ELCF 515 Philosophical Foundations of Education
Syllabus
Fall Semester 2005 August 24-December 14 Class Meets T 5-7:50 in ED 100
Semester Hours: 3
Dr. Makedon Office: ED244 Tel. (773) 995-2003 Office Hours: M, W, F: 12-1:15; T 4:45-5:00; R 4:45-5:00 Instructor's Academic home page: http://webs.csu.edu/~amakedon/CSUhomepg.html Course Web Site: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
1. Course Prerequisite: Admission to Doctoral Program
2. Course Description in College Catalogue:
Philosophy originally meant "love of wisdom." Over the centuries there developed a fundamentally diverse philosophical family of perspectives that enlighten, inspire and liberate: enlighten us to alternative approaches, such as, creative solutions to educational problems; inspire us to think "out of the box;" and liberate us to recreate realities, if not in fact at least in theory, including educational institutions that function more ethically, happily and productively. Our course will cover long established philosophical traditions, such as idealism, perennialism, essentialism, romanticism, pragmatism, existentialism, Marxism, empiricism, Confucianism, and perspectivism. Approximately half of our readings will be from original philosophical works outside the textbook. Particular emphasis in the course will be given to the application of philosophical theories to educational issues, including, but not limited to, educational leadership.
3. Amplification:
The course is full of opportunities for active philosophical engagement, educational analysis, and intellectual growth. Some of the activities prescribed in the course include:
A. Book and article reviews: Students will be expected to research the philosophical literature, and read, write, and disseminate weekly summaries in which they draw the relevance of each of the books or articles read to their particular career or professional interests. Detailed guidelines regarding the structure such reviews should take may be found at http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
B. Ethics Paper: Each student reviews, summarizes, and critiques at least five existing codes of ethics in education; and creatively constructs a new one within one‘s own intended career. Students will be asked to use some of the ethical principles studied in class, such as, Immanuel Kant’s categorical imperative, in their analysis of existing codes of ethics. Each new code constructed by students should be seen as a hypothetical exercise in the application of ethical principles to education. Each code should include at least 10 key principles, each of which is carefully explained, defended, and applied. The instructor has posted on the web detailed guidelines on the review and design of codes of ethics at: http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/ There are presently numerous professional codes of ethics posted on the web, such as, NEA‘s, AFT‘s, or any number of numerous such codes worldwide, from teachers’ associations, to administrators‘.
C. Organized Debates: Students will be expected to engage in organized debates in class in which they logically defend their positions regarding certain educational issues. Such debates follow the age-old philosophical method of the "dialectic." Further guidelines may be found posted on the web at http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
D. Role Play Presentations: Students are given the opportunity to engage in philosophical role play exercises, in which they assume the role of different philosophers engaged in the discussion of controversial educational issues. Detailed guidelines of how to write the role play summary, or participate in the exercise, may be found at http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
E. Personal Philosophy: Each student is expected to complete a well organized and thoroughly defended paper on his or her personal philosophy of education, including his or her philosophy within a particular career in education. Students then present their personal philosophies in class, during which they engage their peers and the instructor in an open-ended but constructive discussion. For a full explanation of the personal philosophy written and presentation requirements, please visit the course web site at http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
F. Final Examination: Students take a cumulative multiple choice examination at the end of the semester in which they are asked to demonstrate their mastery of key concepts covered in the course.
4. Internet and Library Sources:
The instructor has designed a course-related web site dedicated to this course with useful information, guidelines, and structural samples of required work at http://webs.csu.edu/~amakedon/CSU/ELCAF/courses/
Many of the original works required in the course, such as, Plato’s Meno, Aristotle’s Ethics, and DuBois’ Talented Tenth are freely available on the Internet, such as, through the numerous philosophical books published on the English Server at http://eserver.org Such works thus become commonly available to all students in class. Others, such as, Rousseau’s Emile, Kant’s Lectures on Education, or Dewey’s Human Nature and Conduct may be quickly purchased using a credit card through such web-based ventures as Amazon.com. Students conducing research for their projects may find pertinent literature in libraries, such as, CSU’s very own at http://www.csu.edu/library Some such sources of information include philosophical journals, education and philosophy encyclopedias, professional Proceedings, and computer-based databases (such as, ERIC).
