The course will involve the use of a number of instructional methods to achieve its objectives, including the following:
- lectures
- small group discussions
- seminar presentations by students
- guest speakers
- analysis and interpretation of audio-visual materials
- Introduction to the History of Education
- Research Methods in the History of Education
- Greek and Roman Origins of Western Education
- Medieval Education; The Medieval University
- Renaissance Education: Humanism, Liberal Arts, and Scholarship
- Religious Reformation and Education
- Education in the Age of Enlightenment
- Education and Revolution (1750-1815)
- Education and Industrialization (1800-1914)
- Education and Nation-Building in the Nineteenth Century
- Education, Elite Formation, and Ideology in the Nineteenth Century
- Education, Evolution, and Social Darwinism
- Imperialism and Education
- Education, Professions, and Politics in the Twentieth Century
- Russian Education in the Nineteenth and Twentieth Centuries
- American Education in the Nineteenth Century
- American Education in the Twentieth Century
- Race, Nation and Education in Pre-Confederation Canada
- Race, Nation and Education in Post-Confederation Canada
- Campus Cultures, Universities, and Protests
- Gender, Ethnicity and Education
- Education and Culture Wars
- Mass Schooling, Literacy and Social Change
- Labour Markets and School Systems
- Education, Media, and Propaganda
- The Ends of Education in the Contemporary Western World
- The critical examination of historical sources (reading history).
- The creation and communication of personal interpretations of historical problems (writing history).
- The independent analysis of the ideas of other students and the instructor in class and in seminar sessions (discussing history). HIST 2230 The History of Education in the Western World Since 1500
- At the conclusion of this course students will be able to discuss, interpret and analyse the following:
a) approaches to the study of the history of education
b) relationships between education, social change, and culture
c) contributions to education by significant groups in history
d) individuals in history whose contributions affect current education
Assessment will be in accord with the Douglas College student evaluation policy. Specific components of evaluation will include some of the following: mid-term and final exams consisting of short answer questions and essay questions; research paper; seminar presentations; short debate/position papers; participation in class discussions.
Specific evaluation criteria will be provided by the instructor at the beginning of the semester and will vary according to the instructor’s assessment of appropriate evaluation methods.
An example of one evaluation scheme:
| Short essay assignment | 10% |
| Seminar presentation | 10% |
| Midterm exam | 15% |
| Major research essay | 25% |
| Final exam | 25% |
| Participation | 15% |
| Total | 100% |
Possible Textbooks and Materials to be Purchased by Students:
Boyd, William; King, Edmund James. (1995). A History of Western Education. Lanham, MD: Barnes and
Noble.
Guteck, Gerald L. (1995). A History of the Western Educational Experience. Second Edition. New York:
Waveland Press.
Guteck, Gerald L. (2001). Historical and Philosophical Foundations of Education: Selected Readings. Upper
Saddle River, N.J.: Prentice Hall.
Locke, John. (1996) Some Thoughts Concerning Education. Eds. Ruth W. Grant and Nathan Tarcov.
Indianapolis: Hackett Publishing.
Rousseau, Jean Jacques. (1979). Emile. New York: Basic Books.
Newman, John Henry. (1996). The Idea of a University. New Haven, CT: Yale University Press.
Rury, John L. (2005). Education and Social Change: Themes in the History of American Education, 2nd ed.
Mahwah, NJ: Lawrence Erlbaum.
Coursepack of selected documents and periodical literature
Alexander, J. W. and J. Dixon. (2006). Thomson Nelson Guide to Writing in History. Toronto: Thomson/
Nelson.
One 1000-level Arts course