Pedagogy and Philosophy (Ed.D) - Graduate - 2010 University Catalog
You are viewing the 2010 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.
Overview
The Ed.D. in Pedagogy and Philosophy is Montclair State
University's first doctoral program and is one of a very few programs in
the
country that bring the disciplines of pedagogy and
philosophy into dynamic interaction. The program builds on the
University's
nationally recognized programs in teacher preparation
and decades of leadership in critical thinking, precollege philosophy
education,
and inquiry into the public purposes of education. It
provides a unique opportunity for those who wish to participate in the
highest
level of philosophical and empirical scholarship, to
apply that scholarship to the work of teacher education, and/or to bring
philosophical
practices to the classroom.
Program graduates will seek employment in colleges and
universities, schools and school districts, state agencies, professional
development
organizations, and foundations as academic faculty
members, researchers, staff developers, education policymakers, and
consultants. Graduates
from the Ed.D. in Pedagogy and Philosophy pursue careers
in the following fields in higher education:
The program has also prepared students for, or advanced
their positions in the following careers in precollege education:
The intersection of pedagogy and philosophy is an important
domain of scholarship, advocacy and professional practice, for three
reasons.
First, these disciplines have a reciprocal relationship.
Philosophy has always been concerned with what it means to be
educated, how belief
can be justified and what kinds of education foster
civic responsibility and political freedom. In turn, pedagogy has
always been a defining
philosophical practice and has informed philosophical
education and inquiry. Indeed, pedagogical reflection is as central to
the work of
philosophers as philosophical reflection is to the work
of teachers. Second, pedagogy and philosophy are indispensable
"foundations" of
education: disciplines that question and theorize
education's grounding assumptions and practices through the lenses of:
Third, there is a growing awareness of the pedagogical
value of various kinds of philosophical practice–logical, dialogical,
and contemplative
–in K-12 classrooms. More and more U.S. middle and high
schools are offering philosophy as an elective and even a required
subject, and hundreds
of primary schools offer some kind of "Philosophy for
Children" program that engages students in exploring the ethical,
political, epistemological
and other philosophical aspects of the school subjects,
and of their own experiences. Many of these classroom approaches were
pioneered at the
Institute for the Advancement of Philosophy for Children
(IAPC) at MSU.
Many faculty and students in the Ed.D. in Pedagogy and
Philosophy belong to one or more national and international professional
associations of
scholars and practitioners that hold annual conferences
and publish proceedings and/or professional journals, including:
The Ed.D. in Pedagogy and Philosophy is designed for
students of high academic caliber, with strong backgrounds in education
and/or philosophy.
Students in the program will have opportunities to
engage in many kinds of inquiry and practice, including:
Graduates of the program have written dissertations with titles such as ...
Faculty in the Ed.D. in Pedagogy and Philosophy are among
the most prominent people working in their fields nationwide.
Rebecca A. Goldstein is an Associate Professor in
the Department of Curriculum and Teaching. Her research interests
include media
framing of public education and education policy issues,
urban teacher preparation, and teaching and learning in and for
democratic
societies. She is the editor of the book, Useful Theory: Making Critical Education Practical
(2007, Peter Lang). Her most recent article,
"Imaging the frame: Media representations of teachers,
their unions, NCLB, and education reform" is forthcoming in the journal,
Educational
Policy. He is the faculty advisor to the Institute for the Advancement of Philosophy for Children.
Maughn Gregory is an Associate Professor in the
Department of Educational Foundations. His research interests include
philosophy of
education, pragmatism, precollege philosophy education
and religion and education. Articles by Dr. Gregory have appeared in Educational
Theory, Educational Philosophy and Theory, Contemporary
Pragmatism, Teaching Philosophy, Theory and Research in Education, and
The Journal
of Gay and Lesbian Issues in Education.
David Kennedy is a Professor in the Department of
Educational Foundations. His research interests include philosophy of
childhood, philosophy
for children, and utopian studies. He is author of
three books, including The Well of Being: Childhood, Subjectivity, and Education (SUNY
Press 2006), and of numerous articles, which have appeared in journals such as Educational Theory, Teachers College Record,
Journal of Philosophy of Education, and Philosophy Today.
