DESCRIPTION OF SUBJECTS
3. Continuing Comparisons
Identification of trends, developments and issues in technical and further education based on these studies.
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DESCRIPTION OF SUBJECTS
Course B — Term III 1. Introductory
(a) Brief review of the purpose and method of Comparative Education.
(b) Brief study of the beginnings and levels of Technical Education.
(c) Brief study of technical and further education in Victoria.
2. Selected Overseas Countries
Extensive study of technical and further education in Britain, West Germany, U.S.A. and U.S.S.R.
3. Continuing Comparisons
Identification of trends, developments and issues in technical and further education based on these studies.
References:
Preliminary Reading
Jones, P.E.: "Comparative Education — Purpose and Method." U.Q.P., 1971.
Prescribed Textbooks
Education Department, Victoria. "Handbook on Technical Education." T.S.P.U., 1977.
Mortensen, K.G.: "Planning for Technological Change in Australia." Griffin Press, 1971.
Books Recommended for Reference
A.C.O.T.A.F.E.: "T.A.F.E. in Australia." First Report, 1974; Second Report 1975. A .G.P.S.
Cantor L. & Roberts, I.: "Further Education in England &
Wales." Routledge, 1972.
"Encyclopedia of Education." Macmillan Free Press, 1971.
Grant, N.: "Soviet Education," Penguin, 1972.
Hermann, G.D. et.al.: "Trade and Technician Education."
Cassell, 1976.
King, E.J.: "Other Schools and Ours." Holt, Rinehart and Winston, 1967.
Robinson, E.' "The New Polytechnics." Penguin, 1968.
Strong, M. & Schaefer, C.' "Introduction to Trade, Industrial and Technical Education." Merrill, 1975.
T.A.F.E.C. "Report of the Triennium 1977-79." 1976.
Tripartite Mission, "Training of Skilled Workers in Europe." D.L.N.S. 1970.
Warren, H.: "Vocational and Technical Education."
UNESCO.. 1967.
FOUNDATIONS OF WESTERN EDUCATION Aims
The purpose of the course is to introduce students to the history of Western Education. The course gives
consideration to the more important historical developments and personalities that have influenced changes in educational thought and practice from pre-literate man to recent times, and endeavours to relate this information to current philosophies and practices.
The subject is divided into two electives; both may be offered in 1977, or the electives may be offered in alternate years.
Areas of Study Elective I
(a) Ancient Orient — Mesopotamia and Egypt.
(b) Hebrews: Greeks and Romans.
(c) Medieval Education and the Rise of the Universities.
(d) The Renaissance.
(e) Humanist Education.
Elective II
(a) The Reformation
(b) Aftermath of the Reformation.
(c) Schools and Universities.
(d) Beginnings of a New Age.
(e) Expanding Horizons.
Student papers will be presented on profiles of Educational Philosophers and Reformers appropriate to each of the areas to be studied.
Prescribed Textbooks
Lawrence, Elizabeth: "The Origins and Growth of Modern Education." Penguin Books.
and one of the following:
-Boyd, William: "The History of Western Education."
A. & C. Black, London.
Frost, S.E. (jr); and Bailey, Kenneth P.: "Historical and Philosophical Foundations of Western Education."
Chas. E. Merrill Pub. Co., U.S.A. (2nd ed.)
Gutek, Gerald, L.: "A History of the Western Educational Experience." Random House, N.Y., 1972.
Books Recommended for Reference
Adamson, John W.: "Pioneers of Modern Education in the Seventeenth Century." Teachers' College Press, Columbia University, 1971.
DESCRIPTION OF SUBJECTS
Bowen, James: "A History of Western Education."
vol. I Methuen & Co., London, 1972.
vol. I I Methuen & Co., London, 1975.
Cole, L.: "A History of Education." Holt, Rinehart &
Winston.
Cubberley, E.P.: "History of Education." Constable.
Curtis, S.J.: "A Short History of Educational Ideas."
University Tutorial Press.
de Burgh, U.G.: "The Legacy of Ancient Rome."
Penguin Books.
Hale, W.H.: "Ancient Greece." American Heritage Press.
Lund-Pihl-Slok: "A History of European Ideas." Addison- Wesley Pub. Co., U.S.A., 1962.
Rusk, R.R.: "The Doctrines of the Great Educators."
Macmillan.
Stromberg, R.U.: "A History of Western Civilization."
Dorsey Press.
Stumpf, Samuel Enoch: "Philosophy: History and Problems." McGraw-Hill Inc., U.S.A., 1971.
Wynne, John P.: "An Introduction to the Foundations of Education." Harper & Row, 1964.
