

TEXT AND SUPPLEMENTARY READINGS:

Ozmon, H. A., & Craver, S. (2000). Philosophical foundations of education (7^th ed.). Upper Saddle River, NJ: Prentice Hall.

Supplemental readings will be required as needed throughout the course.

PIEDMONT MISSION:

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.  Instructional opportunities are also provided at distance locations to meet student needs.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching:  Preparing proactive educators to improve the lives of children.”  The School of Education strives to prepare reflective, scholarly, proactive educators.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals provide structural support for our conceptual framework. We advocate these democratic ideals: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflection, persistence, clarity, accuracy, and responsiveness to feedback).

Specialist Degree Program Goals:

The program goal of the Specialist Program in Instruction is designed to develop distinguished contributing teachers as leaders, mentors, and models across schools and systems.  The primary purpose of schooling is instruction; therefore, all teachers, staff and administrators must focus through habits of mind on the ultimate goal of providing students with the best and most appropriate education possible through continuing school improvement.  Regular classroom teachers, teachers in pull-out areas, lead teachers, department heads, building level administrators, as well as staff and administrators at the district level, need to view themselves as instructional leaders and, through proactive, scholarly and reflective professional and pedagogical development, provide instructional expertise and leadership to students and peers both formally and informally.

The Specialist Program in instruction offers components that address the qualities necessary for preparing distinguished teaching and leadership.  The program will provide a rigorous and scholarly pragmatic approach that will meet the needs of candidates in various geographic and educational contexts.  To that end, participants are required to specialize in the four program strand themes:

Historical foundations of education,

Field based research that examines and leads to improved student achievement,

Personal and professional philosophy and pedagogy, and

Developing expertise in content inquiry style involving classroom practices and management.

These four strands form a holistic approach to the one year, 30 hour, program of study as continuous themes and curricula designed to guide, instruct, and develop the professional educator to attain distinguished levels of both theory and practice, thereby becoming contributing members in the professional discourse of improving schooling.

STRAND/COURSE DESCRIPTION AND PURPOSE:

The purpose of this course is the study of philosophy of education. The emphasis of this course is to broaden each candidate’s perspective and understanding of the philosophical foundations of education and their relevance to educational issues. The refinement of each candidate’s philosophical orientation and the epistemological foundation of subject content that the candidate teaches will be examined and evaluated. As educators it is essential that self-assessment and examination of one’s teaching become the dominant basis for positive change. The understanding of philosophical foundations will enable each candidate to more fully discern and evaluate his/her teaching style and to adjust his/her modus operandi to become increasingly more effective in the classroom.

SCHOOL OF EDUCATION OUTCOMES:

Core Candidate Learning Outcomes:

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course:

Learning Environment:  The proactive candidate uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, self regulation and collaboration. The candidate additionally fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. CO: 2, 3, 4, 5, 6, 7, 9, 10, 11

Subject Matter:  The scholarly candidate understands and can model the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. CO: 2, 3, 5, 6, 7, 9, 10, 11

Student Learning:  The reflective candidate understands how students develop and learn and can provide well-managed learning opportunities that support students’ intellectual, social, and personal growth. CO: 1, 2, 3, 5, 6, 7, 8, 10, 11

Diversity:  The candidate committed to the ideals of the democratic classroom understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs. CO: 2, 4, 8, 9, 10, 11

Instructional Strategies: The candidate understands and uses a variety of instructional strategies to proactively encourage the development of students’ critical thinking, problem solving, and performance skills. CO: 2, 5, 6, 7, 9, 10, 11

Assessment Strategies:  The candidate understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students to become knowledgeable, inquisitive learners.  CO: 4, 5, 6, 7, 9, 10, 11

Communication and Technology:  The proactive candidate uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO: 4, 9, 10, 11

Planning Instruction:  The reflective, scholarly, and knowledgeable candidate plans and manages instruction based upon knowledge of subject matter/pedagogy, students, the community, and curriculum goals. CO: 1, 2, 5, 6, 7, 9, 10, 11

Reflection and Professional Development:  The candidate is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, and who proactively seeks opportunities for the continual development of a personal pedagogy. CO: 9, 10, 11, 12

Collaboration and Relationships:  The proactive candidate communicates and interacts through democratic processes with other educators, parents/families, and the community to support student learning and well being. CO: 4, 8, 9, 10, 11, 12

National Board Professional Teacher Standards:

Five core propositions:

Teachers are committed to students and their learning.

Teachers know the subjects they teach and how to teach those subjects to students.

Teachers are responsible for managing and monitoring student learning.

