Syllabus: ED416/516   
Foundational Perspectives in Education


Instructor:

Module I — History and Philosophy of Education (1 credit hour)

Module I on historical and philosophical foundations of education is the first of two one-credit modules for ED 416/516, Foundational Perspectives in Education. For educators working towards the Continuing License, Tasks 3 and 4 and the Capstone of Module I would be particularly helpful in examining one's educational philosophy and in writing a philosophy statement for the teaching portfolio.

Module II — Social, Political, and Economic Aspects of Education (1 credit hour)

Module II: Social, Political, and Economic Aspects of Education must also be completed to receive course credit (2 credit hours), although either module can be taken separately for credit towards professional development.

Course Goals:

  1. To understand the influences of historical, philosophical, social, political, and economic events, decisions, and people in shaping education in America today.

  2. To interpret historical, philosophical, social, political, and economic issues affecting modern educational practice, particularly the issue of power.

  3. To develop one's own value position regarding education on the basis of critical study.

  4. To construct an articulated social and personal philosophy of education related to philosophical orientations and historical underpinnings.

  5. To interpret in a critical framework the social, political, and economic aspects of education.

Course Objectives:

  1. To identify and discuss the roles of significant persons who changed the course of formal education on a chart and essay.

  2. To interpret in an essay issues of power over the different eras of schooling and to reflect on educational approaches in the context of the time and location.

  3. To analyze philosophical and theoretical approaches in education, apply these in teaching of an Oregon benchmark, critically analyze one's own position regarding philosophical approaches, and create an articulated social and personal philosophy of education.

  4. To identify and discuss the social, political, and financial bases of schooling today through use of web searches.

  5. To understand the inequalities that pervade education today and to consider actions that can be taken, using video and web sources.

  6. To apply social, political, and economic concepts in a case study of an educational institution.

Relationship to the Knowledge Base and National and State Goals

Grading

Undergraduates must complete any three of the four tasks plus the capstone in each module (8 tasks in all). Graduate students must complete all tasks and the capstones (10 tasks total). Undergraduates are encouraged to complete a task each week and allow two weeks for the capstone task rather than taking a break when reaching the unselected task in each module.

Tasks one through four of each module are worth a maximum of ten points apiece. The capstone task of each module is worth twenty points. Undergraduates earn a maximum of 100 points for the two modules, while graduates earn a maximum of 120 points.

Please submit your self-assessment based on criteria specified for each task with each assignment. Overall criteria for "A" level work are listed here.

Grade Undergraduate Graduate          
A 93-100 112-120
A- 90-92 109-111
B+ 87-89 106-108
B 83-86 100-105
B- 80-82 97-99
C+ 77-79 94-96
C 73-76 88-93
C- 70-72 85-87
D 60-69 73-84
F Below 60 Below 72

Assignment Due Dates

Winter 2000: Instructor – Sally Atkin

Winter 2000: Instructor – Dr. Nora Cohen

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© 1999 LeoNora M. Cohen, OSU - School of Education