Emily J. Klein is an Associate Professor in the
Department of Curriculum and Teaching. She previously taught high school
English in
NYC where she developed and implemented
interdisciplinary curriculum. She is the author of several articles on
high school professional
development and building communities of practice, and
recently published a book with Teachers College Press entitled Going to Scale with
New School Designs: Reinventing High School.
Tyson E. Lewis is an Assistant Professor in the
Department of Educational Foundations. His research interests include
philosophy of education,
critical theory, critical pedagogy, and aesthetic
philosophy/practice. Articles by Dr. Lewis have appeared in journals
such as Educational
Theory, Cultural Critique, Theory Culture and Critique, and Theory and Event. He is also the author of several books including Education
Out
of Bounds: Reimagining Cultural Studies for a Posthuman
Age (New York: Palgrave, 2010) and The Aesthetics of Education (London: Continuum,
in press).
Cynthia Onore is a Professor in the Department of
Curriculum and Teaching and the former Director of the Center of
Pedagogy, where she created
a number of urban initiatives including the Urban
Teaching Academy, a collaborative project with the Newark and Paterson
schools designed to recruit,
prepare and support teachers for inner city teaching. A
former high school English teacher in Newark and New York City, Dr.
Onore was also Founding
Director of Teacher Education at the New School
University and a faculty member at Teachers College, Columbia
University, and the City College of New
York. She has published numerous articles and two
books,including Learning Change, which won the Richard Meade
Award for Research in English
Education from the National Council of Teachers of
English. Her research interests include urban teacher education,
professional development for
teacher leadership and school change,and collaboration
in teacher education.
Jeremy N. Price is the Program Director, and
Professor and Chair of the Department of Educational Foundations. His
research interests include
teacher education for social justice, action research,
youth identities and schooling, transformative pedagogies, and
educational policy and
teaching. He has published widely in leading
educational journals such as Journal of Curriculum Studies, Journal of Teacher Education,
Curriculum Inquiry, and Curriculum and Teaching. His books include Against the Odds: The Meaning of School and Relationships in the Lives
of Six African American Young Men (Greenview Press, 2000).
Dorothy Rogers is an Associate Professor and Chair
of the Department of Philosophy and Religion. She is a member of the
Society of Women
in Philosophy, the Society for the Study of Women
Philosophers, and the Society for the Advancement of American
Philosophy. She is currently
exploring the connections between feminism, altruism,
and pacifism in political life. She is the author of America's First Women Philosophers:
Transplanting Hegel (Continuum, 2005), has published articles in Hypatia, and served as subject area editor for entries on women for the
Dictionary of Early American Philosophers and the Dictionary of Modern American Philosophers (Thoemmes, 2005 and 2010).
Eric J. Weiner is an Associate Professor in the
Department of Early Childhood, Elementary and Literacy Education. His
current research explores
the relationship between schooling and the hegemonic
imagination; anti-schooling, de-schooling and post-schooling; and the
link between critical
thought and creative social action. Recent publications
by Dr. Weiner include "Time is on Our Side: Rewriting the Space of
Imagination" Situations:
Project of the Radical Imaginary. Vol. 3:1 (2009), 125-150, and "Critical Thought/Creative Action: Developing A Pedagogy of Transformative
Leadership," In C.M. Shields (Ed): Transformative Leadership Reader (New York: Peter Lang, in press).
Mark Weinstein is a Professor in the Department of
Educational Foundations. He publishes in philosophy of education,
critical thinking, informal
logic and argumentation theory in journals that include Educational Theory, Journal of Philosophy of Education, Studies in Philosophy
and Education, Educational Philosophy and Theory, Philosophica, Informal Logic, Argumentation and Computing and
Philosophy. Edited volumes include, Critical Thinking as an Educational Ideal, Critical Thinking: Implications for Teaching and
Teachers and Critical Thinking: Language and Inquiry Across the Disciplines. He previously served as Associate Director of the Institute
for Critical Thinking at Montclair State University and Co-Director of the Reasoning Skills Project in NYC.
Degree Requirements: Students must complete a
minimum of 60 credits beyond the master's degree, including five
pedagogy courses (15 credits), seven philosophy courses (21 credits),
three courses of research (9 credits), and a minimum of 12 credits of
dissertation advisement. All work for the doctoral degree must be
completed within seven (7) years from the date of the start of the
program.
