EDF211/12

 

SCHOOL OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

EDF 211: PHILOSOPHY OF EDUCATION

COURSE NOTES FOR MAIN CAMPUS  2018/19 ACADEMIC YEAR, 2017/18 INTAKE

 WEEK 12 

         WEEK THIRTEEN AND FOURTEEN: END OF SEMESTER EXAMS                

General Instructions on Philosophy of Education Exams

1. 0. Objectives

Like EDF 110 exam which you did in your first year, EDF 211 is supposed to assess not only how much you know but also how deep you can think. However in EDF 211 we had unique objectives outlined to you at the beginning of the unit namely:

i)        To enable you to understand the nature and purpose of philosophy as an intellectual discipline.

ii)      To introduce you to philosophy of education as an educational discipline.

iii)    To enable you to understand the implications of philosophy to education.

The exam you will be doing will therefore be a way of helping you gage the extent to which you have achieved the objectives above.  Besides the exam you should also be able to develop your own Philosophy of Education.

2.0. Structure of Exam

The usual structure of EDF exams is such that you have five questions out of which you will be required to answer three. Question one is more often than not a compulsory question drawn from all sections of the syllabus.  

3.0. Conduct during exam

Conduct during exams is part of the exam. In Philosophy, we say that an exam is an axiological activity. By this we mean that any activity that is deliberately meant to shortchange or circumvent the ethical foundations and integrity of an exam ought to be frowned upon by all students of Philosophy of Education. While it is necessary that we invigilate you during exams, we believe that by virtue of being a Homo sapiens(the wise man/woman) the candidate should be  his or her own first invigilator  .Some of the common immoralities committed during exams include but not limited to: Carrying into exam rooms Mwakenyas, write ups on body parts like hands, legs and thighs, Phone screen shots, actual notes, booklets with course notes. Just note that your invigilators are aware of all the methods  candidates use to put themselves into trouble during exams, including the latest version which is around five months old.

4.0.Principal of causality

 Intellectual Immorality during exams is an effect of the vice of omission of effective revision. Note the 6P principle- Proper Prior Preparation Prevents Poor Performance.

5.0. Revision ( the 3RS); Read Reason Reflect

Read critically what you have been taught, then together with friends Reason over what you have read, and finally Reflect over what you have reasoned with the intention of reading, reasoning and reflecting again and again.

6.0. Answering Questions

Remember that this unit is titled 'Philosophy of Education'. It is not 'pure philosophy', neither is it purely about 'education'; it is not 'Philosophy and Education', and it is not 'Philosophy Education'. Therefore,   at very point during your exam ask yourself, "What is the educational touch in my PHILOSOPHICAL response?"

7.0. DATE OF EXAM: MONDAY, MAY 20TH, 2019

HAVE YOU COVERED EDF 211?: WE STARTED WITH A COURSE OUTLINE

COURSE OBJECTIVES

i)         Enable students to understand the nature and purpose of philosophy as an intellectual discipline.

ii)       Introduce students to philosophy of education as an educational discipline.

iii)      Enable students to understand the implications of philosophy to education.

GENERAL OUTLINE

Philosophy of Education is both philosophical and educational in character. That it is to say, while the method used in the course is that of philosophy, the problem/issues discussed are within the field of Education….

DETAILED OUTLINE

Part One: Introduction

1.1. An introduction to philosophy

1.2. The content and methods of philosophy

1.3. Educational thought in Africa

1.4. An introduction to philosophy of Education

1.5. The concept of Education

1.6. The concept of teaching and learning.

Part Two: Education and Knowledge; the Cognitive Dimension of Education

2.1. What is knowing?( condition of knowledge)

2.2.How do human beings acquire knowledge?

2.3.Various forms of knowledge

2.4.Relevance of Epistemology to Education

2.5. Human knowledge and curriculum

Part Thee: Education and Values: The Normative Dimension of Education

3.1.General introduction to Axiology (theory of values)

3.2. Approaches to the study of Ethics

3.3. Ethics and Education

3.4.The teaching of social education and Ethics

3.5. The Goals and objectives of Education in Kenya

Part Four: Education as individual human development: Creative dimension of Education

4.1. The uniqueness of man. Education as a human phenomenon

4.2.Education and human consciousness

4.3. Creativity and Education

Part Five: Education as Social phenomenon: the dialogical dimension of education

5.1. Education  and dialogue

Part Six: contemporary themes in philosophy of education

6.1.Education and democracy

6.2.Education and human rights

6.3.Study of the Education in the 21^st century and beyond. A future perspective

COURSE EVALUATION

The evaluation of the course will be composed of two main parts

1. Continuous assessment Test (CAT)= 30%   ii. Final examination = 70%

APPROVAL AND CIRCULATION

                LECTURER                                                 C.O.D                                  CLASS REP

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