Relationship of the department to CEHS

The Department of Educational Foundations understands its role within the College of Education and Human Services as a locus for inquiry into the broader goals, motivations, traditions and ideologies, not only of schooling in general, but also of teacher education itself. It is a major aspect of our mission, for example, to problematize such notions as "professional," "national standards," or "enculturation," concepts which are found within the CEHS mission statement itself. We consider this form of problematization to be an essential skill for critical, reflective educational practitioners committed to continual educational reconstruction. Our broadest aim is to help develop in teachers the skills, dispositions and knowledge that equip them for collaborative transformation of educational structures and institutions. This requires the capacity to discern the larger forces and configurations that have shaped and continue to shape educational theory and practice. These forces and configurations can be analyzed in the languages of a number of disciplines--history, philosophy, sociology, and psychology. A teacher who is able to think educationally in these multiple languages is able, we hold, to respond both dialogically and transformatively to a changing educational universe.