Roots and Wings

Brigham Young University – Idaho

Spring 2012
Course:
ED 200: History and Philosophy of Education

Lead Learner:
David Magleby Office hours: MWF 8-10
Hinckley 177 you can always knock
496-4118 maglebyd@byui.edu
Text:
Increase in Learning. Bednar.
Perspectives in the history and philosophy of education. Custom text
published by BYU-I Press (2011).
Purpose:
This course is a cornerstone of secondary teacher preparation at BYU-I. We view
teaching as an eternal principle – with application in ourselves, homes, church,
and classrooms. Its purpose is to develop, in us, firm educational roots through
broadened perspectives and enlightened discernment. We will be encouraged to
increase wisdom to follow the Savior as we strive to become master teachers.

Essential Questions (Throughlines):

We view you as potential teachers of our children. You need to have sound
reasons for the decisions you make as a teacher. Your practice (tools) is informed
by your beliefs (principles and doctrines). In this course we will engage
educational ideas from multiple perspectives and develop roots to guide our
practice. The following questions will serve as our throughlines (big picture).

1. Who am I and what motivates me?

2. How do I view those I teach?
3. What is my work as learner and teacher?
4. What is worth teaching?
5. How do I learn?
6. Upon what foundation are U.S. public schools built?
7. What is the role of school in society?

Evaluation:
Being There: Part 1: Class will often begin with a five-minute interview. You
need to be present, punctual, and engaged in the process. Find a new friend each
time and don’t participate if you are late to class. Part 2: Begin class one day (may
be with a partner). You will organize the learning space (arrange seating), greet
students at the door, coordinate music and prayer, provide the discussion prompt
(topic for the day), and collect and alphabetize interview sheets when used.

Cornerstone: In a format of your choice, answer the question, why is Christ

known as the Master Teacher? Your work is to learn new things and effectively
teach what you have learned. Dig deeply into scriptural record to enlighten.

Teaching for Understanding (TfU): We teach people, not lessons. What we teach
people matters. Locate Idaho content standards for a secondary course and build
meaningful curriculum by developing generative topics, goals, and performances.
 Initial Metaphor and Essential Questions: Develop a construct that will allow you
to align (connect, synthesize) the doctrines, principles, and tools (pattern) of
learning and teaching. Clarify the metaphor. Provide an example of the pattern.
Annotate your example with course authors. Also provide initial answers to the
essential questions. Write one paragraph up to 150 words for each question.

Metaphor Update: Update of your philosophy metaphor – what you have in place
so far. Prepare to share your metaphor. Show how you have organized doctrines /
principles / tools of the course within your metaphor. Annotate your choices with
authors of the course (each author needs to find a place on your metaphor or a
well-founded reason why they don’t belong), scripture, prophets, and professional
articles (great to include). Tools: Being true to our principles, what would schools
look like? Be specific. Is your metaphor encompassing the essential questions?

Philosophy Metaphor and Essential Questions Paper: Clarify where you are in
your metaphorical journey. This capstone has two parts. (1) Your completed
philosophy metaphor. I use the following questions to evaluate your work. Is the
metaphor clear and generative? Is D/P/T pattern aligned and synthesized? Are
course authors considered? (2) Answer the seven essential questions (based on
metaphor) of the course and explain growth since your first attempt. Again, you
will write one paragraph of 150 words for each of the seven essential questions.

Dailies: Beyond reading, you will be invited to capture an author’s work or mess
around with the material in some other way. Bring your word-processed page to
class where you can annotate. Capture / messing around are only accepted in
class, accompanied by their author, and annotated as needed. You will choose 5
dailies to complete each block (10 total).

Weeklies: At the close of each week, you will add significant learning to a course
tree. Identify a powerful understanding gained each week and link it appropriately
as a doctrine / principle / tool or contribute meaningful curriculum elements.

Final: Only available during the published university final time for this course.
You will analyze a learning situation (may be video), recognize the questions /
conditions that exist and connect those to course understanding (ideas from the
authors of the course). Depth of understanding is the key to success.

Professionalism: Teachers contribute to a learning community. I view you as a

teacher. Professionals attend class, contribute, encourage others, and are alert.
Unprofessional behavior includes ignoring classmates in favor of electronic
devices, non-participation, cutting class, using class time for other projects.