Catalogues of all library acquisitions relative to this subject are regularly distributed to students whose attention is drawn to relevant material.
GROUP PROCESSES IN CLASSROOM AND SCHOOL Aims
To examine formal and informal behaviour in schools in the context of theory and research in sociology and group dynamics, to encourage students to broaden their view of the classroom and school and to develop a repertoire of ideas and behaviour that will prove useful to the professional teacher.
Areas of Analysis (i) Expectations
Perception of self and others, teacher expectations, school achievement and school organisation.
(ii) Communication
Verbal and non-verbal, levels of communication, communication and control, territories and school design.
(iii) Attraction
Bases for attraction, classroom liking patterns,
characteristics of liked and disliked pupils and teachers, implications for school design and classroom
organisation.
(iv) Norms
The development and functions of norms, peer group norms, normative outcomes of schooling, the
contribution of the school to learning of norms valued in society.
(v) Leadership
Bases of influence, teacher power, student power, position, role definition and role conflict in the school.
(vi) Cohesiveness
The development of group cohesion, problem-solving, co-operation and competition in classroom and school.
Suggested References
Amidon, E.J. and Hough, J.B.: "Interaction Analysis:
Theory, Research and Application." Addison Wesley, 1966.
Dreeben, R.: "On What is Learned in School." Addison Wesley, 1968.
Fox, R., Luszki, M.B., and Schmuck, R.A.: "Diagnosing Classroom Learning Environments." S.R.A., 1966.
Hargreaves, D.H.: "Interpersonal Relations and Education."
Routledge, and Kegan Paul, 1972.
Homans, G.C.: "Social Behaviour: Its Elementary Forms."
Routledge and Kegan Paul, 1961.
King, R.: "School Organisation and Pupil Involvement."
Routledge and Kegan Paul, 1973.
Klein, J. "The Study of Groups." Routledge and Kegan Paul, 1969.
Lindgren, H.C.: "An Introduction to Social Psychology."
Wiley, 1969.
Schmuck, R.A., and Schmuck, P.A.: "Group Processes in the Classroom." 2nd. ed., Brown Co. Publ., 1975.
HOME AND SCHOOL Aims
To bring students to an awareness of the many ways home backgrounds may influence children's attitudes towards school; their scholastic attainments; their interest in and satisfaction with school; their educational opportunities.
Areas of Analysis
Social class differences in children's abilities, attainments and attitudes.
Family — size, relationships, ethnic background, child rearing practices and language.
DESCRIPTION OF SUBJECTS
Individual family member's aspirations, attitudes, expectations and preparations with regard to school.
Consideration of past and current programmes and studies in this area.
References
Brickman, W.W., and Lehrer, S.: "Education and the Many Faces of the Disadvantaged." J. Wiley and Sons, N.Y., 1972.
Douglas, J.W.D.: "The Home and the School: A study of Ability and Attainment in the Primary School."
MacGibbon and Kee Ltd., 1964.
Ginsburg, H.: "The Myth of the Deprived Child." Prentice- Hall, 1972.
Haigh, G.: "The School and the Parent." Pitman, 1975.
Jencks, C.: "Inequality: A Reassessment of the Effect of Family and Schooling in America." Basic Books, N.Y., 1972.
Kohn, M.L.: "Class and Conformity." The Dorsey Press, Illinois, 1969.
IMMIGRANTS IN EDUCATION
This course will investigate the contributions made by, and difficulties facing, immigrants particularly with regard to the education system. The course will include studies of the social, cultural and economic backgrounds of some major ethnic groups in Australia, a short history of immig- ration, the psychology of attitude formation and prejudice.
Some views on theories of second language acquisition and the implications for several organizations will be discussed.
The concept of a multi-cultural society and the implications for curriculum, school government and organization will also be considered.
Prescribed Reading
Victorian Education Dept., Counselling Guidance and Clinical Services, Multicultural Resources Section,:
"Community Resources and the Migrant Family."
1976.
Price, C.(Ed.): "Greeks in Australia." A.N.U. Pr., 1975 Dufty, D.: "Seeing It Their Way" A.W. Reed, 1975.
Claydon, L.: "The Urban School." Pitman Pacific, 1975.
Australia. Dept. of Immigration: A.G.P.S. -1975 Open University Language and Learning Course Team.:
"Language in Education : A Source Book" Routledge and Kegan Paul in association with the Open Univer- sity Press, 1972. Cashdan A. (Ed.).
Lippman, L.: "The Aim is Understanding," ANZ Book Co., 1973.
MODERN EDUCATIONAL THOUGHT Aims
This course will focus on the work of a number of writers who, from different perspectives during the past century, have made a significant contribution to educational thought and practice.
