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Online · School of Education · Graduate Education

Theories of Historical and Social Foundations of Education
EDUC-703

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 07/28/2020

Contact Information

See detailed faculty information in Blackboard.

Course Description

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

Requisites

Prerequisites

None

Rationale

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.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Demonstrate knowledge of the ideas and concepts that arise in the context of education from the earliest recorded educational thinkers (Confucius, Plato, Aristotle) through the twenty-first century.
  2. Discuss the personal relevance of the various thinkers and theories.
  3. Analyze philosophies of education in light of biblical truth and one’s own educational philosophy.
  4. Construct a bibliography of relevant peer-reviewed literature on a particular philosophical concept, issue, or theory of education.
  5. Develop a critical analysis of current educational theorists, analyzing their philosophical beliefs about education in the context of the known theories and thinkers studied in the course.

Course Resources

Required Resource Purchases

* Buehrer, E. (2014). Faith, freedom, and public schools (Eight online instructional modules). Lake Forest, CA: Gateways to Better Education. SKU: 1543774.

Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780137152735.

* Online modules developed by Gateways to Better Education. Access code must be purchased through MBS Direct. To enter the portal with your code, click here. Because the School of Education has implemented “Faith, Freedom, & Public Schools” (FFPS) into all Foundations courses, students may periodically have already been through the FFPS program in a prior SOE degree program. For instance, some EDUC 703 students who earned a master’s degree from Liberty University may have already completed FFPS in EDUC 504 or EDUC 604. Those students are eligible to receive a free code to re-access the modules from Gateways to Better Education. All they need to do is to contact Gateways’ Tech Support, which is available via the FFPS website. All students are still required to take the FFPS quizzes in Bb.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource 

American Psychological Association. Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Additional Materials for Learning

  1. Computer with basic audio/video equipment
  2. Internet access (broadband recommended)
  3. Blackboard recommended browsers
  4. Microsoft Office

Course Assignments

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (4)

Discussion boards are collaborative learning experiences. Each forum will be completed in 2 parts: a thread addressing the instructor’s prompt and 2 replies to other classmates’ threads. All writing must comply with current APA format, including in-text citations and references. The final forum requires creation of a brief video presentation. See specific directions for each forum. (MLO: A, B)

Historical Era Analysis

Two historical eras will be compared based on the prevailing educational philosophies of the time. Each era will also be analyzed from a biblical worldview perspective integrating current course materials.

Annotated Bibliography

The annotated bibliography will summarize and analyze six peer-reviewed journal articles. A synthesis of the articles and a preliminary thesis statement will serve as preparation for the final Philosophical Model Analysis assignment. (MLO: D)

Philosophical Model Analysis

From historical examples presented in the current course, the candidate will propose a model of education, compare it with at least one other model, and analyze it through a personal philosophy of education. The analysis will address issues of metaphysics, epistemology, and practical implementation. (MLO: C)

Dispositions Assignment

Using the template in Blackboard, the candidate will write a brief response to each of the School of Education SCRIP dispositions (Social responsibility, Commitment, Reflective practice, Integrity, and Professionalism). Responses will integrate historical examples of the dispositions from course content and from current personal displays of the disposition.

Plagiarism Awareness Quiz

The candidate will review the Liberty University Academic Honesty Policy and the current APA Manual’s plagiarism policy in order to ensure understanding of plagiarism. The candidate will acknowledge an understanding of plagiarism and the consequences of plagiarism in the dissertation process.

Faith, Freedom, and Public Schools Quizzes (4)

The candidate will take 4 quizzes throughout the duration of the course, each corresponding to the Faith, Freedom, and Public Schools online modules. Each quiz will be open-book/open-notes, contain 10 multiple-choice and true/false questions, and have a 20-minute time limit.

Course Grading

Course Requirements Checklist

10

Plagiarism Awareness Quiz

10

Faith, Freedom, and Public Schools Quizzes (4 at 20 pts each)

80

Discussion Board Forums (4 at 55 pts each)

220

Historical Era Analysis

200

Annotated Bibliography

200

Philosophy Analysis

250

Dispositions Self-Assessment

40

Total

1,010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Grading Scale

A A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Schedule

EDUC 703

Materials: Gateways to Better Education, Faith, Freedom, & Public Schools [online].

Gutek, Historical and Philosophical Foundations of Education (2011).

Module/Week

Reading & Study

Assignments

Points

1

Gutek: individually assigned chapter.

1 presentation

7 websites

Course Requirements Checklist

Advising Guide Acknowledgement

Class Introduction

DB Forum 1 Initial Post

Plagiarism Awareness Quiz

Faith, Freedom, & Public Schools Quiz 1

10

0

0

0

10

20

2

Gutek: individually assigned part.

1 presentation

7 websites

DB Forum 1 Replies

Faith, Freedom, & Public Schools Quiz 2

55

20

3

Gutek: chs. 6–9

4 presentations

DB Forum 2 Initial Post

Historical Era Analysis

0

200

4

Gutek: chs. 10–13

1 presentation

1 website

DB Forum 2 Replies

Faith, Freedom, & Public Schools Quiz 3

55

20

5

Gutek: chs. 14–18

1 presentation

DB Forum 3 Initial Post

Annotated Bibliography

0

200

6

Gutek: chs. 19–22

1 presentation

1 website

DB Forum 3 Replies

Faith, Freedom, & Public Schools Quiz 4

55

20

7

1 presentation

DB Forum 4 Initial Post / Video Creation

Philosophical Model Analysis

0

250

8

Gutek: chs. 23–25

DB Forum 4 Replies

SCRIP Dispositions Assignment

55

40

Total

1010

DB = Discussion Board

NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.