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EDSOC513-20A (NET)
Educational Thought
30 Points
Staff
Convenor(s)
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Carl Mika
3548
TCBD.4.03
carl.mika@waikato.ac.nz
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Lecturer(s)
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Carl Mika
3548
TCBD.4.03
carl.mika@waikato.ac.nz
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Paper Description
Educational Thought is often viewed as a discipline removed from the more concrete issues that pedagogy and policy offer, yet it is increasingly relevant to the examination of those issues. This paper firstly aims to come to grips with some of the ‘macro’ aspects of education – that is, the location of education within wider philosophical orientations that are not always associated with the discipline of education. Secondly, we look specifically at the ‘micro’ level of philosophical assumption as it emerges in the learning contexts and through policy. In both instances, we aim to apply the work of theorists, and active thinking about their relevance to important educational issues in order to address (perhaps not resolve) important issues of educational concern.
Aims:
This paper aims to:
- locate diverse philosophies within 'schools of educational thought';
- apply selected philosophies to concepts in educational theory and practice;
- critically explore the assumptions that underlie contemporary educational theory and practice;
- encourage students to explore areas of education that fascinate them and to explore them philosophically;
- implement the basic tenets of university scholarship, critical reflection and research at the masters level.
Objectives:
At the end of this paper students, given participation with online and face-to-face teaching, and the completion of core and additional readings and tasks, should be able to (in anticipation of the standard of masters level):
- Identify, understand and critically discuss philosophical approaches studied in the paper in relation to key educational issues;
- Articulate why and how at least one of these approaches could be applied to an area of interest within educational practice.
Paper Structure
This paper will be delivered online.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
If you are having difficulties meeting the requirements please let me know in advance. Feel free to contact me by email if you are having any problems generally.
There is an overall aim of the assessments, and that is to take a problem that you’ve observed in any aspect of education and to apply relevant philosophers to it, both to identify the problem and to address possible resolutions.
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
The following is available as an online resource via our library:
Blake, N., Smeyers, P., Smith, R. & Standish, P. (2003). The Blackwell Guide to the Philosophy of Education. Malden, USA: Blackwell Publishing.
Recommended Readings
Pring, R. (2015). Third edition: Philosophy of educational research. Bloomsbury.
Johnson, H. (1963) A philosophy of education. New York: McGraw-Hill.
There is a wide range of educational philosophy literature in the Education Library, and more general philosophical literature in the General Library. You are also encouraged to read from the journal Educational Philosophy of Education which you have access to through the library site.