Course Description
Foundations of Education is a course designed to give students an introduction to the field of education with particular emphasis on providing students an overview of the functions of the educational profession. Historical and philosophical development of educational theory and practice in Pakistan from the beginning to the present will aid the student in examining current issues in education. Issues affecting the role of the teacher, including school governance and finance, legal foundations, social influences, and educational reform will also be explored. By integrating history, philosophy, politics, the social, and culture with perspectives on schooling, it is hoped that students will develop complicated and nuanced analyses of current situations, and thereby be able to generate and imagine innovative responses. Students will become knowledgeable and conversant about salient topics such as histories of schooling in Pakistan; multiculturalism; social inclusion; and educational change.
This is not an Introduction to Education course.
Learning outcomes:
At the end of this course, course participants will understand the following:
The course participants will be able to:
Time Requirements
Course Requirements:
100% attendance of classes is essential for anyone to be qualified to sit for Mid Term and Final examination. Also, learners are expected to read the recommended readings that will enable them to engage in dialogues, debates and necessary interactions in the classroom. All learners must have FCC E-mail accounts.
Assessment:
The students will be assessed using the following modes
Grading Criteria (CGPA) as given in 4-Year BACCALAUREATE DEGREE PROGRAMME 2013-2014
Teaching approaches :
A variety of interactive learning approaches will be used in this course. These approaches will enhance course participants’ ability to: generate ideas; discuss, ask, and answer questions; develop social skills; and analyse and critique readings and discussion topics. The learning approaches will contribute to the conceptual development of the topic and enhance the course participants’ ability to evaluate and justify their opinions in an informed way.
Materials:
Please have and bring the following materials to class daily: pen, pencil, notebook
TEXTS
Ornstein, A. C., Levine, D. U. & Gutek, G. (2011). Foundations of Education (11th ed.). Belmont: Wadsworth Cengage Learning
Ozmon, H. A. (1986). Philosophical foundations of education.(3rd ed.). Columbus: Merrill Publication Co.
Ozmon, H. A. (1995). Philosophical foundations of education.(5th ed.). New Jersey: Prentice Hall.
Siddiqui, M. H. (2008). The philosophical and sociological foundations of education (1st ed.). New Delhi: A.P.H. Publishing Corp.
ONLINE
Philosophy, http://www.theguardian.com/education/philosophy
Educational Philosophers, http://www.applestar.org/capella/Educational%20Philosophers.pdf
Overview and Branches of Philosophy, http://oregonstate.edu/instruct/ed416/PP1.html
Four General or World Philosophies, http://oregonstate.edu/instruct/ed416/PP2.html
Educational Philosophies, http://oregonstate.edu/instruct/ed416/PP3.html
Philosophy of Education, Stanford Encyclopedia of Education, http://plato.stanford.edu/entries/education-philosophy/
Philosophy of Education, http://www.spaceandmotion.com/Philosophy-Education.htm
Foundational Perspectives in Education, http://oregonstate.edu/instruct/ed416/PP1.html
Social, Political, and Economic Aspects of Education, http://oregonstate.edu/instruct/ed416/module2.html
Dillon, A. (2004). Education in Plato's Republic, http://www.scu.edu/ethics/publications/submitted/dillon/education_plato_republic.html
Please note there will be many more assignments given in class. These are only the textbook readings, questions and key terms and people.
Personal Responsibility Statement:
This course addresses the history, sociology, and philosophy of education; as well as controversial education issues, both past and present. While you may disagree with the opinions and understandings of others in this course, as a future educator (but more importantly as a human being) it is your responsibility to respect the ideas of others. No individual enrolled in this course has the right to take advantage of another simply because of station in life. Gender and ethnicity are not to be used as tools to gain power over
Students should abide by all the policies about Academic Integrity given in the Baccalaureate Student HandBook.
This syllabus is subject to change.
Students enrolled in this course are responsible for all changes that are announced in class.
This is not an Introduction to Education course.
Learning outcomes:
At the end of this course, course participants will understand the following:
- the concepts of foundations and education
- the influence of the disciplines that constitute the foundations of education on educational thought and practice
- the interaction of the social, political, and economic structures of Pakistani society
- how social structure and culture cause individual action
- how these structures and cultures interact with the disciplines of the foundations and actually bear on instruction.
The course participants will be able to:
- differentiate between the various schools of thought that have influenced education on the whole and education in Pakistan in particular
- explain the idea of education and the social and philosophical influences on it
- evaluate the social structure of Pakistani society and the role of education in strengthening it.
Time Requirements
- This course is offered over a period of 16 weeks. Modules are completed over the 16-week period.
- A minimum of one hundred thirty five (144) hours should be anticipated for completion of the course. This includes forty five (48) hours of direct contact and ninety (96) hours in preparation and study; three (3) and six (6) per week respectively.
Course Requirements:
100% attendance of classes is essential for anyone to be qualified to sit for Mid Term and Final examination. Also, learners are expected to read the recommended readings that will enable them to engage in dialogues, debates and necessary interactions in the classroom. All learners must have FCC E-mail accounts.
Assessment:
The students will be assessed using the following modes
- Classroom tests/tasks (50% Marks). These will be given to students in the class and collected after the class. There will be no re-take or re-doing of the submitted work.
