Roots and Wings

History and Philosophy of Education

ED 200 Winter 2018

Lead Learner:
David Magleby HIN 205 Office hours MTWTF 10-11
maglebyd@byui.edu 208.496.4118

Purpose:
This course is a cornerstone of teacher preparation at BYU-I. We view teaching as an
eternal principle – with application in ourselves, homes, church, and school
classrooms. Teacher candidates will develop a deep, meaningful philosophy by
identifying foundational educational doctrines and guiding principles. Teacher
candidates are encouraged to increase in wisdom and follow the Savior’s example.

Course Essential Questions (Throughlines):

This course is designed to deepen understanding of essential questions (throughlines)

and set a foundation for your continued study in education at BYU-Idaho, and
beyond. We desire to recognize the power we have to make decisions and strive to
become intentional in our decision-making. Our practice (tools) is informed by our
beliefs (principles and doctrines). In this course, we will engage educational ideas
from multiple perspectives and develop roots (patterned answers) to guide our
practice. The following questions will serve as our throughlines (big picture).

1. Who am I and what motivates me?

2. How do I view and magnify those I teach?
3. What is my work as learner and teacher?
4. What is worth teaching?
5. How do I learn?
6. Upon what foundation are U.S. public schools built?
7. What is the role of school in society?
8. What is the role of learning and teaching in the home?

Texts:
 Increase in Learning. Bednar.

 Perspectives in the history and philosophy of education. Custom text

published by BYU-I Press (2011). This material also available on I-Learn.

 Recommended: Mindset, Dweck

Notes:
As a condition of participation in this institution we voluntarily accepted and pledged
adherence to the Honor Code. I believe there is purpose in that.

If you have any disability that may impair your ability to complete this course successfully,
please contact the Services for Students with Disabilities Office (496-1158) to instigate a
process of reasonable accommodation.
University Purposes ED 200 (Outcomes):

1. The teacher candidate will identify and demonstrate the professional dispositions of
a disciple leader by incorporating philosophical beliefs, practices, and actions
consistent with the Savior’s life and teachings.

2. The teacher candidate will employ the framework of

Doctrine/Principle/Application to articulate an individual philosophy, enhance
personal learning, and become intentional in decision-making. An individual
philosophy will be developed through the exploration and study of course essential
questions and development of further questions.

3. The teacher candidate will prepare for successful practicum teaching experiences
by learning the duties and responsibilities of professional educators, and recognizing
the effective performance of those duties.

4. The teacher candidate will prepare for success in school settings as skilled
professionals through demonstrated competency of multiple technologies.

Evidence:
Being There Tuesday: Part 1: Class Partner. You will most often have a peer partner in
class. This friend is your student / mentor for the day. Your success hinges on your friend’s
success. You need to be present, punctual, and engaged in the process. Find a new friend
each class session.

Professionalism: This course is a job interview. Would we hire you? Would we be excited to
have you in our school? Our classroom? Professionals attend class, arrive on time, complete
work to learn, contribute, encourage others, and are alert. Unprofessional behavior includes
objectifying classmates in favor of electronic devices, non-participation, cutting class, using
class time for other projects, non-invitational speech and demeanor, and failure to submit
course material in a timely manner or at all.

Capture Assignments: Beyond reading, you will be invited to capture an author’s work or
mess around with the material in some other way to enhance your preparation and initial
comprehension of course material (capture). Specific instructions found in I-Learn.
Submitted via I-Learn before class.

Projects: Through this course you will record and update personal change (learning,
development, growth) through a concept map. Assignments must be completed to mastery to
receive a grade that will allow you to continue in an education program (C- or better).
Projects are designed to be completed sequentially and specifics can be found for each
invitation on I-Learn.
Project 1: Code of Ethics I-Learn Quiz
Project 2: Thursday Learning Syllabus
Project 3: Concept Map – Essential Questions
Project 4: Cornerstone Videocast
Project 5: Pattern and Master Teacher in Concept Map
Project 6: Website
Project 7: Generative Topics
Project 8: Website Metaphor and Pattern Update
Project 9: Bonus Time (optional)
 Proposed Schedule: TT 11:30

# Date Turn In (Generative) Topic After Class Reading

1 1/9 “I must pick it up” Pestalozzi
2 1/11 CA: Pestalozzi Principles I Have Learned for Myself Bednar Chapter 1
(Thur) Act v Acted Upon
3 1/16 CA: Learner Story Teaching for Understanding Teaching for Understanding
Project 1 (I-Learn Quiz)
4 1/18 Seeking Understanding Bednar Chapter 2
(Thurs) Project 2 (beyond Knowledge)
5 1/23 CA: Capture Bednar 2 Perspective Wolk
Project 3 (400 worksheets a year)
6 1/30 CA: Questions Gratitude Crowder
7 2/6 CA: Letter of Gratitude Patterns: Bednar 4
Project 4 Doctrine / Principle / Tool
8 2/13 CA: The Pattern “Snare of preparation” Addams

