Theories of Historical and Social Foundations of Education – EDUC 703

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

Advanced study covering the historical and philosophical principles and theories that have shaped education on a global basis.




In order for professional educators to effectively plan for and implement efficient instruction in an educational setting, they must have a firm foundational understanding of what is known about learning, teaching, and schools as situated in philosophical thought (and the historical foundations of these philosophical ideas). Attention is given to discerning biblical truth among diverse worldviews. This course seeks to illuminate these ideas and their practical understanding in the application of education.

Measurable Learning Outcomes

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

  1. Demonstrate knowledge of the ideas and concepts that arise in the context of education from the earliest recorded educational thinkers (Confucius, Plato, Aristotle) through the twenty-first century.
  2. Discuss the personal relevance of the various thinkers and theories.
  3. Analyze philosophies of education in light of biblical truth and one’s own educational philosophy.
  4. Construct a bibliography of relevant peer-reviewed literature on a particular philosophical concept, issue, or theory of education.
  5. Develop a critical analysis of current educational theorists, analyzing their philosophical beliefs about education in the context of the known theories and thinkers studied in the course.

Course Assignment

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion boards are collaborative learning experiences. Each forum will be completed in 2 parts: a thread addressing the instructor’s prompt and 2 replies to other classmates’ threads. All writing must comply with current APA format, including in-text citations and references. The final forum requires creation of a brief video presentation. See specific directions for each forum. (MLO: A, B)

Two historical eras will be compared based on the prevailing educational philosophies of the time. Each era will also be analyzed from a biblical worldview perspective integrating current course materials.

The annotated bibliography will summarize and analyze six peer-reviewed journal articles. A synthesis of the articles and a preliminary thesis statement will serve as preparation for the final Philosophical Model Analysis assignment. (MLO: D)

From historical examples presented in the current course, the candidate will propose a model of education, compare it with at least one other model, and analyze it through a personal philosophy of education. The analysis will address issues of metaphysics, epistemology, and practical implementation. (MLO: C)

Using the template in Blackboard, the candidate will write a brief response to each of the School of Education SCRIP dispositions (Social responsibility, Commitment, Reflective practice, Integrity, and Professionalism). Responses will integrate historical examples of the dispositions from course content and from current personal displays of the disposition.

The candidate will review the Liberty University Academic Honesty Policy and the current APA Manual’s plagiarism policy in order to ensure understanding of plagiarism. The candidate will acknowledge an understanding of plagiarism and the consequences of plagiarism in the dissertation process.

The candidate will take 4 quizzes throughout the duration of the course, each corresponding to the Faith, Freedom, and Public Schools online modules. Each quiz will be open-book/open-notes, contain 10 multiple-choice and true/false questions, and have a 20-minute time limit.