Teachers think systematically about their practice and learn from experience.

Teachers are members of learning communities.

Specialist Program Candidate Outcomes

Potentially all Specialist Program Candidate Outcomes could be met in this strand based on each Candidate’s PDP theme or topic.

Specialist Candidates will demonstrate proactive knowledge of techniques that bring about positive change in schools, schooling and practices

Specialist Candidates will use assessment of characteristics and needs of student learners

Specialist Candidates will (through reflection) conduct self-assessment

Specialist Candidates will reflect and improve on student learning

Specialist Candidates will integrate technology to enhance learning

Specialist Candidates will model, develop, and deliver content expertise

Specialist Candidates will generate and use proactive and scholarly research to improve schooling

Specialist Candidates will create learning communities

Specialist Candidates will provide leadership for creating democratic learning

Specialist Candidates will contribute to professional growth of their profession

Specialist Candidates will demonstrate ethical dimensions of teaching

SERVICE LEARNING PROJECT:

Completion of a service-learning project fulfills one of the requirements for a Piedmont Servant-Leadership Certificate.  For more information, consult the college catalogue.  The Director of the Service-Learning Program is the College Chaplain, Rev. Ashley Cook.

CORE COURSE OUTCOMES ADDRESSED IN THIS CLASS:

Upon completion of the course, each candidate should possess an adequate, and perhaps extensive, knowledge and understanding of educational philosophy.  The candidate will be able to:

synthesize the various philosophies of education and how they impact educators’ attitudes and beliefs (CCLO 13, 14);

analyze the various philosophical theories of education and their potential impact on learning (CCLO 17, 20);

clarify his/her individual philosophy regarding teaching and learning (CCLO 13, 16, 17, 19, 20);

demonstrate an understanding of issues related to ethics, epistemology, and educational philosophy (CCLO 19, 20, 21).

COURSE POLICIES & PROCEDURES:

A.  Class Attendance & Participation:

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences for this course is one, which represents one-half day.  Because participants in this course convene for only four class meetings, any absence is problematic to all concerned. 

Only those absences due to emergencies will be excused.  Work missed due to an excused absence may be made up.  It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work.  Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester.  It is your responsibility to contact the professor prior to absence.  Failure to do so will result in an unexcused absence.

Active participation means that every student prepares for class by reading the text(s) and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.  Tardiness to class can be detrimental to the learning process in the classroom.  While circumstances can affect one’s punctuality, repeated tardiness is unexcused.  Three incidences of tardiness will equal one absence regardless of the nature of the tardiness.  Please be on time!

B. Written Work:

Use APA style (5^th ed.).  All papers for the course are to be typed using size 12 print and one of the following fonts:  Bookman, Times New Roman, Geneva or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.  Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.

Quality is important!  All work submitted should reflect your professionalism and graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity and accuracy they convey.

You may choose to keep a duplicate copy of all submitted work for your own records.

C. Academic Integrity:

By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abide by the “Academic Integrity Policy” without compromise or exception.  This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

All work submitted must be your original work created in and for this course.  It should be properly referenced using APA (including information from the internet).  Double dipping (to be explained in class) is not permitted.

D. Special Considerations:

Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs.  Reasonable and appropriate accommodations are coordinated through the Academic Support Office. Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations.  Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.

E. Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate/could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

All work for the course is to be in on time, or handed in on an agreed-upon future date.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

F. Instructional Methods:

In order to facilitate learning in this course, the instructor and students will use a variety of strategies including but not limited to direct teaching, informal learning, cooperative learning, collaborative group work, applied teaching demonstrations, reflective journals, multilevel and interactive discussion, role-playing, projects, and research (both traditional and innovative).

COURSE OUTLINE AND STUDENT EXPECTATIONS:

A.  Description of Assignments

Reading Assignments:

            For the benefit of all concerned, it is necessary that candidates read at least half of the text, Philosophical Foundations of Education, prior to our first class meeting. Further directions will be given during the inaugural meeting.

Chapter Presentation:

            In small groups, candidates will present respectively each chapter from our text in class.  (25 points)

Book Review:

            Each candidate will read a book from the list provided and share his/her thoughts and feelings about the concepts and issues set forth by the author(s) of the book. Candidates will also submit a written review of the book, which should include a brief summary of the major tenets and ideas presented in the book, as well as your reactions to the book and the ideas found therein.  (25 points)

Philosopher Profile:

            Each candidate will choose and “become” a philosopher. In the role of a particular philosopher, each candidate will appear in class according to schedule and tell us about your life and your contributions, especially in regards to education.  (15 points)

Teaching Demonstration:

            Working in small groups, candidates will demonstrate through a simulated teaching experience a specific philosophy of education as it is manifest in the teaching approaches, instructional styles, and overall classroom teacher behaviors exhibited in schools daily across the land.   (25 points)

Participation:

            Your active involvement is vital for your ultimate benefit from this study. This commitment will lead you to a statement of your personal philosophy.  (10 points)

Tentative Schedule

This information will be forthcoming.