Candidacy for the Degree: The qualifying assessment for
candidacy for the Ed.D. in Pedagogy and Philosophy degree will be the
development, presentation, and evaluation of a working portfolio that is
organized around a set of pedagogical goals selected in consultation
with a doctoral advisor. It is designed to be tangible and authentic
evidence of the wide range of knowledge, dispositions, and skills that
doctoral degree candidates should possess. The portfolio is
characterized by a systematic, reflective collection of selected
artifacts that constitutes evidence of learning, growth, and mastery in
the essential dimensions of the doctoral program. All candidates will be
required to present their portfolio for assessment in a forum designed
for this purpose. Students whose portfolios meet established criteria
will have their records reviewed for advancement to candidacy.
Successful candidates will then be able to complete their remaining
coursework and the dissertation.
Dissertation: Once candidacy is established, students will be
permitted to enroll in the dissertation proposal seminar and form a
dissertation committee. The dissertation must be original
theoretically-based, applied research that has the potential to
contribute knowledge about the process of teaching, learning and
schooling. The research must include a focus on one or more of the core
dimensions of the program or, the candidate's area of specialization. It
should demonstrate mastery of a body of existing literature and theory
and its application to an educational problem. The dissertation
requirement is intended to provide candidates with the opportunity to
explore an important applied issue in a scholarly fashion and
investigate the ways teaching and learning may benefit from that
exploration.
A limited number of graduate assistantships and graduate
scholarships are available. Applications for these are included as part
of
the online application for admission.
Initial admission status requires that students meet the
minimum admissions criteria. Prospective students must submit the
following for consideration:
The Ed.D. in Pedagogy and Philosophy requires applicants to
complete the online application instead of the paper application, as it
will allow for
faster processing after the deadline, and allows you as
an applicant to track the status of your application up until the
deadline. The online
application may be found at http://www.montclair.edu/graduate (click the "Apply
Now" button).
The application deadline is February 1 for U.S. residents
and November 15 for international students. Candidates meeting basic
admissions
criteria may be called for an in-person interview.
Candidates are encouraged to begin gathering the required admission
documents as soon as
possible. Candidates accepted for admission are required
to pay a deposit prior to registering.
Vision
"It was my hunch that children were primarily intent on
obtaining meaning–this is why they so often condemned school as
meaningless–and wanted meanings they could verbalize....
Philosophy might be indispensable for the redesign of education,
but to make this happen it would itself have to be
redesigned."
- Matthew Lipman
"Conservative education tries to adapt the learners to the
world that is given; progressive education tries to make the students
unquietly
critical, challenging them to understand that the world
that is being presented as given is, in fact, a world being made and,
for this
very reason, can be changed, transformed, reinvented."
- Paulo Freire
The Doctoral Student Experience
Faculty
Program of Study
Assistantships
Application for Admission Instructions and Deadlines
PEDAGOGY AND PHILOSOPHY
Complete 60 semester hours including the following 9 requirement(s):
-
CORE COURSES IN EDUCATION
Complete 4 courses for 12 semester hours:
EDCO 801 Democracy and Education 3 EDCO 802 Access to Knowledge 3 EDCO 803 Pedagogy: The Art and Science of Teaching and Learning 3 EDCO 804 Organizational Change, Policy and Leadership 3 -
REQUIRED RESEARCH COURSES
Complete the following 3 courses:
EDCO 820 Qualitative Methods for Educational Research 3-4 EDCO 821 Quantitative Methods for Educational Research 3-4 EDFD 825 Philosophical Reasearch 3 -
REQUIRED COURSES IN PHILOS. FOR CHILDREN
Complete to earn 15 semester hours
-
PHILOSOPHY FOR CHILDREN ELECTIVES
Complete 2 courses from the following list for a total of 6 semester hours.
