Online · School of Education · Graduate Education

Historical and Philosophical Foundations of Education

EDUC-504

CG Section 8WK 11/08/2019 to 04/16/2020 Modified 12/12/2022  Contact Information

See detailed faculty information in Canvas.  Course Description

A comprehensive survey of the philosophical development of education and the teaching-learning process. Topics include learning theory, human development, and teaching methodology. Emphasis is placed upon analysis of religious and public educational trends. Candidates will be required to formulate a personal, Christian worldview philosophy.

Requisites

For information regarding prerequisites for this course, please refer to the Academic Course Catalog (https://catalog.liberty.edu/).

 Rationale

The purpose of this course is to expand students’ awareness of how their own personal beliefs about education compare to those in the knowledge base of the field. When educators have an understanding of educational philosophy, advanced learning theories, and current research, they are better prepared to apply the most appropriate and effective theories and approaches in various educational settings, which increases the academic and behavioral success of their learners.

 Course Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

A. Articulate the history of education from various perspectives and apply Christian perspectives to learning theories and strategies.

B. Evaluate values concerning various historical events impacting the philosophy and practical application of education.

C. Articulate a personal educational philosophy.

D. Critique major philosophies in terms of the assumptions made from a Christian perspective.

E. Evaluate key learning theories through the lens of a Biblical worldview, and describe the strengths and limitations of each theory.

F. Apply knowledge of social, emotional, and moral development along with social-cognitive and behavioral learning theories in

considering how to solve problems in the classroom.

G. Analyze student diverse characteristics and learners with special needs and their influence on learning

H. Create a customized learning theory integrating the definition of learning, effective learning theories and approaches, plan for

creating a nurturing learning environments, Biblical principles, and purposes for learning and instruction.

 Course Resources

Click on the following link to view the required resource(s) for the term in which you are registered: Liberty University Online Bookstore (https://bncvirtual.com/liberty).

Additional Materials for Learning

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A. Computer with basic audio/video output equipment

B. Internet access (broadband recommended)

C. Canvas recommended browsers (https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-are-the-browser-and-

computer-requirements-for-Canvas/ta-p/66)

D. Microsoft Word and PowerPoint

 Course Assignments

Textbook readings and lecture presentations/notes (MLOs: A–G) Course Requirements Checklist

After reading the Course Syllabus and Candidate Expectations (https://www.liberty.edu/institutional-effectiveness/student- expectations/), the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be 300 words (minimum), demonstrate course-related knowledge, and include at least 2 sources. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 100 words (minimum). The candidate must cite any references in current APA format. (CLO: E, G, H)

Philosophy Matrices Assignments (3)

Using the template provided, the candidate will define the philosophies that will be discussed in this course. (CLO: D)

ProEthica Scenario Assignments (2)

After receiving an e-mail from ProEthica with access information, the candidate must complete the online scenarios. ProEthica is not a required product purchase, but is already included in the course fee for this course. The candidate will be registered for ProEthica by Liberty University through Educational Testing Services. The candidate will receive an e-mail notification of the access information. The candidate must complete 7 different scenarios and submit a Certificate of Completion; these requirements are divided up between 2 separate assignment submissions. (CLO: F)

Educational Thinker Presentation Assignment

The candidate will research the educational ideas and educational influences of the chosen thinker and create a five minute presentation and a one-page handout reflecting this information. The handout must include 3 sources cited in current APA format. See the provided rubric for more on how the presentation and handout will be graded. (CLO: A, B, C, D)

Vocabulary Chart Assignment

Using the provided template, the candidate will define the terms and concepts that will be discussed in this course. (CLO: C, D)

Philosophy Survey Assignment

The candidate will complete an online philosophy survey using the provided link. The candidate will then paste the results into a Word document and upload the document to the course submission area. (CLO: A)

Biblical Worldview Paper Assignment

This 4-page paper is to convey an understanding of a biblical worldview and the implications of such on the field of education. The paper must follow current APA format, include at least 4 references (1 of which is the course textbook), and follow the instructions provided. (CLO: A, C, D)

Dispositions Assignment

For each disposition, the candidate will write 2 sentences. (There are 5 dispositions, for a total of 10 sentences in the assignment.) The first sentence will describe the disposition that the candidate displayed in this course. The second sentence will describe how the candidate has exhibited this disposition in other settings outside of the course, such as church, community,

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family, or work. The candidate will submit this assignment in Canvas and LiveText.

