Classics in Philosophy of Education
Office: 4140 Education
Phone: 856-8003 (Home: 331-2152)
Hours: By appointment
I. Purpose
In the past fifteen years or so, philosophers in education and elsewhere have begun to pay closer attention to Western philosophy's historical and intellectual origins as a source of both criticism of the current state of philosophy and inspiration for new directions in the field. At the same time, scholars of education have begun to seek in classical sources a grounding for concepts and arguments applicable to contemporary educational issues. This course will focus on educationally relevant works of four influential authors in the Western tradition -- Plato, Aristotle, Rousseau, and Kant.
None of these philosophers saw education as a subject for philosophical treatment that is independent of their other preoccupations -- with, for example, ethics, epistemology, ontology, and politics. As a result, the works we will study in this class are by no means exclusively or even primarily focused upon educational theory or practice. Instead, they raise perennial problems about the nature of knowledge, the nature of human beings, the relationships among people and between people and their rulers, and the organization of society, problems within which issues of education are understood to have an important place.
Our task in this course will be, first, to understand the philosophical framework and arguments presented in the works we will study and, second, to explore the potential of these ideas for rethinking contemporary conceptions of and issues in education.
II. Reading
A. Required books.
Selections from these books will be assigned and required throughout the semester. They are available for purchase at local bookstores.
Aristotle, The Politics.
Kant, Foundations of the Metaphysics of Morals.
Kant, Perpetual Peace and Other Essays.
Plato, The Republic.
Jean-Jacques Rousseau, Emile.
B. Required articles.
Some of the assigned material is included in a packet available from Collegiate Copies. This material is designated "xeroxed" on the syllabus.
C. Supplementary reading.
In addition to the assigned readings, students will be required to read and comment briefly upon one contemporary article or section of a book that is relevant to three of the authors. In addition, students may wish to consult other authorities for their papers.
Below is a brief listing of philosophically oriented journals that may include articles of relevance for student research and reading on educational topics. Of course, philosophy is not limited to what professional philosophers write, and often the most pertinent materials will be found in general education journals and books, such as The Harvard Education Review and the NSSE Yearbooks, and in the specialized professional literature.
British Journal of Philosophy of Education.
Educational Theory, sponsored by the John Dewey Society and the Philosophy of Education Society.
Ethics.
Philosophy and Public Affairs.
Philosophy of Education, year. Proceedings of the annual meetings of the Philosophy of Education Society.
Teachers College Record. A general education journal that has during the past several years included many philosophical articles.
III. Class Procedures.
Though the instructor will on occasion present prepared orientations to the assigned readings, the class will function as a seminar in which students' and the instructor's interpretations and applications of the texts will be made available for mutual consideration and in which criticisms of and concerns about these matters will be aired. Reasoned disagreement about these complex and controversial issues is expected. As a result, careful and complete reading of assignments, regular class attendance, and active participation are essential and will be rewarded in the course grade.
IV. Requirements and Grading.
Class participation -- 20% of course grade. Students will be judged for active involvement in class discussion, and thoughtful and creative contributions to the instructor's and other students' understanding of issues raised by assigned readings.
Article commentaries -- 20% of course grade. By the final class on Plato, Aristotle, and Rousseau, each student will read own at least one relevant article or section of a book that can be shared during that class. A short (two pages per article) critical response to each supplementary article will be due at the class for which it is read. The critical responses will be graded for accuracy of understanding of the argument or issue that the article presents and especially on the rigor and intelligence of the response.
Class papers -- One or two papers (60% of course grade), totalling approximately 20-25 pages, will be required. The papers are to make use of materials and themes studied in the course. Although the instructor may make suggestions for paper topics, it is expected that students will develop their own topics with the advice and consent of the instructor. Topics may include critical interpretations of a single author, critical comparisons of two or more authors, responses to relevant articles or books, applications of the authors to contemporary educational issues, and so on.
Students may, if they wish, submit working drafts of the papers for the instructor's comments and suggestions. If the student chooses to write two papers, the working draft of the first paper is due on 2/15/95 and the final draft on 3/1/95. Working drafts of the second paper or, if selected, the term paper should be submitted on 4/5/95. Final drafts of this paper are due on 4/26/95.
Final drafts of the papers will be graded for accuracy of interpretation of others' work, rigor of argument, and clarity of expression. Papers are due on the specified date unless an extension has been granted in advance. Late papers for which an extension has not been granted will be docked a third of a gradepoint for every week (or part thereof) they are overdue.
V. Class Schedule and Assignments.
1/12 Introduction
1/19 Plato, The Republic, pp. 1-84 (Books I-III).
1/26 Plato, pp. 85-191 (Books IV-VII).
Paragraph on paper option and topic due.
2/2 Plato, pp. 193-end (Books VIII-X).
2/9 Martin, Continuing the Conversation, pp. 1-37, xeroxed.
Student-selected article relevant to Plato (critical response due).
2/18 Aristotle, The Politics, pp. 53-69 (I,i-v), 92-97 (I, viii), 101-119 (II, i-v), 167-216 (III, i-xiii), [235-251 (IV, i-iv) and 295-332 (V,i-ix) optional].
Optional draft of first paper due.
2/23 Aristotle, pp. [359-379 (VI, i-vii) optional], 389-405 (VII, i-iv), 411-417 (VII, viii-ix), 426-476 (VII, xiii-VIII, vi).
3/2 Strike, "The Moral Role of Schooling in a Liberal Democratic Society," xeroxed.
Student-selected article relevant to Aristotle (critical response due).
Final draft of first paper due.
3/9 Rousseau, Emile, pp. 1-171 (Author's Preface-Book III).
3/16 Rousseau, pp. 172-320 (Book IV).
3/30 Rousseau, pp. 321-444 (Book V).
4/6 Martin, Continuing the Conversation, pp. 38-69, xeroxed.
Student-selected article relevant to Rousseau (critical response due).
Optional draft of second paper or term paper due.
4/13 Kant, Metaphysics of Morals, pp. 3-64 (Preface-Second Section).
4/20 Kant, Metaphysics of Morals, pp. 64-83 (Third Section).
Kant, "Universal History" and "Enlightenment," pp. 29-48 in Perpetual Peace.
4/27 Kant, "Theory and Practice" and "Perpetual Peace," pp. 61-92 and 107-143.
Final draft of second paper or term paper due.