Course Syllabus
Philosophical Foundations of Education
Second Semester, SY: 2009-2010
Nick C. Pañares
College of Education
Mindanao University of Science and Technology
Phone: 09153268837
Email: kenford927@[Link]
COURSE DESCRIPTION
A survey of philosophical thought foundational to educational theory and practice. This course
studies about the ancient, medieval, and modern philosophies of education, and the different related
branches of education.
CONCEPTUAL FRAMEWORK
To develop educators who are prepared to function effectively in diverse educational settings
with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing
or proposed practices.
COURSE OBJECTIVES
Students will:
Study the discipline of philosophy and examine the philosophical roots of the field of education
Examine the inquiry specific to epistemology, ontology, and axiology.
Compare major philosophical positions including Idealism, Realism, Pragmatism, and Existentialism
and the theories of education specific to them.
Evaluate minority issues and problems relative to a dominant philosophical perspective.
Study the relationship between the world (s) of the individual and society.
COURSE OUTLINE
1 Theme: your introduction to the course
2 Theme: truth, idealism, reality, education
3 Theme: realism & education
4 Theme: pragmatism education and William James
5 Theme: progressive education and John Dewey
6 Theme: critical theory
7 Theme: existentialism, phenomenology, & education: "I" and "Thou"
8 Theme: ways of knowing /knowing as loving
9 Theme: education as spiritual formation
10 Theme: opening the space
11 Theme: the voice of the subject
12 Theme: the purpose of education
13 Theme: what we have learned
14 Comprehensive assessments
GRADING SYSTEM
The formula for the computation for grades for non-review subjects shall be as follow:
Class Standing 25%
Preliminary Exam 35%
Final Exam 40%
TOTAL 100%
REFERENCES
Barrett, W. (1986). Death of the soul. NY: Anchor Books.
Buber. M. (1965).The knowledge of man. Trans., M. Friedman. NY: Harper.
Buber, M. (1929). I and thou. NY: Scribners.
Denton, D. (1974). Existentialism & phenomenology in education. NY: Teachers College Press.
Dewey, J. (1916). Democracy and education. NY: Free Press.
Dewey, J. (1938). Experience and education. NY: Collier.
Dewey, J. (1915). Schools of tomorrow. NY: E.P. Dutton.
Jacobsen, D. (1999). Philosophy in classroom teaching: bridging the gap. NJ: Merrill.
Locke, A. (1989). Ed., L. Harris. The philosophy of Alain Locke: Harlem renaissance and beyond.
Philadelphia: Temple University Press.
Merrell-Wolf, F. (1983). Philosophy of consciousness without an object. NY: Julian Press.
Needleman, J. (1982). The heart of philosophy. NY: A. A. Knopf.
Neill, A. S. (1960). Summerhill. NY: Hart.
Palmer, P. (1998). The courage to teach. San Francisco: Josey-Bass Publishers.
Plato. (1972). Dialogues. Trans., B. Jowett. NY: Scribner's Sons.
Plato. (1941). The republic. Trans., B. Jowett. NY: Modern Library.
Richards, M.C. (1980). Toward wholeness: Rudolf Steiner education in America.
Middletown, CN: Wesleyan University Press.
Sloan, D. (1983). Insight imagination: the emancipation of thought and the modern world.
Westport, CT: Greenworrd Publishing Group, Inc.
Thayer-Bacon, B with Bacon, C. (1998). Philosophy applied to education: nurturing a democratic
community in the classroom. Columbus, OH: Prentice Hall.
Ryan, K. & Cooper, J.M. (1992). Those who can, teach. (6th ed.). Boston: Houghton Mifflin Co.
Ulich, R. (1961). Philosophy of education. NY: American Book Co.
