EDUC 703 Theories of Historical and Social Foundations of Education

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

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Course Guide

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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.

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After reading the Course Syllabus and Student Expectations, students will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Each discussion will be completed in two parts: a thread addressing the instructor’s prompt and two replies to other classmates’ threads. Each discussion will span two modules where candidates will complete the thread in one module and the two peer replies in the next module. All writing must comply with current APA format, including in-text citations and references. See specific directions for each discussion. (CLO: A, B)

Candidates will propose topics, research questions, and articles for three upcoming assignments: Annotated Bibliography, Philosopher Analysis, and Historical Topic Analysis. The Topic Proposal Template serves as a planning device to scaffold the other three assignments. (CLO: A, D)

Canidates will complete 7 quizzes throughout the duration of the course, each corresponding to readings from the textbook. Each quiz will be open-book/open-notes and will consist of a combination of 10 selected-response items and one essay question as detailed in the instructions for each quiz. (CLO: A, E)

The Pre-Writing Scaffold Assignment will summarize and analyze six peer-reviewed journal articles. The articles are to be on topics related to two future projects: Philosopher Analysis Assignment and Historical Topic Analysis Assignment. This assignment contributes to the scaffolding of these two upcoming course projects. (CLO: D)

From historical examples presented in the current course, candidates will propose one of them as a model of educational philosophy and practice. The selected model will be compared to opposing views and analyzed through a personal philosophy of education. The analysis will address issues of metaphysics, epistemology, and practical implementation and will offer a critique from a biblical worldview perspective. (CLO: C)

Candidates will create a video presentation on a course-related topic of their choice. In addition to conveying the significance and impact of the topic, they will present various viewpoints and will include an analysis from their own personal philosophical perspective. The video will be 3 to 5 minutes in length. It will display the face of the candidate and at least one type of visual. The visual may be digital, such as a PowerPoint or Adobe Spark Page, or it may be a physical image/object shown in the camera view. (CLO: A, B, C, E)

An event or movement will be analyzed in its historical and philosophical context.  The topic will also be addressed from a biblical worldview perspective integrating current course materials and peer-reviewed journal articles. Candidates are encouraged to explore from a historical perspective a topic they anticipate might relate to their future capstone or dissertation project. (CLO: A, B, C, E)

Using the template, students will provide historical examples of how educators in the past have displayed specific values and ethical dispositions. Considering factors regarding current society and cultural issues, candidates will also provide examples of how educators today may impact culture through the dispositions of social responsibility, commitment, reflective practice, integrity, and professionalism. (CLO: E)

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