Philosophy of Education
In order to aid reflection on education in modern American society, we will read three works of global influence in philosophical pedagogy and one study of economic disparity in American schools. Students will be encouraged to develop their own positions on a variety of issues, including their own educational development, the student-teacher relationship, and the nature of the relationship between society and education.
The final grade will be made up of five grades equally weighed. Attendance is mandatory. More than one evening’s absence will result in the loss of a letter grade, etc.
Students are encouraged to initiate Praxis alternatives for course requirements. All assignments, except the final narrative, shall be prepared for class sharing (please put your name on a cover sheet which can be detached from the work.) Any requests for confidentiality should be made clearly, in writing, on the cover sheet of the assignment.
Maria Montessori. The Absorbent Mind. New York: Henry Holt, 1995.
John Dewey. Democracy and Education. New York: Free Press, 1966.
Paulo Friere. Pedagogy of the Oppressed. New York: Continuum, 1995.
Jonathan Kozol. Savage Inequalities. New York: Harper, 1991.
25-Montessori 1-107 Practice Discussion Teams
1-Montessori 108-200 LIST OF TOPICS W/ STATEMENTS OF INTEREST (3 MAX.)
15-Dewey 1-68 BIBLIOGRAPHY
29-Dewey 124-179 CLUSTERED? PROPOSALS DUE (2-4 PER TEAM)
7-Dewey 180-249 (Responses due early.)
21-Dewey 250-305 SET PRESENTATION SCHEDULES
28-Dewey 306-360 PRESENTATIONS BEGIN
4-Friere 1-67 (Responses due early.)
11-Friere 68-164 PRESENTATIONS
18-Kozol 83-132 PRESENTATIONS
25-Kozol 133-205 PRESENTATIONS
FINAL NARRATIVE MEDITATION DUE
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