EDFD 740 Logical Reasoning 3 EDFD 742 Hermeneutics of Childhood 3 EDFD 743 Philosophy of Language and Philosophy for Children 3 EDFD 744 Philosophy of Body 3 EDFD 745 Philosophy for Children and Ancient Greek Philosophy 3 EDFD 750 Selected Topics in Pedagogy and Philosophy 3 EDFD 770 Doctoral Independent Study 1-3 EDFD 813 Education for Global Citizenship 3 -
ELECTIVE COURSES IN EDUCATION
Complete 1 course for 3 semester hours from the following list
EDCO 711 The Classroom Community of Inquiry 3 EDCO 712 Implications of Race and Ethnicity in U.S. Schools 3 -
REQUIRED DISSERTATION COURSES
Complete the following 3 requirements:
-
Dissertation Seminar
Complete 1 course from the following list to earn 1 semester hours-3 semester hours.
EDCO 830 Dissertation Proposal Seminar 1-3 EDFD 830 Dissertation Proposal Seminar 1-3 -
Dissertation Advisement
Complete either EDFD 900 or EDCO 900 each semester for a total of 12 semester hours.
EDCO 900 Dissertation Advisement 3-12 EDFD 900 Dissertaton Advisement 3-12 -
Dissertation Extension
After 12 hours of Dissertation Advisement, register for 1 semester hours of the following each semester within a 10 yr limit.
EDCO 901 Dissertation Extension 1
-
-
QUALIFYING PORTFOLIO/EXAM/ASSESSMENT
Successfuly complete the qualifying portfolio, examination or assessment requirement.
-
ADMISSION TO CANDIDACY
Following completion of pre-dissertation research courses and qualifying exam, you may be admitted to candidacy.
-
DISSERTATION REQUIREMENT
Complete a dissertation in accordance with Graduate School and doctoral program requirements.
Course Descriptions:
EDCO711: The Classroom Community of Inquiry
This course provides students with an opportunity to move into the theory and practice of community of inquiry, in the context of classroom and other environments (e.g. school communities, child care centers, prisons). Participants will construct a general theory of communal dialogue, with particular emphasis on its application to the structure of classroom discourse. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO712: Implications of Race and Ethnicity in U.S. Schools
This course is designed to explore the dynamics of race and ethnicity as well as the ways in which they potentially impact democracy. The course will analyze the historic legacies of race and ethnicity within the United States and the ways in which they manifest and impact different sociopolitical systems globally. Further, a goal of this course is to heighten participants' awareness of such issues and examine the relationships between race/ethnicity and education, schooling, democratic practice and literacy development. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO801: Democracy and Education
This course will examine the concept of democracy and a range of interrelated issues inherent in the public purposes of schooling in social and political democracies. Students will inquire into the meaning of citizenship in a democracy, and the role of schools in fostering its development and expression. This inquiry will be conducted comparatively. Varying domestic and international socio-cultural and political contexts will be examined. Students will examine various curricular and pedagogical designs and governance structures that can be associated with models of democratic schooling. The moral obligations of pedagogy and stewardship that fall to teachers in the conduct of educating for democratic citizenship will also be examined. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO802: Access to Knowledge
This course addresses the concept of access to knowledge through an examination of multiple literacies and a range of epistemological and ethical perspectives. Knowledge construction by the learner, in literacy and subject areas, will be examined. Students will develop an understanding of the epistemological dimensions undergirding the various school subjects. Foundational epistemological theories and current thinking in the psychological, social and cultural underpinnings of literacy will be related to fundamental disciplinary groups such as arts, humanities, social and natural sciences and mathematics. Students will be encouraged to critically analyze and evaluate standard school texts and curriculum units. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO803: Pedagogy: The Art and Science of Teaching and Learning
This course examines the art and science of teaching and learning in an evolving social and political democracy. It aims at developing an understanding that teaching and learning occur in sociocultural contexts. Themes to be explored include competing views of knowledge and their implications for curriculum construction; current theories of learning and assessment; strategies to ascertain student's prior knowledge and experience; and pedagogical practices that build upon student's cultural capital. The course will examine diverse pedagogical strategies and their relationships to the structure and epistemology of the disciplines. Special attention will be given to the moral dimensions of the teaching-learning process. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO804: Organizational Change, Policy and Leadership
In this course, doctoral students will learn to analyze complex organizational patterns, situations and policies that define and affect diverse educational settings in the US and in other places. Students will examine various models of leadership, theories and research on change models, and the processes of educational policy formation. Students will develop an understanding of their own role as change agents. There will be a field component for this course in which students will conduct research on the development, implementation and/or evaluation of a plan for change in an educational setting. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO820: Qualitative Methods for Educational Research