Video Scaffolding Assignment

The candidate will view the teaching video and answer questions provided. Each question must be answered in at least 150 words. Responses must be in current APA format and include a title and reference page. At least 1 source must be cited in current APA format. This paper will be submitted as a Word document. (CLO: E, F, H)

Compare and Contrast Moral Development Assignment

The candidate will complete a template based off the video, A Child’s Mind: How Kids Learn Right from Wrong, and readings from the Slavin & Schunk textbook. All sources must be cited in current APA format. (CLO: E, F, H)

Social Cognitive Theory Analysis

The candidate will complete a template based on viewing the video “Bandura’s Social Cognitive Theory” (F. Davidson, 2003). Each question must be answered using complete sentences and must follow current APA format. The final question must

be answered with 1–2 solid paragraphs of at least 400 words each. At least 1 scholarly source must be included in this assignment. (CLO: E, F, H)

Final Paper Assignment

The candidate will create his/her own customized theory of human learning and development. The paper must be 7 pages: 5 pages for the body, 1 title page, and 1 reference page. It must include at least 6 scholarly sources, plus both course textbooks (Gutek and Slavin & Schunk). All sources must be published within the past 5 years. (CLO: E, F, G, H)

 Course Grading

Course Requirements Checklist 10

Discussions (2 at 50 pts ea) 100

Philosophy Matrices Assignments(1 at 30 pts, 1 at 20 pts, 1 at 60 pts)

110

ProEthica Scenario Assignments (1 part at 30 pts, 1 part at 50 pts)

80

Educational Thinker Presentation Assignment 100

Vocabulary Chart Assignment 50

Biblical Worldview Paper Assignment 100

Video Scaffolding Assignment 85

Philosophy Survey Assignment 25

 Dispositions Assignment 20

 Compare and Contrast Moral Development Assignment 95

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Social Cognitive Theory Analysis Assignment 85

Final Paper Assignment 150

Total 1010

 Course Policies

LiveText Submission Policy

All LiveText assignments must be submitted to Canvas and LiveText in order for the candidate to receive credit.

VDOE Regulation Compliance

VDOE Competency Course Evidence

 8VAC20-543-90 & 8VAC20-543-140 (3e)

4. Assessment of and for learning

e. Knowledge of legal and ethical aspects, and skills for developing familiarity with assessments used in preK-12 education (including diagnostic, college admission exams, industry certifications, placement assessments)

Reading: https://buros.org/standards- codes-guidelines

8VAC20-543-90 & 8VAC20-543-140 (4a)

5. Foundations of education and the teaching profession

a. Skills in this area shall be designed to develop an understanding of the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States

Reading: Gutek, Chapters 1-6, 12-17

Assignment: Philosophy Matrices

Assignment: Biblical Worldview Paper

Assignment: Vocabulary Chart

Assignment: Educational Thinker Presentation

Presentation: Modern Philosophy – Pragmatism

Presentation: Modern Philosophy – Existentialism

Presentation: Defining Existentialism Presentation: Defining Post-Modernism

Presentation: Four Centuries of American Education

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       8VAC20-543-90 & 8VAC20-543-140

1. Human development and learning (birth through adolescence).

a. Skills in this area shall contribute to an understanding of the physical, social, emotional, speech and language, and

intellectual development of children and the ability to use this understanding in guiding learning experiences and relating meaningfully to students.

Reading: Slavin chapters 1, 2, 3, 5, 6, Online Learning Module: Presentation –

Piaget’s Developmental Theory

Online Learning Module: Presentation – Vygotsky’s Developmental Theory

Online Learning Module: Presentation – A Child’s Mind – How Kids Learn Right from Wrong

OnlineLearningModule: Presentation– Bandura’s Social Cognitive Theory – An Overview

Online Learning Module: Presentation – Social Cognitive Theory

Assignment: Compare/Contrast Moral Development

Assignment: Social Cognitive Theory Analysis Assignment: Final Paper

8VAC20-543-90 & 8VAC20-543-140 (4b)

5. Foundations of education and the teaching profession

b. Attention must be given to the legal status of teachers and students, including federal and state laws and regulations; school as an organization and culture; and contemporary issues and current trends in education, including the impact of technology on education. Local, state, and federal governance of schools, including the roles of teachers and schools in communities, shall be included

Reading: Gutek, Chapters 7-11

Assignment: ProEthica

Presentation: Changing World Views

Presentation: History of the Christian School and Homeschool Movement

Presentation: Promoting Religious Liberty in Your Public Schools

Article: Integrating Faith and the Public Schools

8VAC20-543-90 & 8VAC20-543-140 (4c)

5. Foundations of education and the teaching profession

c. Professionalism and ethical standards, as well as personal integrity shall be addressed

Assignment: ProEthica

Assignment: Personal Philosophy Paper

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8VAC20-543-90 & 8VAC20-543-140

1. Human development and learning (birth through adolescence):

b. The interaction of children with individual differences - economic, social, racial, ethnic, religious, physical, and cognitive - should

be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related, but not limited to, low socioeconomic status; attention deficit disorders; developmental disorders; gifted education, including the use of multiple criteria to identify gifted students; substance abuse; trauma, including child abuse, and neglect and other adverse childhood experiences; and family disruptions.

