Craig A. Cunningham, Ph.D.
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FND504: History and Philosophy of EducationSkip down to schedule of topics and assignments. InstructorCraig A. Cunningham, Ph.D. Office hours by appointment on Mondays and Tuesdays Course DescriptionThe purpose of this course is to help students develop richer and more systematic interpretations of the social foundations of educational policy and practice in the United States In other words, the course is designed to expose students to the ways in which contemporary educational debates often reflect long-standing historical tensions. Also, the course aims to develop a student’s ability to understand and describe how educational problems are often rooted in and symptomatic of social arrangements that extend well beyond the classroom or school yard and into families, communities, and local and national economics and politics. Through this course, students should be able to:
We will work toward these goals through a variety of learning experiences. Resources for doing so will include the readings, your thoughts and experiences, informal weekly written reflections, two papers, and our time together. Required TextsSchool and Society: Historical and Contemporary Perspectives , Fifth Edition; by Steven E Tozer, Guy Senese, Paul C Violas. McGraw-Hill Humanities/Social Sciences/Languages. ISBN: 0072985569. NOTE: you may use the fourth edition instead of the fifth edition. Additional readings as distributed in class or via this web page. Course requirements and gradingRegular class attendance and voluntary participation is expected. Lack of attendance and class participation, or consistent tardiness will negatively impact your final grade. "Class participation" involves attending each class prepared to discuss and support your interpretation of educational issues, evidenced both by your in-class contribution and weekly reflective statements. In response to the course materials, students are expected to engage in critical, reflective, and original discussion. How do our understandings of the historical educational context impact our understandings and actions within contemporary contexts in response to contemporary dilemmas? Students should come to class each week prepared to construct bridges between the "theory" and "practice" of education. Timely submission of assignments is advised. Although it’s certainly understandable that extenuating circumstances do arise, turning assignments in late will negatively impact one’s final grade. Each week that an assignment is late will result in an additional 10% penalty. Assignments that are missing as of the last day of the quarter will receive a zero. A bit about writing assignments: At minimum, formal written work should reflect your status as a graduate student; it should be clear and organized, thoroughly and precisely address the question being asked or concept being explored, be well reasoned and/or evidenced, and demonstrate graduate level writing mechanics. Written work that does not reflect graduate level writing simply will not receive full credit. Check out the NLU Writing Center if you feel you could benefit from their help. Academic integrity is a must: Teaching and learning are only possible in the company of honesty. Academic integrity is an absolute expectation. Plagiarism includes, but is not limited to the following:
Academic Honesty
Explanation of primary assignmentsWeekly Reflections (30%): Each week, students will submit a one- or two-page substantive reflection on the readings, discussion and classroom activities. This is an opportunity for you to engage the material, discover what resonates with you, and construct what it means to you, using the text and classroom materials as a foundation. You are also welcome to use your reflection to comment on the conduct of the course, the instructor, and your fellow students. The reflective statements are NOT GRADED; rather, you will receive 3.33 points for each substantive reflection that is turned in on time. ("Substantive" can be defined in this context as "having substance and prompting thought; meaty." In other words, they must show evidence that you have actually thought about something related to the course.) Reflections are due by midnight on Mondays and must be submitted via email to the instructor at craig.cunningham@nl.edu. Either type your reflection directly into your email program or attach it in Microsoft Word or text format. Philosophy statement (20%): What is your "philosophy of education," "philosophy of teaching," or "philosophy of educational leadership?" One of the objectives of this course is for you to think critically about your own place in the educational spectrum; for example, what have you experienced, what do you value, how do you conceptualize the notions of teaching, learning, knowledge, and education? How do your experiences and ideas impact how you think of yourself as an educator? Try to be specific, in terms of what you will do as a teacher and how this reflects your experiences and ideas. You will turn in a 5 page paper answering these questions and referring to the topics and readings of the course. Paper must contain at least 10 references to course materials or discussion. Please number these references sequentially in the paper thus: {1}. This numbering is in addition to citations in proper format. A DRAFT of your philosophy statement must be emailed to the instructor by midnight on May 18 and the final version must be emailed to the instructor by midnight on June 1. [Note that while this assignment will help you to meet the requirement for a personal philosphy statement as part of your LiveText portfolio, my expectations that you will refer to this course and that your statement will be 5 pages differ from the portfolio requirement.] Class attendance/participation/preparedness (30%): Attendance and promptness are mandatory. Student perspective is emphasized in this course. You will be expected to participate appropriately and professionally in whole-class and small-group discussions and class activities. You will be expected to come to class with readings finished, prepared for discussions and with quality assignments to turn in. If you are absent due to an emergency it is your responsibility to call or email the instructor to find out what happened in class. More than two unexcused absences will automatically reduce your grade by one letter. Final paper (20%): The question(s) for the final paper will be distributed via email before the start of class on June 1. The final paper must be emailed to the instructor by midnight on June 8. It should be 4-6 pages, double spaced. Citations/references are NOT required. Tentative schedule of topics, primary readings, and major assignmentsReadings and assignments are listed on the day they are DUE. April 6. Introductions, course structure, requirements, and processes
April 13. School/Society
April 20. Moral Life of Classrooms
April 27 Liberty and Literacy: The Jeffersonian Ideal / Common School Era
May 4. Progressive Era
May 11. Progressive Era; Education of Girls
May 18. Schooling of African Americans and American Indians; Cold War Era/
May 25. Liberty and Literacy Contemporary Perspectives; Teaching as a Public Profession
June 1.Vocational and Liberal Ideals; Diversity and Equity Today
June 8. Cultural Contexts of Children and Youth
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