This introductory course is designed to give doctoral students a working knkowledge of the theoretical, conceptual, and practical foundations of qualitative research in education. Attention will be given to the purposes, strengths, and limitations of qualitative social science research, as well as to its social, political, and ethical dimensions. Students will learn about writing proposals for qualitative research and have some practice with qualitative data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale qualitative study. 3 - 4 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
EDCO821: Quantitative Methods for Educational Research
This course introduces students to major methodologies and fundamental skills of quantitative research. Students critically examine the features of common research methods, including experimental, quasi-experimental, and non-experimental designs, as well as related sampling techniques. Students study the underlying principles of educational psychological measurement, focusing on such concepts as validity, reliabiliity, and bias. Students also acquire skills for interpreting basic statistical procedures. Topics include descriptive statistics, introduction to statistical inference, and the presentation and interpretation of statistical data in educational literature. The course provides students with an opportunity to use statistical computing packages, such as SPSS, to support data analysis and interpretation. Students will learn about writing proposals for quantitative research and have some practice with data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale quantitative study. 3 - 4 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
EDCO830: Dissertation Proposal Seminar
Students will work with their dissertation advisors to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal approval process that is outlined in the handbook. Successful completion of this course does not imply approval of the dissertation proposal. This course will be offered as pass/fail only. Cross listed with Educational Foundations EDFD 830 and Mathematical Sciences MATH 830. 1 - 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; admission to candidacy.
EDCO900: Dissertation Advisement
While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded. 3 - 12 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; Advancement to Candidacy.
EDCO901: Dissertation Extension
Designed to allow students to maintain their matriculation while working on their dissertation similar to that of the master's thesis extension. Once students have acquired 12 credits of EDCO/EDFD/MATH 900 Dissertation Advisement, they are permitted to enroll in 1 credit of EDCO/EDFD/MATH Dissertation Extension. Students must register every semester until and including the semester of their defense. There is a ten-year limit from the time of initial matriculation. Credits are reported as IP (In Progress) while the dissertation is being written. At the conclusion of the dissertation defense, a final grade of pass or fail will be recorded. Cross listed with MATH 901. 1 sh.
Prerequisites: 12 credits of dissertation advisement.
EDFD740: Logical Reasoning
Logical reasoning and the philosophy of logic are dealt with in this course in their special relationships to school subjects and to pedagogy. Consideration is given to alternative logics such as the logic of dialogue, the logic of relations, and informal logic such as analogical reasoning, as well as induction and deduction. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy and Philosophy.
EDFD742: Hermeneutics of Childhood
This course focuses on the role of dialogue, interpretation, and judgment in the study of childhood. Childhood is considered from the standpoints of history, philosophy, law, mythology, psychoanalysis, ethnography, cognitive science, art, literature and film. Special attention is given to the indigenous development of childhood philosophies. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD743: Philosophy of Language and Philosophy for Children
Language is the medium for the overwhelming majority of instruction in schools; it is also the vehicle for reasoning and the basis of interpersonal skills. Language is central to the Philosophy for Children curriculum through the use of narrative and dialogue and the basis for classroom practice. This course will look at the philosophical problems of language in relation in such essential educational concerns as meaning and meaning-making, language acquisition and the development of self, the role of language in social identity, the relationship between language and effective teaching and learning, language as an expression of culture and understanding language as a tool of reasoning and communication. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD744: Philosophy of Body
This course focuses on the richly varied aspects of the concept of the human body as these have been expressed and codified through history. It provides a site for the linkage of philosophical, psychological, anthropological, historical, political, religious, and social perspectives on corporeity and the phenomenon of embodiment. Its larger goal is to explore ways in which philosophy of the body offers opportunities for moral and ethical inquiry in classroom communities of inquiry. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD745: Philosophy for Children and Ancient Greek Philosophy
This course focuses on the role of some core concepts established and developed by ancient Greek philosophers, the most important of which for Philosophy for Children are philosophy, childhood, dialogue, citizenship, and the education of virtue. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD750: Selected Topics in Pedagogy and Philosophy
This course will focus on selected theoretical and practical issues regarding the relationships between pedagogy and philosophy, including but not limited to research topics, pedagogical theory and strategy, curriculum assessment and development, the relationship of Philosophy for Children to various philosophical traditions, and related topics in critical thinking, moral education, and philosophy of education. May be repeated once for a maximum of 6.0 credits. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy and Philosophy.
