Fall 2018 - EDUC 833 G032

Social and Moral Philosophy in Education (5)

Class Number: 8272

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

Description

CALENDAR DESCRIPTION:

An in-depth study of the ethical foundations of education. Areas in education where ethical questions arise are identified and elucidated. Classical and modern moral positions are examined for their adequacy as theories of moral justification. The topics include the value of education, freedom and equality, and moral and values education.

COURSE DETAILS:

Meeting Days/Times:
Friday, 4:30 - 9:00 pm
Saturday, 8:30 am - 4:00 pm

Meeting Dates:
September 14, 15
September 28, 29
October 12, 13
October 26, 27
November 16, 17
November 30, December 1

Location:
Camosun College, Victoria, BC
Lansdown Campus, Library Multi-Purpose Room

COURSE-LEVEL EDUCATIONAL GOALS:

EDUC 833 will introduce and emphasize pertinent concepts and theories of social and moral philosophy in education and will analyze and interpret their relevance in regard to educational practices of various kinds and at various levels.  

EDUC 833 will facilitate students’ efforts to engage with, critically examine, reflect upon, discuss, apply, and evaluate both theories and research methods that have ethical and epistemological relevance to individuals and organizations that pursue educational aims.  

The ethics and epistemologies of various social, political, and educational phenomena will provide broad frames of reference for the course. Various current and recurrent issues or topics will be examined in relation to these broad frames, while acknowledging their interdependency in practice. Such issues may include social justice, indigeneity, gender, disabilities, diverse identities, poverty, power relations, technology, globalization, neoliberalism, the environment, and sustainability.   

In addition, the course will encourage comparisons and critiques of various reform agendas (which may be either positively or negatively characterized as conservative, innovative, or transformative) and their impacts on Post-Secondary education.  

The broad goals for students enrolled in this course can be expressed as follows:  

  • To conceptualize and interpret relevant philosophical and educational knowledge and theory
  • To encounter, experience, experiment with, and critique relevant methods of educational research
  • To encounter, conceptualize, reflect upon, design, and apply diverse social/educational and ethical practices
  • To communicate, in various modalities, in accord with the expectations of the disciplines of social and moral philosophy in education
  • To act ethically, responsibly, and with growing initiative as scholar-practitioners in both scholarly and professional capacities
  • To examine and cultivate values of ethical educational engagement, including community engagement, international (and transdisciplinary) engagement, and engagement among diverse identities and within marginalized constituencies.  

Grading

  • Evidence of Course Participation (Notes, Annotated Articles, Glossary of Terms) 10%
  • Participation in Small Group and Plenary Dialogues 10%
  • Presentation of a Chapter/Segment 10%
  • Midterm (3 Minor Reflective Assignments) 30%
  • Presentation re: Major Project Outline, Intentions, Sketch of Contents 10%
  • Final (Major Project/Essay/Case Study) 30%

NOTES:

BREAKDOWN: (Apply to the written assignments and the oral presentation)


A+ Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and respect in addressing them; imaginative organization and presentation of written and oral work.

A As above, but at a somewhat lower level of quality.

A- Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; linkages with wider issues made clearly; courtesy in dealing with others’ ideas and opinions. Competent organization and presentation of written and oral work.

B+ Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions. The organization and presentation of written and oral work is adequate.

B As above, but at a somewhat lower level of quality.

C+ Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. The organization and presentation of written and oral work is lacking.

C As above, but at a somewhat lower level of quality.

C- Solely descriptive and only peripheral points engaged; lack of evidence of reading
or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.

Materials

REQUIRED READING:

Nussbaum, Martha C. (2016). Not for profit: Why democracy needs the humanities. Princeton, NJ: Princeton University Press.
ISBN: 978-0-69117-332-0

Schwartz, B. & Sharpe, K. (2010). Practical wisdom: The right way to do the right thing. New York, NY: Riverhead Books.
ISBN: 978-1-59448-783-5

McGilchrist, Iain (n.d.) The divided brain and the search for meaning: Why are we so unhappy? (a short e-book available from Amazon.ca).

RECOMMENDED READING:

Aristotle. Nichomachean ethics, particularly Book 6.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS