Department ELPTS
Program Foundations of Ed
Title PHIL SCI REL ED RES
Course No. BEF 649
Credit Hours 3 hours / Faculty Member S. Tomlinson
Telephone 348 9820
Office TR (4-5) and by appointment
Office AddressGraves 307b
Spring 2017 /
The community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
John Dewey,My Pedagogic Creed
Catalog Description
An in-depth analysis of significant events, movements, or individuals in educational history
Course Prerequisites
None
Course Outline
In this seminar, we draw upon the disciplinary practices within the history and philosophy of education to examine the thought, life, and work of John Dewey. Attention is focused upon Dewey as an historical figure and philosopher of modernity. By situating Dewey's vision of human nature and the social good in the crucible of the progressive era, his efforts to secure rational progress and a democratic community through the scientific method is contrasted with the thought and practice of other leading educators.In the second half of the class we will explore the implications of Dewey's insights for current educational debates.
Course Objectives
To understand the nature and scope of John Dewey's thought, appreciate his influence on education in America and around the world, and develop the ability to apply Dewey's method of inquiry to contemporary problems
Conceptual Framework
The visionof the College of Education (COE) at The University of Alabama is to developeffective, ethical, and reflective professionals who advance the theme of the COE: Unites, Acts, and Leads (UA Leads). By engaging in theoretically informed and intellectually advanced effective practice our graduates will
UNITE with the larger community to collaboratively nurture cultural competence, empathy, and a vision of equity and justice for all learners;
ACT to develop the full potential of all learners to be excellent professionals in their field; and
LEAD through continuous research-based critical inquiry of policy and reflective practice to enable transformative change in our diverse local and global communities.
Student Learning Objectives
To understand the nature and scope of John Dewey's thought, appreciate his influence on education in America and around the world, and develop the ability to apply Dewey's method of inquiry to contemporary problems.
Students will be able to
SLO1 Explain the development of Dewey’s thought in the context of social and intellectual problems of his day
SLO2 Explain the central principles of his educational writings in the context of educational debates of his day
SLO3 Explain the relevance of Dewey’s thought for current educational and philosophical problems.
Clinical Experience
This class has no clinical experience.
Assignments
Students will be assessed by the best five of six twenty point quizzes administered on the dates indicated below.
Grades will then be assigned using the following scale:
90 - 100 A
80 - 89 B
70 - 79 C
60 - 69 D
0 - 59 F
In addition, students are encouraged to develop a scholarly paper suitable for presentation at the annual Southeast Philosophy of Education Society (SEPES) or American Educational Studies Association (AESA).
Quiz schedule
Due dates1/17
1/24 / Q1
1/31
2/7 / Q2
2/14
2/21 / Q3
2/28
3/7 / Q4
3/14
3/21
3/28 / Q5
4/4
4/11 / Q6
4/18
4/25 / Q7
Attendance Policy
Regular attendance and class participation is essential to achieving a good grade in this class. For every 3 class meetings you miss you will be assessed a letter grade. Whenever possible contact the instructor prior to missing any class or assignment. Arrangements will be made to ensure any and all missing work is completed in a timely manner.
Texts
In addition to the required texts online readings are linked to the course calendar at tomlinson.ua.edu.
John Dewey and American Democracy / Herbert Kliebard
Struggle for the American Curriculum
Also available through UA library as an ebook.
Bibliography
Alexander, Thomas M. John Dewey's Theory of Art, Experience, and Nature: The Horizons of Feeling. Albany (State University of New York Press, 1987).
Bernstein, Richard John Dewey (Washington Square Press,1967).
Boisvert, Raymond D. Dewey's Metaphysics (New York: Fordham University Press, 1988).
Burke, Thomas. Dewey's New Logic: A Reply to Russell (Chicago: University of Chicago Press, 1994).
Campbell, James. The Community Reconstructs: The Meaning of Pragmatic Social Thought (Urbana: University of Illinois Press, 1992).
Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. (Chicago and La Salle: Open Court, 1995).
Dykhuizen, George. The Life and Mind of John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 1973.
Garrison, Jim, ed. The New Scholarship on Dewey. Dordrecht: Kluwer Academic Publishers, 1995.
Hickman, Larry A. John Dewey's Pragmatic Technology. Bloomington and Indianapolis: Indiana University Press, 1990.
McDermott, John J., ed. The Philosophy of John Dewey. 2 vols. New York: G. P. Putnam's Sons, 1973.
Rockefeller, Steven C. John Dewey: Religious Faith and Democratic Humanism. New York: Columbia University Press, 1991.
Ryan, Alan. John Dewey and the High Tide of American Liberalism. New York: W. W. Norton, 1995.
Schilpp, Paul Arthur. The Philosophy of John Dewey. The Library of Living Philosophers, vol. 1. Evanston, Ill.: Northwestern University, 1939. [Reprinted, with bibliography extended to 1950, by Muriel Murray. New York: Tudor Publishing Co., 1951. Reprinted, La Salle, Ill.: Open Court Publishing Co., 1970. 3d ed., 1989.]
Sleeper, Ralph William. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. New Haven and London: Yale University Press, 1986.
Welchman, Jennifer. Dewey's Ethical Thought. Ithaca: Cornell University Press, 1995.
See the following works for the social and educational context in which Dewey wrote:
Carl Degler, In Search of Human Nature (Oxford, 1991).
Hook Sidney, John Dewey: An Intellectual Portrait (John Day, 1939).
Mayhew, K & Edwards A, The Dewey School (Atherton, 1966).
Curti Merle, The Social Thought of American Educators (Littlefield & Addams, 1968).
Karrier Clarence, Scientists of the Mind (University of Illinois Press, 1986).
Tyack, David, The One Best System (Cambridge MA.: Harvard university Press, 1974).
Tentative Calendar and Reading Assignments
/ Optional
JDAD / SAC / Xerox / Article / Video
1/17 / P & 1 / P / Dewey’s Concept of Religious Experience / The Metaphysical Club
1/24 / 2 / 1 / RA / John Dewey and Early Chicago Functionalism / A School of Their Own (III)
1/31
/ 3 / SS 1 & 2 / The Dewey School / The Education of John Dewey
2/7 / 4 / 2 / SS 3 & 4 / The Influence of Darwinism on Philosophy / William James
2/14
/ 3 / CC / Jane Addams
2/21
/ 5 / 4 / HWT 4 & 6 / The One Best Way
2/28
/ 6 / DE 4 & 5 / A Science of Education / Left Back
3/7 / 5 / DE 7, 8, & 9 / Reconstruction of Philosophy
3/14 / Spring Break
3/21 / 6 / DE 13, 14, & 15 / “Consciousness” and Experience
3/28
/ 9 / DE 18, 19, & 20 / Habits
4/4
/ 10 / 7 / EE 1 & 2 / Knowing
4/11
/ 11 / 8 / EE 3 & 4 / Dewey’s Aesthetics
4/18
/ 12 / 9 / EE 5 & 6
4/25
/ 14 / 10 / EE 7 & 8 / Dewey’s Moral Theory
University Policies
Policy on Academic Misconduct
All students in attendance at the University of Alabama are expected to be honorable
and to observe standards of conduct appropriate to a community of scholars. The
University expects from its students a higher standard of conduct than the minimum
required to avoid discipline. Academic misconduct includes all acts of dishonesty in
any academically related matter and any knowing or intentional help or attempt to
help, or conspiracy to help, another student. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.
Accommodations
Students with disabilities are encouraged to register with the U of A Office of Disability Services (348-4285). It is the policy of the College of Education to make reasonable accommodations for qualified individuals with disabilities. If you are a person with a disability and desire accommodations to complete this course, please let me know as soon as possible.
Plagiarism
Plagiarism is the act of representing the words, data, works, ideas, computer program or output, or anything not generated by the student as his or her own. Plagiarism may be inadvertent or purposeful; however, plagiarism is not a question of intent. All suspected incidences of plagiarism must be reported by the course instructor to the Associate Dean. Plagiarism is considered a serious act of academic misconduct and may result in a student receiving an F in the course and being suspended from the University. For more information, see
Use of Plagiarism Detection Software Statement
The University of Alabama is committed to helping students to uphold the ethical
standards of academic integrity in all areas of study. Students agree that their
enrollment in this course allows the instructor the right to use electronic devices to
help prevent plagiarism. All course materials are subject to submission to
Turnitin.com for the purpose of detecting textual similarities. Turnitin.com will be
used as a source document to help students avoid plagiarism in written documents.
Severe Weather Protocol
In the case of a tornado warning (tornado has been sighted or detected by radar; sirens
activated), all university activities are automatically suspended, including all classes and
laboratories. If you are in a building, please move immediately to the lowest level and toward the center of the building away from windows (interior classrooms, offices, or corridors) and remain there until the tornado warning has expired. Classes in session when the tornado warning is issued can resume immediately after the warning has expired at the discretion of the instructor. Classes that have not yet begun will resume 30 minutes after the tornado warning has expired provided at least half of the class period remains. UA is a residential campus with many students living on or near campus. In general classes will remain in session until the National Weather Service issues safety warnings for the city of Tuscaloosa. Clearly, some students and faculty commute from adjacent counties. These counties may experience weather related problems not encountered in Tuscaloosa. Individuals should follow the advice of the National Weather Service for that area taking the necessary precautions to ensure personal safety. Whenever the National Weather Service and the Emergency Management Agency issue a warning, people in the path of the storm (tornado or severe thunderstorm) should take immediate lifesaving actions.
When West Alabama is under a severe weather advisory, conditions can change rapidly. It is imperative to get to where you can receive information from the National Weather Service and to follow the instructions provided. Personal safety should dictate the actions that faculty, staff and students take.
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• Weather advisory posted on the UA homepage
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UAct Statement
The University of Alabama is committed to an ethical, inclusive community defined by respect and civility. The UAct website ( provides extensive information on how to report or obtain assistance with a variety of issues, including issues related to dating violence, domestic violence, stalking , sexual assault, sexual violence or other Title IX violations, illegal discrimination, harassment, child abuse or neglect, hazing, threat assessment, retaliation, and ethical violations or fraud.
Elasticity Statement
Students will be given timely notice of any changes in the syllabus. Any special considerations (e.g., opportunities to earn extra credit) offered to a student shall be available to all students in the class.
Adapted from The University of Alabama Faculty Handbook and Office of Academic Affairs
Religious Holiday Observance Policy
- Students should notify faculty in writing or via email during the first two weeks of the semester of their intention to be absent from class for religious observance.
- Faculty should provide students who give the required notice of and are absent for observance of a religious holiday reasonable opportunity to complete academic responsibilities in the original or alternative form without penalty, unless doing so would interfere unreasonably with the academic integrity of the course.
- If the student and the faculty member cannot agree on a requested accommodation for completion of the academic responsibilities, the student may follow the procedure for academic grievances available on the College of Education website.
Adapted from The University of Alabama Faculty Handbook and Office of Academic Affairs