9 2/20 CA: Capture Addams Little People Freire

Project 5 Othering
10 2/27 CA: Capture Freire Learn Act Share Dewey
Know Do Become
Capture Expand Teach
11 3/6 CA: Capture Dewey Wide Awakeness Greene
Project 6 “sickness unto death”
12 3/13 CA: Living Wide Awake Great Equalizer Mann
13 3/20 CA: Capture Mann Diversity DuBois
Project 7 Accessibility
14 3/27 CA: Lost Boys It’s About Them Most Likely to Succeed
15 4/3 Accessibility Public Law 94-142
Project 8 Othering
16 4/10 What do you do with an Nation at Risk
Project 9 (optional) Idea?

Grades:
Grades will be determined using the following criteria:
A = All course projects completed to mastery. Initial submissions on time. Pattern of
professionalism. Completion of 10+ CA assignments. Significant learning exhibited through
projects and effort beyond minimum standards. Course tenets visible in journey. Meaningful
Thursday learning developed and followed with integrity.
B = All course projects completed to mastery. Completion of 8+ sowing seeds assignments.
Pattern of professionalism. Minimum standards met throughout the course. Meaningful
Thursday learning followed by integrity to the plan.
C = Satisfactory completion of core projects (1,2,5,8). Unprofessional behavior (even if
coursework complete)
D = usually attend class and course projects attempted but not completed to mastery.
F = lackluster performance – insufficient evidence of becoming a teacher.
 Expanded Learning
# Topic
1 “I must pick it up” Pestalozzi
2 I Have Learned for Myself
Act v Acted Upon
3 Teaching for
Understanding
4 Seeking Understanding
(beyond Knowledge)
5 Perspective
(400 worksheets a year)
6 Gratitude
7 Patterns:
Doctrine / Principle / Tool
8 “Snare of preparation”
9 Little People
Othering
10 Learn Act Share
Know Do Become
Capture Expand Teach
11 Wide Awakeness
“sickness unto death”
12 Great Equalizer
13 Diversity
Accessibility
14 It’s About Them
15 Accessibility
Othering
16 What do you do with an
Idea?
Reading Learning Opportunities Extended
Bonds that Make us Free, Warner
Teaching with Love and Logic, Fay
Emile, Rousseau
Nightjohn, Paulsen
Hurried Child, Elkind
Bednar Chapter 1 How Firm Our Foundation, Nelson
A Life Founded in Light and Truth, Eyring
Steadfast and Immovable, Bednar
Teaching for Making Learning Whole, Perkins
Understanding Teaching for Understanding Guide, Blythe
Teaching for Understanding, Wiske
Bednar Chapter 2 Learning and Teaching for Exponential Growth, Gong
Educating Esme’, Codell
The Philosophy of Childhood, Matthews
Philosophy in the Classroom, Lipman
Wolk Horace’s Compromise, Sizer
The Power of Their Ideas, Meier
A Thomas Jefferson Education, DeMille
The American School, Spring
Crowder The Choice, Arbinger Institute
Preaching, Teaching, Healing, Holland
Educating Zion, Welch
The Spirit of Ricks, Crowder
Bednar 4 BYU Idaho Learning Model
Duty to God Booklet, LDS Church
Act in Doctrine, Bednar
Addams The Universality of the Gospel, DeHoyos
The Ordinary Classroom, Pearce
Freire Education and Income, Sexton
All Over the Deep South, Clark and Brown
The Greenhouse, Pace, BYUI Devotional 16 Oct 2007
Pedagogy of the Oppressed, Freire
Dewey Democracy and Education, Dewey
Talks to Teachers, James
The Wheel on the School, DeJong
Educational Wastelands, Bestor
Getting it Wrong from the Beginning, Egan
Greene The Protestant Ethic and the Spirit of Catholicism,
Sharpe
Man’s Search for Meaning, Frankl
Mann Cultural Literacy, Hirsch
Perpetual Education Fund: A Bright Ray of Hope,
Carmack
Twenty Years at Hull House, Addams
Proposals Relating to the Education of Youth in
Pensilvania (sic), Franklin
DuBois Savage Inequalities, Kozol
The Souls of Black Folks, DuBois
Most Likely to Drive, Pink
Succeed Converted to His Gospel Through His Church,
Hallstrom
Teach Like your Hair is on Fire, Esquith
The Table Where Rich People Sit, Baylor
Public Law 94-142 The Inclusion Revolution, Rogers
Teaching, No Greater Call, LDS Church
The Man Who Mistook his Wife for a Hat, Sacks
Nation at Risk Pillars of the Rebublic, Kaestle
The Schools Our Children Deserve, Kohn
The Paideia Proposal, Adler
The TIMSS Videotape Study, Stigler and Hiebert