C.  Evaluation Criteria

It is important for you to note that your work for this course will be evaluated by the intelligence, enthusiasm, creativity, clarity of communication, and depth of reflection that you put into the various assignments and interactions.  Your eager participation throughout this semester is greatly appreciated. 

Your final grade will be determined by totaling all points earned throughout the semester.  In order to receive a grade for this class you must complete all assignments and turn them in on time.  Remember that each graduate student may make only one “C” in his/her graduate program.  Any course in which a grade of “D” or “F” is earned must be repeated as soon as possible.

            A = 90-100 pts.                       B = 80-89 pts.             C = 70-79 pts.

            D = 65-69 pts.                         F = below 65

RESOURCES

Bibliography

Apple, M. W. (1996).  Cultural politics and education. New York: Teachers College Press.

Apple, M. W., & Beane, J. A. (Eds.). (1995) Democratic schools. Alexandria, VA:  ASCD.

Danielson, C., & McGreal, T.  L. (2000).  Teacher evaluation. Princeton, NJ:  Educational Testing Service.

Freiberg, H. J., Veen, D. V., Rogers, C. R., et al. (1999). Perceiving, behaving, becoming: Lessons learned. Alexandria, VA: ASCD.

Freire, P. (1970).  Pedagogy of the oppressed  (M. B. Ramos, Trans.).  New York:  Seabury Press.

Greene, M. (1996). A constructivist perspective on teaching and learning in the arts  (C. T. Fosnot, Ed.).  New York: Teachers College Press.

Henderson, J. G., & Hawthorne, R. D. (2000).  Transformative curriculum leadership.  (2^nd ed.). Upper Saddle River, NJ:  Prentice-Hall.

Holt, J. C. (1995). How children fail. Cambridge, MA: Perseus Books.

Holt, J. C. (1995). How children learn. Cambridge, MA: Perseus Books.

Holt, J. C. (1990). Learning all the time. Cambridge, MA: Perseus Publishing.

Illich, I. (1999). Celebration of awareness: A call for institutional revolution/social questions. Saint Paul, MN: Marion Boyars

Illich, I. (1999).  Deschooling society: Social questions. Saint Paul, MN: Marion Boyars.

Illich, I. (2001). Tools for conviviality. Saint Paul, MN: Marion Boyars

Jacobsen, D. A. (1999). Philosophy in classroom teaching (1^st ed.).  Upper Saddle River, NJ:  Prentice Hall.

Nash, P. (1966).  Authority and freedom in education. New York: John Wiley & Sons..

Neill, A. S. (1960).  Summerhill. New York: Hart.

Ozmon, H. A., & Craver, S.  Philosophical foundations of education. (6^th ed.). Upper Saddle River, NJ: Merrill.

Palmer, P. J. (1998) The courage to teach. San Francisco, CA:  Jossey-Bass.

Postman, N. (1996). The end of education: Redefining the value of school. New York: Vintage Books.

Rogers, C. R. (1994). Freedom to learn (3^rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Rogers, C. R. (1995). On becoming a person: A therapist’s view of psychotherapy. Boston: Houghton Mifflin.

Soltis, J. F., & Walker, D. F. (1997). Curriculum and aims (3^rd ed.).  New York: Teachers College Press.

Waldron, P. W., Collie, T. R.,  & Davies, C. M. W. (1999). Telling stories about school.  Upper Saddle River, NJ: Prentice Hall.

Wink, J. (2000). Critical pedagogy:  Notes from the real world (2^nd ed.).  New York:  Addison-Wesley Longman.

B. Praxis Information

All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching. Students may exempt this requirement by providing either SAT, ACT, or GRE scores which meet the following criteria:

            SAT:    1000 total with a minimum of 480 verbal and 520 math

            ACT:    22 composite with a minimum of 21 verbal and 22 math

            GRE:    1030 total with a minimum of 490 verbal and 540 quantitative

Students who are seeking initial certification must also pass Praxis II in the appropriate content area in order to be recommended for certification. Students who are currently certified are adding a new field must also pass the appropriate content exam.  Information on Praxis I & II may be found at .