5. Course Objectives:
Next to each objective, below, are listed organizations to whose standards such objective corresponds to. For the full title of the organizations whose acronyms are listed here, please see section on "Conceptual Framework," below.
1. Empathize with a diversity of philosophical points of view in the examination of educational issues. NCA, NCATE, CLSE, MPES, DPPR, IPTS, SICR, IBHE Consultant 2. Analyze ethically one’s own, or others’, actions in education, including educational leadership at the policy-making level. NCA, NPBEA, DPPR, CLSE, MPES 3. Develop philosophical research skills, such as, the employment of the Socratic method, understanding of the philosophical vocabulary, or the identification and analysis of philosophical literature, particularly as it may shed light on educational issues. NCATE, CLSE, MPES, DPPR, IPTS, SICR, IBHE Consultant 4. Develop an understanding of the variety of philosophical alternatives that have been espoused over the last 3,000 years, from the pre-Socratic philosophers on down, along with their corresponding educational agendas, paradigms, and institutions. NCATE, CLSE, MPES, DPPR, IPTS, SICR, IBHE Consultant 5. Develop an appreciation for the life of reason, particularly as cultivated within philosophical circles through such methods as the dialectic, open-ended but sensible debate, and logically defensible arguments. NCA, NCATE, CLSE, MPES, DPPR, IPTS, SICR 6. Learn to expose underlying philosophical assumptions in educational practice. CLSE, MPES, DPPR, IBHE Consultant 7. Practice one’s problem-solving and critical thinking skills. NCATE, CLSE, MPES, DPPR, IPTS, SICR 8. Discuss the nature of the learner and learning; the role of the teacher and school administrator; and the purposes of schooling. NCATE, CLSE, MPES, DPPR, IPTS, SICR 9. Distinguish between goals, methods, and curricula in the organization of educational systems. NCATE, CLSE, MPES, DPPR, IPTS, SICR 10. Think independently in analyzing educational issues, instead of conforming uncritically to prevailing practices, rules, or ideologies. NCATE, CLSE, MPES, DPPR, IPTS, SICR 11. Develop a defensible personal philosophy of education. NCATE, CLSE, MPES, DPPR, IPTS, SICR, IBHE Consultant
6. Assessment Measures:
Objective 1: Classroom discussions, book review summaries and presentations, role play summary and presentation, organized classroom debates, final multiple choice examination. Objective 2: Ethics paper and presentation, classroom discussion, book review summaries and presentations, role play summary and presentation, personal philosophy paper and presentation. Objective 3: Book review summaries and presentations, organized classroom debates, role play summary and presentation. Objective 4: Classroom lectures and discussions, book review summaries and presentations, role play summary and presentation, ethics paper and presentation, organized classroom debates, final multiple choice examination. Objective 5: Organized classroom debates, ethics paper and presentation, classroom lectures and discussions. Objective 6: Personal philosophy paper and presentation, ethics paper and presentation, book review summary and presentation, role play summary and presentation, classroom lectures and discussions. Objective 7: Personal philosophy paper and presentation, ethics paper and presentation, book review summary and presentation, role play summary and presentation, classroom lectures and discussions. Objective 8: Classroom discussions, Personal philosophy paper and presentation, ethics paper and presentation, role play summary and presentation. Objective 9: Personal philosophy paper and presentation, classroom lectures and discussions. Objective 10: Organized classroom debates, ethics paper and presentation, personal philosophy paper and presentation. Objective 11: Personal philosophy paper and presentation.
7. Conceptual Framework:
The College of Education has a "conceptual framework" which sets out in general terms what the purpose of the College is. It is repeated here so students can understand the overall aim of the College, and how this course fits such framework.
"The College of Education’s conceptual framework serves as the model for preparing all candidates to succeed in helping all urban children learn. This preparation is characterized and distinguished by five core themes: (1) partnerships with the education community; (2) assessments of teaching and learning that are consistent and frequent; (3) contextualized teaching experiences; (4) technology-integrated curricula and instructional delivery and (5) standards-based teaching and learning." (Memorandum by ELCF Dept. Chair with attached sample syllabus & framework, 02/10/03.)