Grades:
Grades will be determined using the following criteria:
A = professional behavior / satisfactory completion of all assigned work / course
tenets visible in your metaphorical journey.
B = professional behavior / satisfactory completion of major projects (bold on
syllabus) / daily and weekly invitations almost always completed.
C = unprofessional behavior / satisfactory completion of major projects (bold on
syllabus) / most daily and weekly invitations completed.
D / F = lackluster performance – insufficient evidence of becoming a teacher.
 Proposed Schedule:
# Date Topic Prepare Due
1 Roots and Wings Questions?
2 Questions / Foundations Bednar Chapter 1
Bednar (I-Learn)
3 A Place Called School Wolk (I-Learn)
4 Possible Answers #29 Perry
5 Master Teacher #10 Beecher Cornerstone
6 World Views #1 Plato
Our Metaphorical Journey Bednar Chapter 2
7 The Pattern: #4 Comenius
Doctrines / Principles / Tools Bednar Chapter 4
8 Who am I and what motivates #18 Addams Initial Metaphor and
me? Essential Questions
9 How do I view those I teach? # 7 Rousseau
10 How do I view those I teach? #8 Pestalozzi
11 Philosophy of Education Philosophy Slides
(I-Learn)
12 Game of Life Questions?
13 Idealism #1 Plato
Social Reconstructionism #23 Freire
14 Realism #2 Aquinas Metaphor Update
Thomism #5 Mass Bay Colony End 1st Block Dailies
15 Perennialism #19 Antin
Crowder Ch. 1 (I-Learn)
16 Pragmatism # 16 Dewey
Progressivism # 17 James
17 Existentialism #11 Kierkegaard
#26 Greene
18 History of Education I-Learn Timeline
(I-Learn)
19 Education in a Democracy #9 Jefferson
20 Common Schools # 12 Mann
21 What is the role of school? #14 Washington
#15 DuBois
22 Progressivism v. Essentialism #20 Cardinal Principles Teaching for
#3 Erasmus Understanding
23 Diversity # 13 Plessy
# 21 Brown
24 Role of school in society? # 22 Johnson
#30 Anyon
25 Special Populations #25 PL 94-142 Philosophy Metaphor
and Essential Qs Paper
26 Nation at Risk #27 Nation at Risk End 2nd Block Dailies
#28 Ravitch
27 No Child Left Behind Time to Show
28 Final Final
 Learning Opportunities Extended:
# Date Topic Reading Ideas
1 Roots and Wings Community of Learners, Barth
Teaching for Understanding, Wiske
2 Questions / Foundations How Firm Our Foundation, Nelson
A Life Founded in Light and Truth, Eyring
3 A Place Called School Horace’s Compromise, Sizer
The Power of Their Ideas, Meier
4 Answers The American School, Spring
Making Learning Whole, Perkins
5 Master Teacher The Choice, Arbinger Institute
Preaching, Teaching, Healing, Holland
6 World Views Learning and Teaching for Exponential Growth, Gong
A Proclamation to the Family
7 Doctrines / Principles / Tools BYU Idaho Learning Model
Duty to God Booklet, LDS Church
8 The structure and condition of The Universality of the Gospel, DeHoyos
your roots? The Ordinary Classroom, Pearce
9 How do I view those I teach? Emile, Rousseau
Nightjohn, Paulsen
10 How do I view those I teach? Bonds that Make us Free, Warner
Teaching with Love and Logic, Fay
11 Philosophy of Education The Philosophy of Childhood, Matthews
The Philosophy of Teaching, Passmore
12 Game of Life Savage Inequalities, Kozol
Come on People, Cosby
13 Idealism The Greenhouse, Pace, BYUI Devotional 16 Oct 2007
Social Reconstructionism Pedagogy of the Oppressed, Freire
14 Realism Cultural Literacy, Hirsch
Thomism Thoughts Concerning Education, Locke
15 Perennialism Educating Zion, Welch
The Spirit of Ricks, Crowder
16 Pragmatism Talks to Teachers, James
Progressivism The Wheel on the School, DeJong
17 Existentialism The Protestant Ethic and the Spirit of Catholicism, Sharpe
Man’s Search for Meaning, Frankl
18 History of Education American Dictionary of the English Language (1828), Webster
Pillars of the Rebublic, Kaestle
