BROOKLYN COLLEGE
SCHOOL OF EDUCATION
Education 16,
MY1 The Art, Philosophy and
Culture of Teaching , Spring,2006
Class meetings:
Mondays/Wednesdays, 1:40-3:20
Professor Karel Rose
Office: 2405
James, 718- 951-5218,
Office hours: Mondays, Wednesdays, 12:30-1:30 and by appointment.
Please feel comfortable about scheduling
appointments with me to discuss the course content as well as other matters
of concern.
Education 16 3 hours recitation; 25 hours field
experience; 3 credits
Study of teaching,
linking theory and practice and connecting the philosophical, historical and
cultural foundations of education with curriculum and the art of teaching.
Relation of significant educational movements, philosophies and teaching
practices to all students’ educational experiences, including students with
special needs and English language learners, from birth through adolescence. Opportunities through class discussion, portfolio preparation, and
field experiences for reflection on interactions between school and
community, teachers’ roles and issues of diversity and social justice.
Dear
Students,
The course will identify
the aesthetic aspects of teaching and learning. “Grand Conversations” is your
opportunity to assume the teaching role and explain complex issues to our
class. The best way to learn something is to transform it into teaching. This
is a studio course which means that we will work as a community of learners
honoring, caring and learning from each other. We will consider the following
aspects of learning: 1) learning how
to learn 2) caring 3) the human dimension, 4) application 5) what knowledge
is most important and 6) the integration of
learning. New York State
Learning Standards are reflected in the objectives and assignments. Field
experiences will provide further
opportunities for reviewing and developing teaching strategies that focus on
effective relationships among schools, home and community. This course has
an writing-intensive component which
means that you will be asked to reflect in writing about philosophic issues
through the lens of your personal and educational experiences. NCATE Standards will be identified
and your work will be evaluated d in the following areas: Integration of
Course Work with Field Observations, Self-Reflection, Critical Thinking about
Social Justice, Diversity and Collaboration, Teacher and Student
Perspectives, Form and Presentation of Written Work.
The
conceptual frameworks identified by the Brooklyn College School of Education are:
Collaboration, Diversity, Critical Self-Reflection and Social Justice.
The sampling of course objectives noted below reflect these conceptual
frameworks.
1.
Candidates will lead discussions that demonstrate their
ability to express their understanding of how to teach students from
differing backgrounds with varying abilities in diverse school environments
where controversial social issues may be in the foreground. (Diversity and Collaboration)
2.
Candidates will be able to demonstrate in writing, through
class lessons and expressive work in the arts, their understanding and
appreciation of the significant role of aesthetic education as a way of knowing
and personal empowerment. (Social
Justice and Diversity)
3.
Candidates will be able to translate their understanding
of various educational philosophies into a personal and then a collective
perspective about the ways in which
social justice may be extended through education in a modern democratic
society. This objective may be expressed in writing, through portfolio
submissions or through class discussions. (Social Justice and Critical Self-Reflection)
4.
Candidates will be able to express in writing and through
discussion their understanding of the
meaning of philosophy and scholarship in their personal lives.(Critical Self-Reflection)
5.
Candidates will demonstrate in college class and in their
schools their ability to develop learning environments in which they and the
students assume responsibility for themselves and one another. (Collaboration)
Required Readings:
Karel Rose and Joe Kincheloe, Art, Culture and Education:
Artful Teaching in a Fractured Landscape, New York, Peter Lang Publishing,
2003.
Ronald
Reed, Tony Johnson, Philosophical Documents in Education, New York, Longman, (latest
edition)
William
Steig, Dominic, New York, Farrar,Straus and
Giroux, 1972.
Instructor
handouts
Selected videos: “ Blade Runner,” “The Man Who Wasn’t There”
“Crimes and Misdemeanors,”“Seeking Solutions to Violence,”“Saving Private
Ryan,” “ Mr. Holland’s Opus,”“ Being There,””Dead Poet’s Society, “Life is Beautiful,”
“Roshomon” “Bowling for Columbine” “The Mona Lisa Smile” “ The Great L.A. Wall,”
“Coach Carter”
Required Field Experiences:(25 hours)
You are
required to spend and document 25 hours in field settings as follows:
I. (A
minimum of 20 hours in settings approved by the School of Education ) Recognizing that
education happens in places other than schools, these settings, in certain
circumstances, might be agencies, clinics, arts programs, private tutoring
facilities, nursing homes etc. You will be carefully observing students and
teachers in a learning mode and keeping field notes on each of the settings where you observe. Field settings
will be connected to our course work and are to be selected from an approved
School of Education packet available at FAR Better Copy on Hillel Place. You will submit a
proposal of your projected hours on March 8th.
II. (A minimum of 5 hours-To be signed off by
the instructor)
1.
“Return to Elementary School”-Visit your elementary school
or the elementary school in your neighborhood for a morning or
afternoon.(Paper due on April 26th)
2.
“Return to High School”-Visit your high school or the high
school in your neighborhood for a morning or afternoon. (Paper due on May 10th)
3.
Cultural visit: attendance at a live performance and/or
visit to a museum
PLEASE NOTE THE
FOLLOWING:
1.
ALWAYS BRING ASSIGNED READINGS TO CLASS. IT IS EXPECTED THAT YOU WILL HAVE READ THE
ASSIGNED READINGS AND WILL BE PREPARED TO DISCUSS OR WRITE ABOUT THEM. YOUR
RESPONSE TO THE READINGS AND SUBSEQUENT DISCUSSIONS ARE THE ESSENTIAL CORE OF OUR
COURSE SESSIONS.