It will consider these thinkers in their social and educational contexts, together with more personal influences on their lives, and try to assess the relevance and practicability of their ideas for the present time.
There will also be an attempt to clarify some of the concepts, commonly used by teachers, e.g., education, training, indoctrination, authority, discipline, freedom, morality and creativity.
Students will select from the following themes and writers:
Science: Herbert Spencer, T.H. Huxley Culture: Matthew Arnold, T.S. Eliot Freedom: A.S. Neill, John Holt Revolution: Karl Marx, Paulo Freire
Identity: M.V.C. Jeffreys, Paul Goodman.
Basic References
Arnold M.: "Culture and Anarchy." C.U.P. 1963.
Bibby, C.(Ed.): "T.H. Huxley on Education." C.U.P. 1971.
Eliot, T.S.: "Notes Towards the Definition of Culture."
Faber, 1962.
Feuer,
L.S.
(Ed.): Marx and Engels: "Basic Writings on Politics and Philosophy." Doubleday Anchor, 1959.Freire, Paulo: "Pedagogy of the Oppressed." Penguin, 1974.
Goodman, P.: "Compulsory Miseducation." Penguin, 1974.
Hollins, T.H.B. (Ed.): "Aims in Education:!'The Philosophic Approach." Manchester University Press, 1964.
Holt, J.: "Freedom and Beyond." Penguin, 1973.
Hooper, J. "An Introduction to Philosophical Analysis."
Routledge and Kegan Paul, 1967.
Jeffreys, M.V.C.: "Personal Values in the Modern World."
Penguin, 1965.
Judges, A.V. (Ed.): "Education and the Philosophic Mind"
Harrap, 1957.
Judges, A.V. (Ed.): "Pioneers of English Education."
Faber, 1952.
Morris, B.: "Objectives and Perspectives in Education."
Routledge and Kegan Paul, 1972.
DESCRIPTION OF SUBJECTS
Nash, P. Kazamias, A.M. and Perkinson, H.J. (Eds.):
"The Educated Man: Studies in the History of Educational Thought." Wiley, 1966.
Neill, A.S.: "Summerhill' Penguin, 1973.
Peters, R.S.: "Ethics and Education." Allen & Unwin, 1967.
Spencer, H.: "Essays on Education etc." Everyman's Library, 1949.
Wilson, J.: "Thinking with Concepts." C.U.P., 1971.
Further reading and study guides will be distributed throughout the course.
PHILOSOPHY OF EDUCATION Aims of the Course
(a) To introduce students to a philosophical perspective on education.
(b) To encourage students to critically examine their own values in relation to some key social and moral questions involved in being a teacher.
Areas of Analysis
(i) Education, Schooling and Curriculum
An examination of the questions: "What is Education?"
"Who should decide curriculum?" "How can such decisions be justified?"
(ii) Morality and Religion
Theories of morality and religion and their bearing on moral education and the relationship between teacher and student.
(iii) Authority, Freedom and Equality
An examination of these concepts in relation to the school.
(iv) Indoctrination
A look at neutrality, rationality and indoctrination relating these concepts to the aims of education.
(v) Creativity and Emotions
A consideration of what it is to be creative, the place of emotions in creativity and the role of the teacher in the education of the emotions.
References
Dewey, J.: "Experience and Education." Collier Books, 1965.
Gribble, J.: "An Introduction to Philosophy of Education."
Allen and Bacon, 1971.
De Cruz, J., and Sheehan, P.: "Concepts in Education."
Twentieth Century Publication, 1973.
THE SCHOOL AND THE COMMUNITY • Aims of the Course
The actual course will depend on the interests and needs of the students. The aims will be selected from the following group. Students will:
(a) Consider the sociological theory and implications of the concept of "community," "community education"
and "the community school."
(b) Read and analyse the literature concerning the philosophy and goals of community education.
(c) Become familiar with program dimensions of community education programs in the U.K., U.S. and Australia.
(d) Visit community education developments in Victorian schools and districts.
(e) Become familiar with the aims, functions and resources of non-school educational agencies.
(f) Participate in the design and implementation of a simple community survey .
(g) Review a variety of audio-visual and printed material relating to community education.
Suggested References
Bell, C. and M.: "Education for a Change." Penguin, 1973.
Bell, C., and Newby, H.: "Community Studies." Allen and Unwin, 1972.
Educational Facilities Laboratory Report: "Community/
School: Sharing the Space and the Action." 1973.
Fitzgerald, R.T., Musgrave, P.W., and Pettit, D.W.: "School and the Neighbourhood." A.C.E.R., 1974.
Halsey, A.H. (Ed.): "Educational Priority." vol. 1-5, H.M.S.O., 1972.