19 Education in a Democracy A Thomas Jefferson Education, DeMille
Proposals Relating to the Education of Youth in Pensilvania
(sic), Franklin
20 Common Schools Perpetual Education Fund: A Bright Ray of Hope, Carmack
Twenty Years at Hull House, Addams
21 What is the role of school? Democracy and Education, Dewey
The Souls of Black Folks, DuBois
22 Progressivism v. Essentialism Educational Wastelands, Bestor
Getting it Wrong from the Beginning, Egan
23 Diversity Education and Income, Sexton
All Over the Deep South, Clark and Brown
24 Role of School in Society? Converted to His Gospel Through His Church, Hallstrom
Drive, Pink
25 Special Populations The Inclusion Revolution, Rogers
Teaching, No Greater Call, LDS Church
26 Nation at Risk The Paideia Proposal, Adler
The TIMSS Videotape Study, Stigler and Hiebert
27 No Child Left Behind The Schools Our Children Deserve, Kohn
Educating Esme, Codell
28 Final Teach Like your Hair is on Fire, Esquith
The Table Where Rich People Sit, Baylor
Dailies:
Day Reading Daily Option
1 None
2 Bednar (I-Learn) / Examples of Latter-day Learners – write your story to be
Ch. 1 inserted after Edna Amburo and before the summary.
3 Wolk (I-Learn) Capture Wolk
4 Perry #29 Capture Perry
5 Beecher #10 Capture Beecher
6 Plato #1 250-word essay: Situation in your life where you have
Bednar Ch. 2 emerged from the metaphorical cave (what was the cave)?
7 Comenius #4 Capture Bednar
Bednar Ch. 4
8 Addams #18 Capture Addams
9 Rousseau #7 Outline and explain doctrines / principles / tools in Emile.
10 Pestalozzi #8 Outline and explain Gertrude’s doctrine / principles / tools
11 Philosophy Slides Diagram isms in relation to truth. What are true principles
of each of the five isms? Are they on your metaphor?
12 Game of Life None – but consider volunteering to help (act).
13 Plato #1 Capture Freire
Freire #23
14 Aquinas #2 Create Aquinas’ school: What would it look like? What
Mass Bay #5 would be taught? How? What qualifications would
End Block 1 Dailies teachers have? What would a successful graduate be?
15 Antin #19 Letter of Gratitude: Write a 250-word letter to an audience
Crowder (I-Learn) of your choice expressing your gratitude for BYU-I.
16 Dewey #16 Capture Dewey or James
James #17
17 Kierkegaard #11 Are you Living your life wide-awake? Write a 250-word
Greene #26 paper answering Greene’s question.
18 Timeline (I-Learn) 250-word answer to this question: What is the most
significant development / era in the history of American
education?
19 Jefferson #9 Sketch Jefferson’s proposed school system (three levels)
for Virginia. What schools did he envision? Who gets to
attend? What is the curriculum for each school?
20 Mann #12 Capture Mann
21 Washington #14 Capture Washington or DuBois
DuBois #15
22 #20 Cardinal Categorize the courses you took in high school in relation
Principles to the Cardinal Principles of Secondary Education.
#3 Erasmus
23 Plessy #13 Ethnicity Research: Locate a professional educational
Brown #21 research journal article concerned with ethnicity issues in
schools. Explain the connections to Plessy and Brown.
24 Johnson #22 Capture Anyon
Anyon #30
25 PL 94-142 #25 250-word essay: How could we provide FAPE for all?
26 Nation at Risk #27 Capture Ravitch
Ravitch #28 End 2nd Block Dailies
27 None
28 Final None
Teacher Education Department Framework: can you see the roots?

Notes:
As a condition of participation in this institution we voluntarily accepted and pledged adherence to
the Honor Code. I believe there is purpose in that.

If you have any disability that may impair your ability to complete this course successfully, please
contact the Services for Students with Disabilities Office (496-1158) to instigate a process of
reasonable accommodation.