ELCF 515 addresses mainly themes 2, 4 and 5. It addresses the second theme through the consistency with which student progress is assessed (see section "Assessment Measures," above). It addresses the fourth theme through the integration of the course with technology-based information, such as, readings on the Internet, and course-specific web site (see "Amplification," above). Finally, it addresses the fifth theme, "standards-based teaching and learning," because it meets the standards adopted by the following regional and specialist organizations:
1. North Central Association of Colleges and Schools (NCA) 2. National Council for Accreditation of Teacher Education (NCATE) 3. Council of Learned Societies in Education (CLSE) 4. Midwest Philosophy of Education Society (MPES) 5. Division of Professional Preparation and Recruitment, Illinois State Board of Education (DPPR) 6. Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors, National Policy Board for Educational Administration (NPBEA) 7. Illinois Professional Teaching Standards, Illinois State Board of Education (IPTS) 8. State of Illinois Certification Requirements, Illinois State Board of Education (SICR) 9. Illinois Board of Higher Education, Consultant Report (IBHE Consultant)
1. North Central Association of Colleges and Schools (NCA)
The course meets NCA’s Criterion 3 regarding educational purposes. Specifically, NCA requires that graduate programs "expect students and faculty to value and engage in research, scholarship, and creative activity… are approved, taught, and evaluated by a graduate faculty that possesses appropriate credentials and experience." (The Higher Learning Commission, A Commission of the North Central Association of Colleges and Schools, Overview of Accreditation, http://www.higherlearningcommission.org/overview/)
NCA further requires that, under Criterion 5, "[t]he institution demonstrates integrity in its practices and relationships… institutional publications, statements, and advertising that describe accurately and fairly the institution, its operation, and its programs." (The Higher Learning Commission, A Commission of the North Central Association of Colleges and Schools, Overview of Accreditation, http://www.higherlearningcommission.org/overview/)
The course engages students in research and creative activities, and taught by faculty with Bachelors, Masters and Doctoral degrees in Philosophy and Philosophical Foundations of Education. Furthermore, the course description reflects accurately the content of the course, including its objectives and assessment measures, and therefore reflects the type of "integrity" in university publications expected by NCA.
2. National Council for the Accreditation of Teacher Education (NCATE)
The course meets one of the standards adopted by the National Council for Accreditation of Teacher Education (or NCATE for short) regarding the preparation of educators in the philosophical foundations of education. NCATE is he single most important accreditation agency for Colleges of Education in the United States. As NCATE put it regarding philosophical foundations:
"Candidates preparing to work in schools as teachers or other school personnel need a sound professional knowledge base to understand learning and the context of schools, families, and communities. They understand and are able to apply knowledge related to the social, historical, and philosophical foundations of education, professional ethics, law, and policy." (Emphasis mine; NCATE, Professional Standards, 2002, p. 19.)
3. Council of Learned Societies in Education (CLSE)
The Council of Learned Societies in Education (or CLSE for short) is one of NCATE’s affiliates. NCATE defers to CLSE for further analysis of Standards within the educational foundations area (NCATE, Professional Standards, 2002, p. 19). C;LSE considers philosophical studies in education to be a crucial component of training for educators. As CLSE put it:
"The general objectives of these foundational studies are to introduce students to interpretive uses of knowledge germane to education and to establish a basis for life-long learning through normative and critical reflection on education within its historical, philosophical, cultural, and social contexts." (Emphasis mine; Standards for Academic and Professional Instruction in Foundations of Education, CLSE, Standard II, p. 6.)
4. Midwest Philosophy of Education Society (MPES)
The Midwest Philosophy of Education Society (MPES) is an affiliate of CLSE. The course meets the educational "standards," in the broad sense of the term "standard" as benchmark expectation, of MPES. The purpose of MPES is the philosophical study of educational issues, as also stated its Constitution. (see MPES web site at http://webs.csu.edu/~big0ama/mpes/mpes.html)
5. Division of Professional Preparation and Recruitment, Illinois State Board of Education (DPPR)
The course addresses DPPR’s Standards1 and 5 for the preparation of school superintendents, including:
"Standard 1 - Facilitating a Vision for Educational Excellence…[t]he competent school superintendent… understands the historical, moral, philosophical, and political traditions of education in the USA and other countries." (Emphasis mine; Content Area Standards for Educators, Illinois State Board of Education, "Superintendent," [29.130], p. 369.)