- Mid Term (25%)
- Final Examination (25%)
Grading Criteria (CGPA) as given in 4-Year BACCALAUREATE DEGREE PROGRAMME 2013-2014
Teaching approaches :
A variety of interactive learning approaches will be used in this course. These approaches will enhance course participants’ ability to: generate ideas; discuss, ask, and answer questions; develop social skills; and analyse and critique readings and discussion topics. The learning approaches will contribute to the conceptual development of the topic and enhance the course participants’ ability to evaluate and justify their opinions in an informed way.
Materials:
Please have and bring the following materials to class daily: pen, pencil, notebook
TEXTS
Ornstein, A. C., Levine, D. U. & Gutek, G. (2011). Foundations of Education (11th ed.). Belmont: Wadsworth Cengage Learning
Ozmon, H. A. (1986). Philosophical foundations of education.(3rd ed.). Columbus: Merrill Publication Co.
Ozmon, H. A. (1995). Philosophical foundations of education.(5th ed.). New Jersey: Prentice Hall.
Siddiqui, M. H. (2008). The philosophical and sociological foundations of education (1st ed.). New Delhi: A.P.H. Publishing Corp.
ONLINE
Philosophy, http://www.theguardian.com/education/philosophy
Educational Philosophers, http://www.applestar.org/capella/Educational%20Philosophers.pdf
Overview and Branches of Philosophy, http://oregonstate.edu/instruct/ed416/PP1.html
Four General or World Philosophies, http://oregonstate.edu/instruct/ed416/PP2.html
Educational Philosophies, http://oregonstate.edu/instruct/ed416/PP3.html
Philosophy of Education, Stanford Encyclopedia of Education, http://plato.stanford.edu/entries/education-philosophy/
Philosophy of Education, http://www.spaceandmotion.com/Philosophy-Education.htm
Foundational Perspectives in Education, http://oregonstate.edu/instruct/ed416/PP1.html
Social, Political, and Economic Aspects of Education, http://oregonstate.edu/instruct/ed416/module2.html
Dillon, A. (2004). Education in Plato's Republic, http://www.scu.edu/ethics/publications/submitted/dillon/education_plato_republic.html
Please note there will be many more assignments given in class. These are only the textbook readings, questions and key terms and people.
Personal Responsibility Statement:
This course addresses the history, sociology, and philosophy of education; as well as controversial education issues, both past and present. While you may disagree with the opinions and understandings of others in this course, as a future educator (but more importantly as a human being) it is your responsibility to respect the ideas of others. No individual enrolled in this course has the right to take advantage of another simply because of station in life. Gender and ethnicity are not to be used as tools to gain power over
Students should abide by all the policies about Academic Integrity given in the Baccalaureate Student HandBook.
This syllabus is subject to change.
Students enrolled in this course are responsible for all changes that are announced in class.
Essential questions:
- What is education?
- What are the basic thoughts about education?
- How have Pakistanis conceptualized education?
- What has been the history of education in general? In Pakistan?
- How does the history of education influence the future of education in Pakistan?
- What should education be like in the future, both worldwide and in Pakistan?
- What are some of the social influences on education?
- How have philosophies influenced education?
- How has sociology influenced education?
- How has psychology as a discipline influenced the learning and instruction process?
Unit 1 |
The Ideological Foundations of EducationThis unit intends to help course participants understand ideological perspectives on education, as well as the importance of education for society and individuals in the light of the different religions. The influence of peace and social justice is considered as they influence the role of education for all Pakistanis, including religious minorities.
Essential questions
|
Unit 2 |
The Historical Development of EducationThe aim of this unit is to develop an understanding of the history of education from the time of the Muslim rulers of the subcontinent to the current education system in Pakistan. The unit unfolds the works of individuals and organizations that provide religious and secular education. It examines the methods and sources people used to develop individuals through education. The unit assists course participants in thinking critically about their own and others’ assumptions and assertions about past education.
Essential questions
|
Unit 3 |
The Psychological Foundations of EducationPsychology, as a foundation discipline, has a significant bearing on education because of its influence on the various factors related to teaching, learning, and assessment. This unit intends to foster an understanding of how psychology and education are interrelated. It aims to equip course participants with insights into student behaviour and learning. They will consider the significant influence of psychology on educational objectives, student characteristics, learning processes, teaching methods, and evaluation procedures.
Essential questions
|
Unit 4 |
The Philosophical Foundations of EducationThis unit deals with the classical and contemporary philosophical perspectives on education. It informs course participants about the significant role of philosophical thoughts and their impact on the aims of education, the selection of content, and the methods of teaching. The study of this unit will assist course participants in understanding and appreciating the philosophical notions of good, true, and aesthetic knowledge.
Essential questions
|
Unit 5 |
The Sociological Foundations of EducationThe unit intends to foster an understanding of how society and culture, social structure, history, and economics influence schooling. It will explore the formal processes of education and how education in return strengthens the societal culture and its social structure. The unit inform course participants about the three different sociological perspectives (functionalist, conflict, and interactionist). This will assist them in identifying the kind of education that prevails in our society.
Essential questions
|