2.
ATTENDANCE IS EXPECTED AT
EACH SESSION. COMING LATE TO CLASS IS NOT ACCEPTABLE. IF YOU HAVE MORE THAN
TWO (2) UNEXCUSED ABSENCES OR
LATENESSES, THIS WILL BE REFLECTED IN YOUR FINAL GRADE..
3. ALL ASSIGNMENTS MUST
BE COMPUTER GENERATED AND
PROOFREAD.
4. LATE PAPERS WILL NOT
BE ACCEPTED.
COURSE SYLLABUS
(Syllabus subject to change dependent upon
availability of special events, outside speakers and field resources.)
Module 1: FOUNDATIONS OF
PHILOSOPHY:PERSONAL/PROFESSIONAL/
CULTURAL
JANUARY 30 Introductions; Course Overview; What is philosophy?
Philosophy
of
Education? Big philosophical ideas-Power of language-“Blink”
FEBUARY 1 Submit autobiographical
letter; Objects and belief systems
FEBRUARY 6 Bring
children’s picture book with philosophical implications (submit (1) page
paper
FEBRUARY 8 Rose, Kincheloe, Preface, Chapter 2
FEBRUARY 15 “Dominic” (in class writing)-Grand
Conversations meetings
FEBRUARY 21(Tuesday) Submit (3) titled
narratives of educational experience
FEBRUARY 22 Grand Conversations: Group 1
Module 2: IDEALISM, PRAGMATISM, EXISTENTIALISM
Idealism, Socrates and
Plato
FEBRUARY 27 Reed, Chapter
1
MARCH 1 Grand Conversations: Group 2
MARCH 8 Grand Conversations: Group
3-Submit Field Proposal
Pragmatism and
John Dewey
MARCH 13 Reed, Chapter 8 (pp.87-100)
MARCH 15 John Dewey continued (In
class writing)
MARCH 20 Grand Conversations: Group 4
Existentialism, Jean-Paul
Sartre and Albert Camus
MARCH 22 Sartre (handouts)
MARCH 27 Life is Beautiful” (view video
at home)
“Myth of Sisyphus”(in class writing)
MARCH 29 Grand Conversations: Group 5
APRIL 3 Existentialism
(In class writing)
APRIL 5 Educational
implications of Idealism, Pragmatism, Existentialism
Module 3:
Historical and Cultural Foundations of Schooling
APRIL 10 Grand Conversations: Group 6
APRIL 24 Submit
midterm: Collage and written paper
Rose, Kincheloe, chapter 4
APRIL 26 Reed,
Chapter 13 (Freire)
Submit paper: “Return to
Elementary School”
MAY 1 Submit “Philosophy
Statement”
Module 4:
Children, Schooling and the Art of Teaching
MAY 3 Rose, Kincheloe, chapter 5
MAY 8 Reed, Chapter 16 (Noddings)
MAY 10 Grand Conversations: Group 7
Submit
paper; “Return to High School”
MAY 15,17 Review and summations: Re-thinking teaching: Who are you
Now?
Field Project due
Assessment criteria: Class citizenship, commitment and
participation 20%, Midterm and Final 30%, Grand Conversations 10%,Quizes, response
papers, in-class writing 20%, Field observations and documentation, 20%
Brooklyn College Policy on Academic Integrity
“Academic dishonesty of
any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any
misrepresentation in academic work. Plagiarism is the representation of
another person’s work, words or ideas as your own. ”Brooklyn College
Undergraduate Bulletin, p.274
Throughout the semester ,extra credit experiences will be
identified by the instructor. You may also request to respond to appropriate
experiences for this course: e.g.
children’s and adolescent literature, selected Brooklyn College events, Wolfe Institute programs, Theatre Department
presentations, NYC events, selected readings.
Grand Conversations (Groups)
Group 1, February 22 Children as Philosophers
Group 2, March 1 The Socratic Method: Consolations
for Unpopularity
Group 3, March 8 Seinfeld and Philosophy
Group 4, March 20 “Nickel and Dimed: The Working Poor”
Group 5, March 29 Existentialism through Literature
Group 6, April 10 American Education:
Historical Perspectives
Group 7,May 10 Nel
Noddings and the Aims of Education
To meet (5) hours of the
Field Requirement:(To be signed off by Prof. Rose)
Return of Elementary
School and Return to High School: Response Papers
Submit a separate response paper for the required
elementary (April26) and high school (May 10) visits.
You are
being asked to return to the elementary and high school that you attended. If
geography makes this an impossibility, visit the school in the district where
you live. Call first and make an appointment to spend a morning or afternoon
in the school.
Answer the following questions for EACH paper: (One page
for each answer-Two pages for question (2)) (Think like a philosopher when you
respond.)
1.
One thing I would like to say about this experience is:
2.
Identify (2) readings that we have studied this semester that have helped
you in your understanding of this school setting. Identify the reading by
title and author and clearly connect the reading and the school experience. (Use different readings for each paper) (a
minimum of one page for EACH reading)
3.
What new insights do you have about yourself in the
teaching role as a result of this experience?
THE LIVES YOU TOUCH FAR OUTWEIGH THOSE WHO ONLY
SEE THEIR OWN VISION!
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