As a result of the required ethics project in ELCF515, during which students are required to read and evaluate professional codes of ethics, and develop new ones, the course also addresses Standard 5 regarding "ethical issues:"
"Standard 5 - Knowledge of Laws, Regulations and Professional Ethics… [t]he competent school superintendent… 5A. has knowledge and understanding of … ethical issues affecting education… 5H. has knowledge and understanding of the moral and ethical responsibilities of schools and members of the school community." (Emphasis mine; Content Area Standards for Educators, Illinois State Board of Education, "Superintendent," [29.130], p. 373.)
6. Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors, National Policy Board for Educational Administration (NPBEA)
The course addresses Standard 5 regarding "ethical principles" and "code of ethics:"
"Standard 5.0: Candidates who complete the program are educational leaders who have knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner… 5.3 Acts Ethically… a. Candidates make and explain decisions based upon ethical and legal principles." (Emphasis mine; Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors, National Policy Board for Educational Administration , January 2002, p. 13.) As explained in he "narrative explanation" provided in the NPBEA document, "[e]ducational leaders must develop the ability to examine personal and professional values that reflect a code of ethics… using their position ethically." (p. 13) In ELCF515 students read and evaluate existing professional codes of ethics, and develop defensible new ones.
The course also addresses Standard 6 regarding "ability to use appropriate research methods, theories, and concepts to improve district operations." (Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors, National Policy Board for Educational Administration , January 2002, p. 14.)
Although the above standard sounds generic, and therefore applicable to many other courses, as well, it is addressed within ELCF515 through the extensive examination of philosophical theories in our readings; classroom discussions; book reviews; participation in scholarly research; and application of the theories studied in the development of a personal philosophy of education, organized debate, and role play exercise.
7. Illinois Professional Teaching Standards, Illinois State Board of Education (IPTS)
The course meets several of the Illinois Professional Teaching Standards (IPTS). IPTS Standards put a heavy emphasis on a foundations approach to teacher education, such as, critical thinking (Standard 6). Others include Standards 1, 2, 3, 5, 7, 8, 9. (See the ISBE web site at http://www.isbe.state.il.us/ils/default.htm)
8. State of Illinois Certification Requirements, Illinois State Board of Education (SICR)
State of Illinois certification requirements state that candidates should have had training in either the philosophy or history of education, or both. Certification brochures are available through the Office of Certification, ED208.
9. Illinois Board of Higher Education, Consultant Report (IBHE Consultant)
The consultant hired by IBHE to advice the Department in the design of a doctoral program recommended in his or her written report the inclusion of a philosophical foundations of education course in the doctoral curriculum to help students explore the underlying epistemological assumptions of their work as educators. Such recommendation may be seen as a "standard," in the broad sense of the term as something that is expected to be met. ELCF 515 meets that expectation. (see IBHE Consultant’s Report, a copy of which was distributed to faculty members, 2003.)
8. Course Requirements and Grading Criteria: Points (Total=100) I. Attendance .......................................................................................... 10 II. Article/book reviews (weekly): summaries and presentations…….. 20 III. Code of Ethics Project: Paper and Presentation………………… 20 IV. Organized Debate: Written Summary and Presentation………..... 10 V. Role Play Exercise: Written Summary and Presentation....……... 10 VI. Personal Philosophy: Paper and Presentation………………….. 10 VII. Final Examination (multiple-choice) ………………………….. 20
9. Extra Credit: Extra credit assignments, such as, conference attendance and papers, are in addition to points earned, above. Such assignments will be announced by the instructor in class.
10. Grading Criteria:
90-100 A 80-89 B 70-79 C 60-69 D below 60 F
11. Required Text:
Curren, Randall. A Companion to the Philosophy of Education, Blackwell Publishing, New York, N.Y., 2003.
