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Syllabus

Philosophy of
Education

Fall 2002

Tues.-Thurs. Section

Marist College

Dr. Greg Moses


Please consider the following links:

Course Description: In this course, we will explore two case studies in urban education; three books that argue for educational reform along lines of gender, race, & sexuality; and a visionary analysis of future social prospects.


Outcomes: By the end of the course, students should be able to articulate a personalized philosophy of education grounded in critical reflection on the problems, prospects, and possibilities of education today.


Assessment: Participation, papers, and portfolios will provide regular opportunities to assess student development.


Required Texts (in order of use):

  • Eliot Levine. One Kid at a Time: Big Lessons from a Small School. Teachers College, 2002.
  • Tom Roderick. A School of Our Own: Parents, Power, and Community at the East Harlem Block Schools. Teachers College, 2001.
  • Carla Washburne Rensenbrink. All in Our Places: Feminist Challenges in Elementary School Classrooms. Rowman & Littlefield, 2001.
  • Julie Kailin. Antiracist Education. Rowman & Littlefield, 2002.
  • Letts & Sears. Queering Elementary Education. Rowman & Littlefield, 1999.
  • Philip Wexler. Mystical Society: An Emerging Social Vision. Westview, 2000.

Course Requirements: The final grade will be based on the following,

  • 20% Portfolio and participation.
  • 20% Paper One: Case Studies & Personal Experience of Education Today (6 pages)
  • 20% Paper Two: Gender, Race, & Sexuality (8 pages)
  • 40% Final Paper: A Visionary Philosophy of Education (6 pages)

Attendance Policy: Documentation will be accepted within two weeks of an excused absence. More than two undocumented absences will result in deduction of a letter grade from the final average. More than three undocumented absences, two letter grades. More than four undocumented absences, and the instructor reserves the right to issue a failing grade.


Late Grades: Preparations and assignments should arrive in class with the student. Any preparations or assignments not accompanied by students to class will be marked "late" or "absent" with a grade penalty.


Weather: If the College announces official closing for weather, we will cancel class accordingly. Otherwise, class will be held. Please call the College Weather Line x5500.


Schedule of inquiry:



Sept. 3—Introduction & selection of video for the experience of education

Sept. 5—One Kid at a Time (Chs. 1-5)
Prepare: Two paragraphs (a) summarizing what you take to be the essential lessons of
the readings, and (b) sharing a related experience of your own.
Organize Workshops

Sept. 10—One Kid at a Time (Chs. 6-9)
Prepare: Two paragraphs (a) summarizing what you take to be the essential lessons of
the readings, and (b) sharing a related experience of your own.

Sept. 12—One Kid at a Time (Chs. 10, 11, & Afterword)
Prepare: Two paragraphs (a) summarizing what you take to be the essential lessons of
the readings, and (b) sharing a related experience of your own.

Sept. 17—School of Our Own (1-46)
Prepare: Two paragraphs (a) summarizing what you take to be the essential lessons of
the readings on unity, and (b) sharing a related experience of your own.

Sept. 19— School of Our Own (Chs. 3 & 4)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) sharing related
experiences.

Sept. 24-- School of Our Own (Ch. 5)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) sharing related
experiences.

Sept. 26— School of Our Own (Ch. 6)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) sharing related
experiences.

Oct. 1— School of Our Own (Chs. 7 & 8)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) sharing related
experiences.

Oct. 3—Brainstorming the Paper
Prepare: Five quotations from Levine, five from Roderick, and five sentences of your
own. How will you render a representation of Levine & Roderick that helps you address
your experience of education today?

Oct. 8—Paper Due on Case Studies and Our Experience of Education Today
About two pages for each section. Paper due at beginning of class. Absence will result
in deduction of a letter grade.
Here is a guide to grading criteria: F=failure to meet expectations of the assignment;
D=a few expectations are realized; C=each of the three sections is adequately represented
with a coherent, scholarly development; B=not only are each of the sections well
developed, but there are substantial connections between the sections that contribute to an
overall development; A=the paper transcends the assignment, because all the
requirements are in place, but the writer has done a good job of making a fine essay that
flows from beginning to end.


Oct. 10—All In Our Places (Ch. 1)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Oct. 15—All In Our Places (Ch. 2)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Oct. 17—All In Our Places (Ch. 3)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Oct. 22—All In Our Places (Chs. 4 & 5)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Oct. 24— Antiracist Education (Chs. 1&2)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Oct. 29— Antiracist Ed (Chs. 3&4)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Oct. 31— Antiracist Ed (Chs. 5&6)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Nov. 5— Antiracist Ed (Chs. 7&8)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Nov. 7— Queering Elementary Ed (Chs. 1 & 2)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Nov. 12— Queering Elementary Ed (Chs. 4 & 7)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Nov. 14— Queering Elementary Ed (Chs. 8 & 9)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Nov. 19— Queering Elementary Ed (12 & 14)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Nov. 21—Brainstorming the Paper
Prepare: Five quotes from Rensenbrink, five from Kailin, five from Letts & Sears, &
five sentences of your own.

Nov. 26—Second Paper on Educational Challenges in Gender, Race, & Sexuality
Please review cautions and criteria for paper one above.

Dec. 3—Wexler (Chs. 1&2)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Dec. 5—Wexler (Chs. 3&4)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Dec. 10—Wexler (Chs. 5&6)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Dec. 12—Wexler (Chs. 7&8)
Prepare: Two paragraphs (a) summarizing essential lessons, and (b) evaluating an
important claim made in the text.

Final—Toward a Visionary Philosophy of Education
Six pages (2 on Wexler, 4 on your own visionary philosophy of ed)
Portfolios Due of All Class Work



Contact Information
Fontaine 322
x2217
greg.moses@marist.edu
http://philosophy.gregmoses.net
Home: 473-4737

Ofc. Hrs.: MTWR 1-3


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