Psychological Philosophical And Sociological Foundations Of Education Pdf

[Karmen Mcarthun]

Thedocument discusses the philosophical, sociological, and psychological foundations of curriculum development. It addresses four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. It also examines learning theories from a behavioral, cognitive, and phenomenological perspective and how they contribute to curriculum. Finally, it outlines the sociological foundation for curriculum, including how social issues and the transmission of culture from groups and institutions should be considered in curriculum making.Read less

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Candidates will be expected to articulate their personal philosophy of education as a result of this course.

Using the SCRIP Assessment Template provided in the assignment, the candidate will write five brief paragraphs (50 words each) providing evidence to support personal practices that, as a future practicing teacher, would demonstrate each of the School of Education SCRIP dispositions (Social Responsibility, Commitment/Work Ethic, Reflection, Integrity, and Professionalism). Any sources the candidate opts to use for this assignment (including the Bible) should follow current APA formatting for citations and references. (CLO: B)

This eight-topic online module, developed by Gateways to Better Education must be purchased by the student. After purchasing the modules from the bookstore, an enrollment key will be emailed to the student. For each module, the candidate will watch the video for the week and take the module quiz in Canvas. Each quiz will be open-notes/open-book, contain five questions (of which the questions can be multiple-choice, true/false, and multiple answer), allow for one attempt, have a 15-minute time limit. (CLO: B)

The candidate will complete six interactive scenarios. After viewing each scenario, the candidate will generate his/her Feedback Report from the simulation and then complete a five-question, multiple-choice quiz. Each quiz will be open-notes/open-book, have no time limit, and allow for three (3) attempts with the highest attempt counting towards the grade. The candidate will also be prompted in each quiz to upload and submit his/her Feedback Report for the simulation in a file upload question. (CLO: E)

Despite the seeming impossibility of it, given that almost all of us are products of the system that emphasizes art objects over people, sociology and social concerns did manage a comeback (of sorts) in the 1990s. Save for the work of Christopher Small, this comeback was not driven by sociologists or by music educators with a love of sociology (such as those who attended the first American sociology in music education symposium in 1995), but by three discrete intellectual currents of music education in the 1990s: (1) rising multicultural awareness, (2) feminist thought, and (3) jazz, or more precisely, music education philosophers with backgrounds as jazz/commercial musicians.

None of this is to suggest that inequality is not present in music education classrooms around the world. Research by Kenneth Elpus and Carlos Abril (2019) has shown that instrumental music classes in American secondary schools are not demographically representative, for example. That should concern us. If we believe music education is for everyone, then it needs to be for everyone. It should concern us that our practices help to create and sustain inequalities along any lines (gender, race, sexuality, disability, and so on). It should concern us if and when superior musical performance derives from the economic status of students and their families.[22] It should also concern us if and when music teaching helps to create cultural hierarchies that serve to celebrate some groups and denigrate others. While some hierarchies are unavoidable, in that whatever gets taught in school is automatically ascribed value, there are most certainly teaching practices that implicitly and explicitly promote cultural hierarchies (e.g., music education as notation literacy) and teaching practices that work to challenge them.

Roger Mantie is Professor, Department of Arts, Culture and Media at University of Toronto Scarborough, with a graduate appointment at the Ontario Institute for Studies in Education. His teaching and scholarship focus on connections between education and wellness, with an emphasis on lifelong engagement in and with music and the arts. Roger is the author of Music, Leisure, Education: Historical and Philosophical Perspectives (2021), co-author of Education, Music, and the Social Lives of Undergraduates: Collegiate A Cappella and the Pursuit of Happiness (2020), and co-editor of the Oxford Handbook of Technology and Music Education (2017) and the Oxford Handbook of Music Making and Leisure (2016). Complete information at rogermantie.com.

Froehlich, Hildegard. 2004. From talking about social realities in music learning and teaching to sociological inquiries in music education: A wide leap indeed. Sociology of Music Education Symposium IV, University of Massachusetts Amherst.

Small, Christopher. 1977. Music, society, education: A radical examination of the prophetic function of music in western, eastern and African cultures with its impact on society and its use in education. Calder.

[7] I mean this not in the narrow definition (musicologists versus composers versus music theorists, etc.), but in the larger sense that university music faculty are all, in a sense, musicologists to the extent they study music.

[9] The MayDay Group continues to promote the social values of music education. Though by now somewhat out of date, see, for example, their very helpful resources page: -perspectives-education-music-and-music-education-literature-five-bibliographies.

[12] I looked at the latest issues of British Journal of Music Education, Bulletin of the Council for Research in Music Education, Journal of Research in Music Education, Journal of Music Teacher Education, Music Education Research, and Research Studies in Music Education. There are a few articles that are decidedly psychological (e.g., using Self Determination Theory or self-efficacy) or agnostically empirical, but the majority can easily be considered as sociocultural in nature.

[23] Part of the argument, as I understand it, is that the strong acceptance of determinism incapacitates ethics and agency. Posthumanism thus strives to resuscitate the importance of thinking and acting ethically.

[26] Our limited numbers make it all the more frustrating to see so many studies on the same topic while other topics, like those arising from Childhood Studies, for example, go unexplored. Can we not move on from pre-service music teacher identity?

Marquette's educational policy and leadership program, in cooperation with other university's colleges, schools and programs, prepares graduate students to assume leadership roles in areas of study provided by its programs and specializations. Our program is committed to the development of practitioners and researchers as agents of critical inquiry and social justice. This is accomplished through systematic focus on social, cultural, philosophical and historical contexts of education.

The goal of our graduate programs is to engage the professional educator (teacher or other human-service organization leader) in extended critical reflection on principles, practices and rationales of human service leadership in contemporary society. Specifically, the program seeks to develop educational and human-service leaders with expertise in historical, philosophical and sociological foundations of educational policy issues. Our programs are designed to accommodate the working professional, and content is composed to reflect diversity in student backgrounds, interests and professional objectives.

At Marquette, students can pursue doctoral work in educational policy and leadership. Master's-level students may choose from educational leadership (M.Ed) with pathway to DPI licensure in either principal and/or director of instruction, educational policy and foundations (M.A./thesis track), or student affairs in higher education (M.Ed.), or specialization in elementary education (M.Ed.), secondary education (M.Ed.) or STEM teaching (M.Ed.).

Students may also pursue various types of state certification (e.g., teaching, principalship, director of instruction). Students seeking an advanced degree and certification/licensure must meet Graduate School admission requirements and Office of Teacher Education requirements.

The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.

A great variety of topics is discussed in the philosophy of education. Some studies provide a conceptual analysis of the fundamental concepts of education. Others center around the aims or purpose of education, like passing on knowledge and the development of the abilities of good reasoning, judging, and acting. An influential discussion concerning the epistemic aims of education is whether education should focus mainly on the transmission of true beliefs or rather on the abilities to reason and arrive at new knowledge. In this context, many theorists emphasize the importance of critical thinking in contrast to indoctrination. Another debate about the aims of education is whether the primary beneficiary is the student or the society to which the student belongs.

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