12. Supplemental Readings:
Students will be expected to read any three of the following original works:
Adler, Mortimer J. (1982) The Paideia Proposal. Macmillan. Aristotle. Aristotle on Education: Being Extracts from the Ethics and Politics. Ed. & tr. John Burnet (1967). Cambridge University Press. Aristotle. Ethics. Confucius, Analects. Dewey, J. (1968) Experience and Education. New York: Collier. Dewey, J. Human Nature and Conduct. New York: Collier. DuBois, W.E. Burghardt. "The Talented Tenth." DuBois. The Souls of Black Folk. Freire, P. (1997). Pedagogy of the Oppressed. New York: Continuum. Giroux, Henry A. (1988) Teachers as Intellectuals: Toward a Critical Pedagogy of Learning Hirst, Paul and R. S. Peters. (1970) The Logic of Education, Routledge and Kegan Paul. Kant, Immanuel. Metaphysics of Morals. Kant, Immanuel. The Educational Theory of Immanuel Kant. Ed. & tr. E. F. Buchner (1904), Lippincoat Press. Makedon, A. Humans in the World: An Introduction to Radical Perspectivism. Forthcoming. First Books Publisher, 2005. Marx, Karl. The Capital. Mill, John Stuart. John Stuart Mill on Education. Ed. Francis W. Garforth. (1971) Teachers College Press. Nietzsche, Friedrich. Beyond Good and Evil. Pestalozzi, Johann Heinrich. (1974) Pestalozzi. Ed. Lewis Flint Anderson. Greenwood Press. Plato, Republic. Plato, Meno. Rousseau, J.J. Emile Sartre, Jean Paul. Being and Nothingness. Smith, Philip G. (1970) Theories of Value and Problems of Education. University of Illinois Press.
12. Calendar: Schedule of Readings and Requirements
Assignment/Project Date
1. Introduction to the course 2. Personal Introductions 3. Review of Requirements 4. Review of course readings 5. Curren, Chapters 1-10 6. Book reviews and presentations 7. Code of Ethics Project: Papers and Presentations 8. Organized Debates: Summaries and Presentations 9. Role Play Exercises: Summaries and Presentations 10. Supplemental Readings (3) 11. Personal Philosophy Papers and Presentations 12. Review for the Final Examination 13. Final examination
13. Make up dates:
Only those students with written medical or other type of emergency excuse may be excused from turning in an assignment, engaging in a project, or taking the final examination on the pre specified dates. A student's excuse must be of an emergency nature. It must be backed up by a doctor's or other official's written statement on official letterhead that includes such official's office address and current telephone number.
14. Notice Regarding Absences:
Each hour of absence from the classroom during class time counts as minus one attendance point, unless excused for the same types of reasons, and backed up by the same types of documents, as specified in section 13, above. For example, if a student is absent from a class that meets for 3 hours, he or she loses 3 attendance points.
15. Rules Regarding Classroom Decorum:
1. No eating in the classroom. 2. No children are allowed to attend. Please find alternative child care facilities for your child(ren). 3. No one who is not officially registered is allowed to attend. 4. No form of disruptive behavior will be tolerated.
16. Notice from the Coordinator of Disabled Student Services:
The College of Education is strongly committed to taking all reasonable steps to ensure that our students are able to work to their fullest potential. The Abilities Office provides services for all students in attendance at Chicago State university with verified disabilities. Please direct all requests for accommodation due to a disability to Ms. Sandra K. Saunders, Coordinator of Disabled Student Services, at (773) 995-4401 in SUB 198.