Reading: Slavin chapters 3, 8,

Online Learning Module: Presentation: Integrity of Heart/Skill of Hands – Preparing for Diverse Learners and Learners with Special Needs

Online Learning Module: Website: Suffer the Little Children, Pennhurst

Assignment: Discussion: Cultivating a Heart for Individuals with Diverse Needs and Exceptionalities

Assignment: Final Paper

8VAC20-543-120

The program in elementary education preK-6 may require that the candidate has completed an undergraduate major in interdisciplinary studies (focusing on the areas of English, mathematics, history and social sciences, and science) or in Virginia’s core academic areas of English, mathematics, history and social sciences, such as history, government, geography, and economics, or science and demonstrated the following competencies:

1. Methods

b. Understanding of current research on the brain, its role in learning, and implications for instruction

  Reading: Slavin chapters 1, 2, 3, 4, 5, 6

Online Learning Module: Presentation - Comparing and Contrasting Learning Theories

Online Learning Module: Presentation – Assessing Student Learning

Assignment: Final Paper

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 Policies

8VAC20-543-120

The program in elementary education preK-6 may require that the candidate has completed an undergraduate major in interdisciplinary studies (focusing on the areas of English, mathematics, history and social sciences, and science) or in Virginia’s core academic areas of English, mathematics, history and social sciences, such as history, government, geography, and economics, or science and demonstrated the following competencies:

1. Methods

l. The ability to adapt task and interactions to maximize language development, conceptual understanding, and skill competence within each child’s zone of proximal development.

 Reading: Slavin chapters 8, 10 Online Learning Module: –

Presentation: MyEducation Lab –

Student-Centered and Constructivist Approaches

Online Learning Module: Vygotsky’s Developmental Theory – An Introduction

Assignment: Video Scaffolding Assignment: Final Paper

Late Assignment Policy

Course Assignments, including discussions, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email. Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.

2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.

3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special

circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by

the instructor.

4. Group projects, including group discussion threads and/or replies, and assignments will not be accepted after the due date

outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at LUOODAS@liberty.edu for accommodations. Such accommodations require appropriate documentation of your condition. For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation- support/ (https://www.liberty.edu/online/online-disability-accommodation-support/). Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at equityandcompliance@liberty.edu. Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy (https://wiki.os.liberty.edu/display/IE/Liberty+University+Discrimination,+Harassment,+and+Sexual+Misconduct+Policy) or

the Student Disability Grievance Policy and Procedures (https://www.liberty.edu/disability-support/wp- content/uploads/sites/106/2022/01/Disability-Grievance-Procedures.pdf).

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any

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submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy (https://wiki.os.liberty.edu/display/IE/Online+Attendance+and+Non-Attendance) can be found in the Academic Course Catalogs (https://www.liberty.edu/academics/course-catalogs/). Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non- Attendance (https://wiki.os.liberty.edu/display/IE/Unofficial+Withdrawals)). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

    Grading Scale

        A A- B+ B B- C+ C C- D+ D D-

940- 1010

920- 939

900- 919

860- 899

840- 859

820- 839

780- 819

760- 779

740- 759

700- 739

680- 699

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory

(https://wiki.os.liberty.edu/display/IE/Dropping+and+Adding+Online+Classes). Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at https://www.liberty.edu/students/honor-code/ (https://www.liberty.edu/students/honor-code/).

 Schedule

F

679 and below

     When Topic Notes

     Course Overview

Student Acknowledgements

Course Requirements Checklist Advising Guide Acknowledgement

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    When Topic Notes

   Module 1: Week 1

Learn

Read: 3 items Watch: 2 items

    Apply

Philosophy Matrices: Idealism, Realism, and Neo-Scholasticism Assignment Quiz: Background Check

 Module 2: Week 2

Learn

Read: 4 items Watch: 3 items

      Apply

Philosophy Matrices: Pragmatism and Existentialism Assignment ProEthica Scenarios 2, 3, and 4 Assignment

Vocabulary Chart Assignment

 Module 3: Week 3

Learn

Read: 3 items Watch: 1 item

      Apply

Philosophy Matrices: Perennialism, Essentialism, Behaviorism, Reconstructionism, Critical Pedagogy, and Constructivism Assignment

Educational Thinker Presentation Assignment Quiz: Philosophy Survey

 Module 4: Week 4

Learn

Read: 3 items Watch: 2 items

      Apply

ProEthica Scenarios 5, 6, 7, and 8 Assignment Biblical Worldview Paper Assignment Dispositions Assignment

   Module 5: Week 5

Learn

Read: 1 item Watch: 4 items

    Apply

Video Scaffolding Assignment

Discussion: Analysis of Jesus' Example of Teaching and Learning

 Module 6: Week 6

Learn

Read: 1 item Watch: 2 items

 Apply Compare and Contrast Moral Development Assignment

   Module 7: Week 7

Learn

Read: 1 item Watch: 4 items

    Apply

Social Cognitive Theory Analysis Assignment Final Paper Assignment

 Module 8: Week 8

Learn

Read: 1 item Watch: 3 items

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 When Topic Notes

   Apply Discussion: Cultivating a Heart for Individuals with Diverse Needs and Exceptionalities

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