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PHILOSOPHY OF EDUCATION Second Semester SY 2017-2018

Jeffrey L. Bartilet (Course Facilitator) Department of the Humanities and Philosophy


jlbartilet@gmail.com Polytechnic University of the Philippines

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I. Course Description and Objectives

What should be the goals of education? This question lies at the heart of philosophy of education. A
satisfactory answer requires a thorough examination of the metaphysical, epistemological, ethical and
political issues. But merely stating goals is insufficient. Unless these are detailed and the methods of
carrying them are clarified, the goals themselves remain too vague to be of value. The objective of this
course then is answer these questions by offering a survey of classical texts on philosophy of education and
present a selection of texts dealing with contemporary issues on education. Collective teaching and learning
is another objective with emphasis on respect for diversity and cooperative and mutualistic sociation among
co-learners. With these in mind, it is hoped that the learner could have a vision of a free, just and healthy
ecological society, and, of how this vision becomes an underlying imperative and mission to form persons,
reconstruct society, and “make the human being’s dependence on the natural world a living part of his or
her culture.”

II. Outline of Course and Readings

Introduction

Reflection on The Dynamic Teen Company and the Kariton Klasrum

A. Classical Theories of Education

1) Plato’ Protagoras (Selection) * pp. 32 – 39

2) Aristotle Politics (Selection) * pp. 131 – 143

3) Jean Jacque Rousseau’s Emile (Selection) * pp. 162 – 196

4) Mikhail Bakunin “Integral Education”** pp. 220 – 224

5) John Dewey’s Experience and Education * pp. 325 – 363

B. Contemporary Issues on Education

Schools

1) Francisco Ferrer “The Modern School” ** pp. 224 – 231

2) Sebastian Faure “Libertarian Education” ** pp. 231 – 235

3) A.S. Neill’s Summerhill (Selection) * pp. 368 – 376

Teaching

1) Paulo Freire’s Pedagogy of the Oppressed (Selection) * pp. 460 – 470

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Curriculum

1) Herbert Read “Anarchism and Education” *** pp. 210 – 215

2) Joel Spring “Liberating Education” *** pp. 262 – 267

3) Murray Bookchin “Ecology and Revolutionary Thought” ***** pp. 79 – 104

III. Local Issues in Education (Collective Data Gathering, Research and Class Presentation)

A. Jose Rizal’s “Dapitan School” (Philosophy, Curriculum and Method)

B. The Katipunan’s “Formation of citizens” (Investigating Bonifacio & Jacinto’s Writings)

IV. Course Requirements

The student must be able to pass the midterm, final exam, and the quizzes, participate in class and
group activities and submit reflection papers on time. Reflection papers should be not less than two
pages (double space) in Font size 12 Arial and with 1 inch margins on all sides. Submission of reflection
papers should be through email ( jlbartilet@gmail.com ).

Grading System:

Exams (Midterm and Final) 40%

Class Standing (Attendance, Quizzes, Recitation, Group Activities,

Assignments, Reflection Papers) 60%

V. Consultation Tuesday/Friday 1:30 pm to 7:00 pm or by appointment.

VI. References

*Cahn, Steven M. Classic and Contemporary Readings in the Philosophy of Education. New York: The McGraw-
Hill Companies, 1997.

**Graham, Robert. Anarchism: A Documentary History of Libertarian Ideas, Volume 1. Montreal, New York,
London: Black Rose Books, 2005.

***Graham, Robert. Anarchism: A Documentary History of Libertarian Ideas, Volume 2. Montreal, New York,
London: Black Rose Books, 2009.

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****Bookchin, Murray. Urbanization without Cities: The Rise and Decline of Citizenship. Montreal, New York:
Black Rose Books, 1992.

*****Bookchin, Murray. Post-Scarcity Anarchism. Montreal, New York: Black Rose Books, 1986.