17. Bibliography
Book sources: http://webs.csu.edu/~big0ama/mpes/mpes.html List of Philosophers: http://webs.csu.edu/~big0ama/CSU/ELCAF/courses/ListOfPhilosophers.html CSU Library: http://www.csu.edu/library/ Internet search engine: http://www.google.com English Server: http://eserver.org
Adler, Mortimer J. The Paideia Proposal. New York: Macmillan, 1982. Anderson, James D. The Education of Blacks in the South, 1860 1935. Chapel Hill: University of North Carolina Press, 1988. Aristotle. Aristotle on Education: Being Extracts from the Ethics and Politics. Ed. & tr. John Burnet. Cambridge: Cambridge University Press, 1967. Bailyn, Bernard. Education in the Forming of American Society. Chapel Hill: University of North Carolina Press, 1960. Ballard, Allen B. The Education of Black Folk: The Afro American Struggle for Knowledge in White America. 1st ed. New York: Harper & Row, 1973. Butler, J. Donald. Idealism in Education. New York: Harper & Row, 1966. Butts, R. Freeman. A Cultural History of Western Education: Its Social and Intellectual Foundations. 2nd ed. New York: McGraw Hill, 1955. Camus, Albert. The Myth of Sisyphus and Other Essays. Tr. Justin O’Brien. New York: Vintage Books, 1955. Chambliss, J.J., ed. Enlightenment and Social Progress: Education in the Nineteenth Century. Minneapolis: Burgess, 1971. Church, Robert L. Education in the United States: An Interpretive History. New York: Free Press, 1976. Craver, Samuel. & Ozmon, Howard. Philosophical Foundations of Education, 1998. Cremin, Lawrence A. The Transformation of the School: Progressivism in American Education, 1876 1957. 1st ed. New York: Knopf, 1961. Cubberley, Ellwood Patterson. The History of Education. Houghton Mifflin, 1948. Curren, Randall. A Companion to the Philosophy of Education, Blackwell Publishing, New York, N.Y., 2003. Curti, Merle Eugene. The Social Ideals of American Educators. Paterson, N.J.: Littlefield, Adams and Co., 1959. Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press, 1916. DuBois, W.E. Burghardt. "The Talented Tenth." In August Meier, ed., The American Negro: His History and Literature (New York: Arno Press, 1969), pp. 31 75. Fass, Paula S. Outside In: Minorities and the Transformation of American Education. New York: Oxford University Press, 1989. Freire, Paulo. Pedagogy of the Oppressed. Tr. Myra Bergman. New York: Herder & Herder, 1970. Giroux, Henry A. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, Mass.: Bergin & Garvey, 1988. Greene, Maxine. The Dialectic of Freedom. New York: Teachers College Press, 1988. Gutek, Gerald L. Education and Schooling in America. 2nd ed. Englewood Cliffs, N.J.: Prentice Hall, 1988. Hofstadter, Richard and W.P. Metzger. The Development of Academic Freedom in the United States. New York: Columbia University Press, 1955. Hogan, David John. Class and Reform: School and Society in Chicago, 1880 1930. Philadelphia: University of Pennsylvania Press, 1985. Hutchins, Robert Maynard. The Conflict in Education in a Democratic Society. 1st ed. New York: Harper, 1953. Jefferson, Thomas. Crusade against Ignorance: Thomas Jefferson on Education. Ed. Gordon C. Lee. New York: Teachers College, 1961. Karier, Clarence J., ed. Shaping the American Educational State, 1900 to the Present. New York: Free Press, 1975. Katz, Michael B. The Irony of Early School Reform: Educational Innovation in Mid Nineteenth Century Massachusetts. Cambridge, Mass.: Harvard University Press, 1968. Kneller, George F. Existentialism and Education. New York: Philosophical Library, 1958. Knowles, Malcolm Shepherd. The Adult Education Movement in the United States. New York: Holt, Rinehart, and Winston, 1962. Lipman, Matthew, A. M. Sharp, and F. S. Oscanyan. Philosophy in the Classroom. 