Department of Education Studies

EDUC 7050 Philosophical Foundations of Education (2,2,0)

Prerequisite:
Nil

Course Description:
This course is an introduction to both Chinese and Western philosophical issues related to
education. It aims to enhance students' ability to reflect philosophically on teaching and
learning, to think critically about various schools of educational thoughts, and to identify
curricula and methods of instruction in relation to particular philosophical positions.

Aims:
Specifically, this course aims
 To introduce students some schools of thoughts in educational philosophy;
 To compare and contrast the beliefs in education between Western philosophers and
Chinese philosophers
 To help students formulate their beliefs about learning and teaching;
 To raise students’ awareness of how educational philosophy influence schooling,
curricula and instructional methods; and
 To foster students’ skills in examining educational policies and programmes critically
with reference to various philosophies

Course Intended Learning Outcomes (CILOs):

CILO 1 Identify the different schools of educational philosophy
CILO 2 State the characteristics of Western and Eastern educational philosophies
CILO 3 Examine the relationship of educational philosophies on policy making, learning
programmes, teaching approaches, etc.
CILO 4 Articulate their beliefs about learning and teaching, and identify sources of their
influences
CILO 5 Able to reflect philosophically on some problematic issues in education
CILO 6 Value the multi-role of teachers

Course Content:
Topics Teaching & CILOs
Learning
Activities
(TLAs)
 Course Introduction Lecture, CILO 1,
 What is philosophy and education? Discussion, CILO 2
 The relation of Education Philosophy to Sociological and Case analysis
Psychological Foundations of Education
 Selected areas of philosophy
A. Metaphysics in education
B. Epistemology in education
C. Axiology in education

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  Major Western philosophies and educational thoughts (1) Lecture, CILO 1,
 Idealism, Realism, Pragmatism (Other major schools of Group discussion, CILO 2,
thoughts will be researched by individual groups, such as: Case analysis CILO 3
Theistic Realism, Naturalism, Existentialism, Liberalism,
Progressivism, Marxism, Postmodernism, Essentialism,
Perennialism and Constructivism).
 Major Western philosophies and educational thoughts (2) Lecture, CILO 1,
 Idealism, Realism, Pragmatism (Other major schools of Group discussion CILO 2,
thoughts will be researched by individual groups, such as: CILO 3
Theistic Realism, Naturalism, Existentialism, Liberalism,
Progressivism, Marxism, Postmodernism, Essentialism,
Perennialism and Constructivism).
 Major Chinese philosophies and educational thoughts Lecture, CILO 1,
 Confucianism Group discussion CILO 2,
 On human nature CILO 3
 Modern and contemporary educational thoughts Lecture, CILO 1,
1. 1919 Movement, John Dewey and Chinese education Group discussion, CILO 2,
2. Chinese Marxism and education Reflection CILO 3,
 Hong Kong Schools CILO 5,
CILO 6
 Hong Kong education problems, for examples: Group discussion, CILO 1
1. Rights and obligation Problem solving, CILO 2,
2. Compulsory education and free education Reflection CILO 3,
3. Roles of teachers CILO 4,
4. School-bullying CILO 5,
5. Drug abuse CILO 6
6. Other contemporary issues
 Student presentation on how they reflect on their learning Group work CILO 1
process and teaching professional, and on educational CILO 2,
thoughts CILO 3,
CILO 4,
CILO 5,
CILO 6

Teaching & Learning Activities (TLAs)

Teaching & CILOs Descriptions
Learning Activities
(TLAs)
Case Analysis CILO 1, The instructor describes and analyzes a case that illustrates
CILO 2, several important concepts and principles. Students may be
CILO 3 asked to further discuss and then explain their understanding
of the case.
Discussion CILO 1, Students are involved in discussing various issues both in
CILO 2, small groups and the whole class. The quality of participation
CILO 3, is assessed with reference to the questions, suggestions and
CILO 4, comments students make, as well as their contribution to the
CILO 5, exchange of ideas in the classroom.
CILO 6