EDFD770: Doctoral Independent Study
Student investigates selected topic(s) under the guidance of a doctoral faculty member. May be repeated once for a maximum of 6.0 credits. 1 - 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD811: Philosophy, Philosophy for Children, and the Educational Experience
This course is an exploration of the philosophical and pedagogical assumptions that found educational theory and practice, and Philosophy for Children. The practice of philosophy as exemplified by Philosophy for Children represents, not just an academic discipline which is new to the education of children, but an approach to that discipline with significant implications for curriculum and pedagogy in general. Students will reflect as a community of inquiry on the philosophical assumptions of various models of education, and explore the implications of Philosophy for Children's curriculum and methodology for educational renewal. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD812: Contemporary Social and Political Philosophy and Philosophy for Children
This course provides the participants (instructor and students) the opportunity to use contemporary social and political theory as a means of discerning the social and political dimensions of ordinary experience, and of making political analyses of the materials and methods of Philosophy for Children. This course also provides the opportunity to experiment with the community of inquiry as a forum for political inquiry and action. We will select a number of social and political issues to confront, work toward constructing personal and collective responses, and experiment in putting our convictions into action. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD813: Education for Global Citizenship
This course is a collaborative, dialogical inquiry into the relationship between education and the ideal of participatory global citizenship. It explores the concept of citizenship, what we mean by a "good" citizen, the relationship between local and global citizenship, and issues of indoctrination, group allegiance, forms of community, and the ethics of pluralism; all in the context of educational form, content and methodology. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD814: American Philosophy in Education
This course examines the major concepts of North American philosophy, from the late nineteenth century to the present, and their relevance to educational theory and practice. These concepts include experience, judgment, inquiry, community, dialogue and democracy. Students will engage in critical study of selected works of Peirce, W. James, Royce, Santayana, Dewey, Mead, Buchler, C.I. Lewis and Beardsley, in addition to works by contemporary American philosophers. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy and Philosophy.
EDFD815: Philosophy for Children and Philosophy of Mind
This course explores a range of advanced topics in which the philosophy of mind and the philosophy of psychology intersect with Philosophy for Children. It deals with psychological concepts and theories of mind and mental formation that have a significant influence on Philosophy for Children. It investigates mind as both a natural and a social formation. It examines everyday thinking about human psychology and its relation to children's developing knowledge of mind. It relates philosophical theories of self and self-knowledge to materials and methods in Philosophy for Children. And it examines theories of creative thinking for potential insight into productive thinking in the Community of Inquiry. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD816: Ethical Inquiry Through Narrative
This course provides students with an opportunity to engage in communal ethical inquiry through the medium of novels and short stories. Emphasis is placed on the narrative contextualization of ethical problems in literature, and in the latter's relation to ethics as philosophical discourse. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD825: Philosophical Reasearch
This course provides students with an advanced understanding of the topics, aims and methods of philosophical research, as delineated by the American Philosophical Association and the Council for Learned Societies in Education, and their application to questions regarding the structure and functions of philosophy in education. Students will develop a research proposal that includes a review of relevant philosophical research and research design that incorporates one or more philosophical methods. The course aims to develop students' skills as critical consumers of philosophical research, and to prepare them to employ methods of philosophical research in their dissertations. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy and Philosophy.
EDFD830: Dissertation Proposal Seminar
Students will work with their dissertation advisors to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal approval process which is outlined in the handbook. Successful completion of this course does not imply approval of the dissertation proposal. This course will be offered as pass/fail only. Cross listed with Educational Foundations EDFD 830 and Mathematical Sciences MATH 830. 1 - 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; admission to candidacy.
EDFD900: Dissertaton Advisement
While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded. 3 - 12 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; Advancement to Candidacy.
Output generated in 0.00008 seconds.