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Educational Psychology

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About Leslie

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General course description:

The primary advantage of knowing about philosophy is that it helps one to interpret knowledge within different contexts -- historical, cultural, moral, religious, and social.

Essentially philosophy is about wondering. It is about the big questions, as well as about evaluating a variety of different perspectives and realities. One of the important functions of studying philosophy is that it helps us examine the origins and histories of practices in the context of their development so that we can make more informed decisions as to whether to embrace or reject relational practices.

This course is about the study and analysis of the histories, tenets, and basic ideals of selected modern and classic educational philosophies that have shaped, or are currently shaping American educational practices over time and into the present. It is also about the analyses of numerous critical issues in education -- their ideological and social bases.

Overarching questions that help direct this course and our inquiries are:

·       What are the basic philosophies that have, or do now, direct American education and where did they come from?

·       How do different philosophical orientations shape the profession and related beliefs and decisions?

·       What are the basic differences in the diverse array of philosophical perspectives?

·       How do beliefs about children, learning, and the purposes of schools shape our instructional and curricular choices?

·       What exactly do I believe about education and teaching? And how do these personal beliefs direct my practices and professional expectations and interactions?

Varied sources describe the philosophy of education as essentially "the study of the purpose, process, nature and ideals of education." This can be within the context of education as a social institution, or more broadly, as the process of human existential growth, as in the understanding of how the world is continually being transformed by ideas, facts, social customs, experiences, or emotions. The realm of schools is perhaps more dynamic than you might initially think. Schools are in a continual state of transition and flux as ideas enter via people, practices, and interchanges and then transform schools into something new.

Why study educational philosophy?

At some point in a teaching career, educators should wonder about rudimentary questions concerning the nature and purposes of schools and learning. And, whether we know it or not, most of us think philosophically as we make all kinds of everyday decisions based on analyses, models, and social, moral, philosophical, and cultural constructs and theories. For instance, if we have ever wondered about the inherent nature of humans, about good or evil and how these become manifest in humankind, then we have thought about philosophy to some degree.

Too, our beliefs and expectations about how students and teachers should act, what they should know, how schools are run, and the political and social policies and procedures that direct and shape schools and education are all affected to some degree by philosophical beliefs and particular orientations. At many levels American education is very eclectic (mixed with different ideas), this eclecticism makes it difficult to describe and explain as far as definitive historical roots and philosophical orientations.

And so this course has several purposes.

• One, it allows you to investigate the many philosophical orientations that are generally part of the historic development of American education.

• Next, the course is designed to help you examine the theoretical understanding of the social, moral, and philosophical issues inherent in your personal decision making processes.

Some defining questions that you will address during this course:

Broad  - According to a particular philosophy - 

1. What are the purposes of school in society?

2. How are decisions made about what is worth knowing, about how and what to teach?

3. Who decides on what knowledge is selected for perpetuation?

Personal  -

4. What does ones teaching philosophy have to do with directing instructional delivery?

5. Specifically, exactly what is your philosophy of education? Can you artfully articulate it to others so that they understand what you mean?

6. How has your philosophy evolved or changed over time?

7. How do your beliefs about teaching and learning direct and shape your teaching practices?

8. If you were to observe yourself teaching, or a peer, will it be clear by your choices of delivery, management, and student-to-teacher interactions which philosophy(ies) you are most clearly aligned with?

Texts:

Since this course is about generating and herding thoughts and ideas, about pondering ideas and trying them on for size and fit, I have chosen two texts. They are:

§       Philosophical Foundations of Education: Connecting Philosophy to Theory and Practice
Author: Shelia Dunn 
Publisher: Pearson/Allyn/Bacon-Merrill (2005)
ISBN: 0130264091

§       John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice
Authors: Douglas J. Simpson, Michael J. B. Jackson, Judy C. Aycock
Publisher: Sage Publications, Inc (2005)
ISBN: 1412909023

I apologize for the expense up front. Believe it or not these are some of the less expensive books on our topic. Unfortunately philosophy books don't come cheap. Philosophy books don't change as often as other topics and these are a bit older and so you should be able to find used copies however, or you may know someone who has taken this course before and can borrow their texts.

The first, Philosophical foundations of education (PEF) by Sheila Dunn, is rather traditional and is meant to be a resource helping you understanding the origins of the ideas and ideals that have impacted American education. Please don't be put off by large words of Greek or Latin origin.

In fact you can go online at http://www.bartleby.com the American Heritage Dictionary provides you with pronunciations  -- use it when you get stuck on a word. You need a media player like QuickTime on your computer. Also, don't be put off by the many questions your author asks. That is what philosophy is about --examining ones feelings and thoughts, ruminating, and reflecting and then channeling that energy into your teaching or professional growth. The Dunn text is a traditional survey type text that connects theory directly to practice. This text is about knowing what philosophies are out there, how they fit into history, and how they have impacted education so far, as well as how they play out in practice.

John Dewey and art of teaching (AoT) by Simpson, Jackson, Aycock is your second text and it is a small book that connects teaching to a series of interesting metaphors. This text is meant to be inspirational and help you conceptualize, formulate, and articulate a cohesive, well-thought-out-professional credo and formal teaching philosophy more easily and distinctly. For those philosophies left out of these texts, I have designed some investigative exercises.   

Skills needed: Please read these carefully!

What skills are key to surviving and learning in an on-line environment? I like be totally honest with my students. Learning on the internet is not easy, rather it is convenient. Indeed, a graduate course delivered in cyberspace should be of the same quality and have the same stringent expectations of excellence that face-to-face classes do. In order to do well in this course one needs to have the following qualifications.

You need to:

• Like to read, or are willing to read and reread material for understanding.

• Have strong intrinsic motivation, and the ability to self-regulate

• Have an inquisitive and curious mind so that you are very self-determined

• Be willing to share thoughts, ideas, and opinions with others in a written format

• Be able to communicate in writing with clarity

• Like to ask and answer questions

• Have the ability to think at critical levels and problem-solve -- this is especially important in using the Web as a learning and informational resource

• Be able to find and access web-based data and use data banks effectively

• Be able to navigate cyber-space effectively so that you will not become frustrated- Examples: Do you know how to delimit a web search? Are you familiar enough with rudimentary cyber and techno skills to: use e-mail, cut and paste text, post attachments, word process, and use discussion board formats. Or, if you are not familiar with these elements, are you willing to learn them on your own, or seek out help on your own

• Have access to decent Internet service and connection. Generally students find slow dial up connections very frustrating!

Format - We will be working in a variety of designated spaces in D2L (Desire to learn). My online classes are generally small, about 6-12 students. If the class enrollment is very small then discussions will be limited to general pre-discussions, and formal individual postings. If we have enough students for me to divide you up into pairs or small groups of 3 or 4, then I will designate private discussion spaces where you can collaborate and properly cull ideas, especially if you are leading general discussions. 

For materials not in your text, you will be developing an expanded area (rather like a wiki) which will be used as a class resource page.

Grades are based on the regularity of your posts, the quality of your online interactions and shared ideas (see samples), to include evidence of readings and critical thinking skills.

Welcome  - Glad you are here!

Next - Assignments - These are the course's secured area. If you have a valid UWSP  password, you may access these materials.