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 Group Work CILO 1, Students engage in a cyclical process of planning, action,
CILO 2, observation and reflection of their teaching practice. Their
CILO 3, experiences are shared among peers with the purpose of
CILO 4, developing reflective abilities so as to enhance teaching and
CILO 5, learning.
CILO 6
Lecture CILO 1, A lecture is now multimodal in its presentation – where an
CILO 2, instructor’s input is supplemented by video clips and
CILO 3, interactive websites. With the growing use of interactive
CILO 4, mode of teaching and learning, the straight lecture method is
CILO 5, used less frequently than other strategies.
CILO 6
Philosophical CILO 5, Students are encouraged to re-think within the framework of
reflection CILO 6 philosophy about the different issues related to education and
their commitment as teaching profession.
Problem Solving CILO 5, Students try to formulate problems encountered in teaching.
CILO 6 Experiences are shared among peers, while hypothesis are
tested to deal with educational problems

Assessment Methods (AMs):

Type of Weighting CILOs Descriptions
Assessment
Methods
Presentation 40% CILO 1, Students make oral presentation to their peers in
CILO 2, groups. Contents of presentations normally include
CILO 3, one or more of the following: survey findings, results
CILO 4, of literature search, reading and analysis on specific
CILO 5, topics, analysis of problems/issues or personal
CILO 6 reflection.
Individual 60% CILO 1, As part of the overall assessment, students are
Reflective CILO 2, required to write term papers. These include reaction
Paper CILO 3, and reflective papers, critical essay, creative project
CILO 4, or application of issues studied. Term papers could
CILO 5, focus on selected educational issues. Proper
CILO 6, documentation and references are required and
standards of academic writing should be adhered to.

Recommended texts:
Gutek, G. L. (2004). Philosophical and Ideological Voices in Education. NY: Pearson
馮建軍、周興國、梁燕冰、張慧真、葉飛 (2011) 。《教育哲學》。武漢大學出版社。
伍振鷟（2006）。《中國教育思想史大綱》。台北：五南。

General References:
Cahn, S.M. (1997). Classic and contemporary readings in the philosophy of education. New
York: McGraw Hill.
Chen, L.F. (1987). The Confucian way. London: KPI.
Creel, H.G. (1953). Chinese thought from Confucius to Mao Tse-Tung. Chicago: The
University of Chicago Press.

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Duncan, N.J. (1979) Western and Chinese relationships to educational philosophy. Hong
Kong: Asian Research.
Ellis, A.K., Cogan, J.J., & Howey, K.R. (1991). Introduction to the Foundations of
Education. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Fairbank, J.K. (1994). China: A New History. Harvard U. Press.
Kleinig, J. (1989). Philosophical issues in education. London: Routledge.
O'Hear, A. (1981). Education, society and human nature: An introduction to the philosophy
of education. London: Routledge.
Ornstein, A.C. (1999). Philosophy as a basis for curriculum decisions (Chapter Two). In A.C.
Ornstein & L.S. Behar (Eds.), Contemporary Issues in Curriculum. (2nd ed.). Boston:
Allyn & Bacon.
Ornstein, A.C., & Levine, D.U. (1997). Foundations of Education. (3rd ed.). Boston:
Houghton Mifflin.
肖建彬（2001）。《中國教育思想史》。北京：高等教育出版社。
程凱（1999）。《當代中國教育思想史》。開封：河南大學出版社。
黃濟 (1998)。《教育哲學通論》。太原：山西教育出版社。
董寶良、周洪宇 (1997)。《中國近現代教育思潮與流派》。北京：人民教育。
璩鑫圭、童富勇編 (1997)。《中國近代教育史資料滙編：教育思想》。上海：上海教
育。
孫培青、李國鈞（1995）。《中國教育思想史》。上海：華東師範大學出版社。
嚴元章。（1993）。《中國教育思想源流》。北京：三聯。
郭齊家 (1990)。《中國教育思想史》。台北：五南。

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