SS 249: Philosophy of Education (3 Units

Course Design: Ghazala Irfan Instructor: Ghazala Irfan Sophomores Room No. 239-B Tel Extension: 2303

COURSE DESCRIPTION Education in the classroom is bound to be a disaster without prior reflection on Theories of Knowledge and Theories of Education. Thus, definition, nature and scope of Epistemological and Academic essentials need to be de-lineated. There is also the need to differentiate Education from Indoctrination. This course aims to address these key issues and provide a systematic introduction to major questions of Education. The two major paradigms of educational theory Perennialism and Progressivism will be considered. GOALS Education has primarily focused on what to learn rather than how to learn. Philosophy of Education is an inherent extension of epistemology (Theory of Knowledge) and the continuing debate of how we know and what we know. This course considers the validity and the utility of concepts and methods used in Educational Theory and Practice. It also analyses what is only Education-socalled and a threat to real education. The students focus on the educational agendas around the world. PRE-REQUISITES None. Introduction to Philosophy would be helpful. LECTURES AND COURSE REQUIREMENTS Nineteen 75-minute lectures, Two Term Tests, one Term Paper and a Final exam. Total: 25 hours. Class Participation (10%) Students are expected to do the required assigned readings for each session before coming to class and to participate actively in the class discussion. Two Term Tests (30%) The Term tests will be held at the end of module I and module II. The tests will be Open Book/Open Notes. Term Paper (20%) A term paper will be due in class in Session 16. The topic for the approximately 2000-2500 words term paper will be decided in consultation with the course instructor, and does not have to be confined to any one module of the course. Final Exam (40%) A longer exam, with about 2 or 3 essay questions will be held at the end of the course. The Final will be Open Book/Open Notes.

BIBLIOGRAPHY 1. Peters, R.S. (Editor) The Philosophy of Education. Oxford University Press, 1973. 2. Kneller, George F. Introduction To The Philosophy Of Education. Los Angeles: University Of California, 1964. 3. Park, Joe. (Editor) Selected Readings In The Philosophy Of Education. New York: The Macmillan Company, 1968.

4. Freire, With Paulo & Shop, Ira. A Pedagogy For Liberation. Dialogues On Transforming Education. New York: The Macmillan Company, 1987. 5. Berlin, Isiah. Concepts & Categories. Philosophical Essays With An Introduction By Bernard Williams. Melbourne: Oxford University Press, 1980. 6. Brameld, Theodore. Philosophies Of Education In Cultural Perspective. New York: Holt, Rinehart and Winston, Inc. 1955. 7. Schofield, Harry. The Philosophy Of Education, An Introduction. London: George Allen And Unwin Ltd. 1972. 8. O’ Connor, D J. An Introduction To The Philosophy Of Education. U.P: New Printindia Pvt. Ltd. 1986. 9. Blake, Smeyers, Smith and Standish. (Editor) Philosophy Of Education. Blackwell Publishers Ltd. 2003. 10. Al-Ghazzali Ihya’Ulum-al-Din’, (The Book ok Knowledge). Translation by Nabih Amin Faris. SUGGESTED FURTHER READINGS Some extra readings are listed at the end of each module. These are not mandatory but would prove helpful in understanding the class material, for writing term paper, or for advancing knowledge beyond the required readings in topics of specific interest.

MODULE I: THE CONCEPT AND AIMS OF EDUCATION 1. 2. 3. 4 Philosophy and Education a. Aims of Education b. Rhythm of Education The Concepts ‘Freedom and Authority’ The Concepts ‘Conditioning’ and ‘Indoctrination’ pp. 1-15 (O’Connor) pp. 189-213 (Whitehead) pp. 255-274 (Schofield) pp. 167-184 (Schofield) pp. 112-122 (Warnock)

5. Towards a Definition of Quality in Education

TERM TEST 1 (15%)

REFERENCE READINGS The Meaning and Function of Philosophy and Educational Philosophy The Concept ‘Education’ The Concept ‘Aims’ Commenteries Peter’s Papers (5) by Woods, Dray & reply Aims of Education-A Conceptual Inquiry pp. 1-22 (Schofield) pp. 29-41 (Schofield) pp. 89-102 (Schofield) pp. 29-57 (Peters) pp. 13-57 (Peters)

MODULE II: TYPES AND CONTENT OF EDUCATION 1. Liberal education and the Nature of Knowledge pp. 87-111 (Hirst) pp. 146-161(Dhillon & Halstead) pp. 73-92 (Greene & Griffiths) pp. 173-198 (Isiah Berlin) pp. 1-23 (Russell)

2. Multicultural Education. 3. Feminism, Philosophy, and Education: Imagining public Spaces 4. 5. From Hope and Fear Set Free An Outline of Intellectual Rubbish

TERM TEST 2 (15%)

REFERENCE READINGS Philosophy and Education On Youthful Cynicism pp. 1-31 (Kneller) pp. 1-4 (Russell)

MODULE III: THEORIES OF EDUCATION 1. What is an Educational Theory 2. Progressivism 3. Essentialism 4. Perennialism 5. a. Reconstructionism b. Toward a Reconstructed Philosophy of Education pp. 92-110 (O’Connor) pp. 123-151 (Brameld) pp. 235-253 (Brameld) pp. 315-336 (Brameld) pp. 119-127 (Kneller) pp. 125-137 (Kneller)


REFERENCE READINGS Contemporary Educational Theory The Choices Before Us Progressivism Essentialism Perennialism pp. 92-127 (Kneller) pp. 70-86 (Brameld) pp. 89-112 & 159-197 (Brameld) pp. 203-227 & 261-281(Brameld) pp. 289-307 & 347-378(Brameld)

MODULE IV: JUSTIFICATION AND METHOD OF EDUCATION 1.. The Justification of Education 2. What is the Dialogical Method of Teaching 3. On The Properties Of The Student And The Teacher 4.. Higher Education and the University pp. 239-267 (Peters) pp. 97-119 (Freire & Shor) pp. 119-144 (Al-Ghazzli) pp. 215-233 (Barnett & Standish)

REFERENCE READINGS UNESCO: International Bureau of Education 2000 Al-Ghazali Epistemology In Islamic Philosophy, Vol.XXIII, no3/4,1993 (Nabil Nofal) pp. 1-19 pp.29-33 (Hani A. Tawil) (Shams C.Inati)