2d ed. Philadelphia: Temple University Press, 1980. Makedon, A. Humans in the World: An Introduction to Radical Perspectivism. First Books Publishers, 2005 (forthcoming). Makedon, A. "Personality Alchemists and NCATE: The Re-emergence of Dispositions in Educational Evaluation Discourse." Forthcoming in the Proceedings of the Midwest Philosophy of Education Society, 2004. Available on the Internet at http://webs.csu.edu/~amakedon/articles/PersonalityAlchemistsNCATE.html Makedon, A. "Plato. Paideia, Politics and the Past: Response to 'Reflections on the History of African Education'."Illinois Schools Journal Spring, 1998, vol. 77, no. 2, pp. 23-51. Makedon, A. "What Multiculturalism Should Not Be." Proceedings of the Midwest Philosophy of Education Society 1995 & 1996. Ed. Michael Oliker. Chicago, Illinois, 1997, pp. 172-86. Also on the Internet at http://webs.csu.edu/~amakedon/articles/ Makedon, A. "Humans in the World: Introduction to the Educational Theory of Radical Perspectivism." Proceedings of the Midwest Philosophy of Education Society, 1991 and 1992. Ed. David B. Owen and Ronald M. Swartz. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 297-310. Also published as ERIC Document No. ED 368-628. Also on the Internet at http://webs.csu.edu/~amakedon/RadicalPerspectivism/ Makedon, A. "Reinterpreting Dewey: Some Thoughts on His Views of Play and Science in Education." Proceedings of the Midwest Philosophy of Education Society 1991 and 1992. Ed. David B. Owen and Ronald M. Swartz. Oakland, Michigan: College of Education, Oakland University, 1993, pp. 93-102. Also published as ERIC Document No. ED 361 214. Also on the Internet at http://webs.csu.edu/~amakedon/articles/ Makedon, A. "Playful Gaming." Simulation and Games, vol. 15, no. 1, March 1984, pp. 25-64. Makedon, A. "Freedom Education: Toward a Synthesis of John Dewey's and Jean Paul Sartre's Theories of Freedom and Education." Proceedings of the Midwest Philosophy of Education Society. Ed. Robert Craig and Frederick C. Neff. Ames, Iowa: College of Education, Iowa State University, 1977, pp. 34-43. Also published as ERIC Document No. ED 345 986. Maritain, Jacques. The Education of Man: Educational Philosophy. Ed. Donald & Idella Gallagher. Notre Dame, Ind.: University of Notre Dame Press, 1967. Marrou, Henri Irenee. A History of Education in Antiquity. Tr. George Lamb. New York: New American Library, 1956. Marx, Karl. "Manifesto of the Communist Party." In Marx and Engels: Basic Eritings on Politics and Philosophy, ed. Lewis S. Feuer. Garden City, N.Y.: Doubleday, 1959. McCaul, Robert L. The Black Struggle for Public Schooling in Nineteenth Century Illinois. Carbondale: Southern Illinois University Press, 1987. Mill, John Stuart. John Stuart Mill on Education. Ed. Francis W. Garforth. New York: Teachers College Press, 1971. Monroe, Will Seymour. History of the Pestalozzian Movement in the United States. New York: Arno Press, 1969. Mulhern, James. A History of Education. New York: The Ronald Press, 1946. Nietzsche, Friedrich. Beyond Good And Evil. Tr. Marianne Cowan. Chicago, Illinois: Henry Regnery Company, 1955. Noddings, Nel. Philosophy of Education, Westview Press, 1995. Park, Joe. Bertrand Russell on Education. Columbus: Ohio State University Press, 1963. Pestalozzi, Johann Heinrich. Pestalozzi. Ed. Lewis Flint Anderson. Westport, Conn.: Greenwood Press, 1974. Plato. The Dialogues of Plato. Tr. B. Jowett. New York: Random House, 1937. Ravitch, Diane. The Great School Wars, New York City, 1805 1973: A History of the Public Schools as Battlefield of Social Change. New York: Basic Books, 1974. Rousseau, Jean Jacques. Emile. Tr. Allan Bloom. New York: Basic Books, 1979. Rust, Val Dean. Alternatives in Education: Theoretical and Historical Perspectives. Beverly Hills, Calif.: Sage Publications, 1977. Scheffler, Israel. The Language of Education. Springfield, Ill.: C.C. Thomas, 1960. Spring, Joel H. The American School, 1642 1985: Varieties of Historical Interpretation of the Foundations and Development of American Education. New York: Longman, 1986. Steiner, Rudolf. Discussions with Teachers. Tr. Helen Fox. London: Rudolf Steiner Press, 1967. Torrey, Norman L., ed. Les Philosophes-The Philosophers of the Enlightenment and Modern Democracy. New York: Capricorn Books, 1960. Ulich, Robert. The Education of Nations: A Comparison in Historical Perspective. Cambridge, Mass.: Harvard University Press, 1961. Violas, Paul C. The Training of the Urban Working Class: A History of Twentieth Century American Education. Chicago: Rand McNally, 1978. Wesley, Edgar Bruce. NEA: The First Hundred Years: The Building of the Teaching Profession. 1st ed. New York: Harper, 1957. Wingo, G. Max. Philosophies of Education: An Introduction. Boston: Heath, 1974. |
Alexander Makedon
Chicago State University
Copyright © 2004 A. Makedon