Poster, C.D.: "The School and the Community." Macmillan, 1971.
Raynor, J., and Harden, J. (Eds.): "Cities, Communities and the Young." Routledge/Open University, 1973.
Richmond, W.K.: "The Fr.ee School." Methuen, 1973.
Seay, M.: "Community Education — A Developing Concept." Pendell, 1974.
• May not be offered in 1977.
DESCRIPTION OF SUBJECTS
SOCIALISATION AND SCHOOLING * Aims
The major aims of this course are to encourage students:
To develop a sociological perspective and to apply this perspective to an analysis of the people, processes and the social settings involved in education.
To study the development of a social person through an analysis of the processes and major agencies of
socialisation.
To analyse the relationship between schooling and other agencies of socialisation.
Areas of Analysis (i) Families
Peer Groups Schools Mass Media Social class groups Ethnic groups
(ii) Socialisation Processes Political socialisation Occupational socialisation Sex-role socialisation.
Recommended Reference Books
Berger, P.: "An Invitation to Sociology." Penguin.
Broome, L., and Selznik, D.: "Sociology." Harper.
Connell, R.W.: "The Child's Construction of Politics."
M.U.P.
Cosin, B.R., Dale, I.R., Esland, G.M., and Swift, D.R.:
"School and Society." Routledge and Kegan Paul.
Davies,
A.F.,
and Encel, S.: "Australian Society." Cheshire.Dunphy, D.: "Cliques, Crowds and Gangs." Cheshire.
Edgar, D. (Ed.): "Social Change in Australia." Cheshire.
Edgar, D. (Ed.): "The Competent Teacher."Angus and Robertson.
Elkin, F., and Handel, G. "The Child and Society." 2nd Ed.
Random House.
Encel, S.: "Equality and Authority." Cheshire.
Fensham, P.J. (Ed.): "Rights and Inequality in Australian Education." Cheshire.
Hunt, F.J. (Ed.) "Socialisation in Australia."Angus and Robertson.
Inkeles, A.: "What is Sociology." Prentice-Hall.
Katz, F., and Browne R. (Eds.): "Sociology of Education."
Macmillan.
Musgrave, P.W.: "The Sociology of Education." 2nd ed.
Methuen.
` May not be offered in 1977.
T.A.F.E. in Australia (Term II)
This course involves teacher—students in an intensive study of the first TAFE (Kangan) Report and the current TAFE Commission Report together with an extensive study of TAFE in the Australian States.
Recommended Texts
Australian Committee on Technical and Further Education:
"TAFE in Australia." Vol. 1, Aust. Govt. P., 1974.. Hermann, G. et. al.: "Trade and Technician Education."
Cassell, 1976.
Australia. Technical and Further Education Committee:
"Report for the Triennium 1977-1979." Aust. Govt.
P., 1976.
Other material and reference lists will be distributed during the course.
TA.F.E. in Some Overseas Countries (Term III) An extensive study of technical and further education in Britain, West Germany, U.S.A. and the U.S.S.R., together with a consequential identification of trends, developments and issues.
Recommended Texts
Cantor, L. and Roberts, I.F.: "Further Education i•i England and Wales" Routledge and Kegan Paul, 1972.
International Commission on the Development of Education:
"Learning to be." UNESCO, 1972.
Grant, N.: "Soviet Education" Penguin, 1972.
Strong, M. and Schaefer, C.: "Introduction to Trade, Industrial and Technical Education." Merrill, 1975:
Van Zyl, A.J.: "Optimum Use of Manpower" Pretoria C.A.T.E., 1972.
COMMUNICATION STUDIES
Perspectives in Creativity and Human Awareness Two hours a week.
Communication Studies provide a link between personal development and professional skills. Participants will concentrate on practical aspects of communication as well as creativity and human awareness. They will be encouraged to develop and define personal values in a wide context and acquire experience in the interchange of general ideas.
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DESCRIPTION OF SUBJECTS
Recommended reference books
Fleming, W.: "Arts and Ideas." Holt, Rinehart and Wilson.
Gerth and Wright Mills: "From Max Weber—Essays in Sociology." Routledge and Kegan Paul.
Giglioli, P.P.: "Language and the Social Context."
Penguin Modern Sociology.
Hoggart, R.: "The Uses of Literacy." Pelican.
Koestler, A.: "The Act of Creation." Hutchinson.
Langer, S.: "Philosophy in a New Key." Mentor Books.
Polanyi, M.: "Personal Knowledge." Routledge and Kegan Paul.
Steiner, G.' "Language and Silence." Penguin.
Wilson, J.: "Language and the Pursuit of Truth."
Cambridge University Press.
The course involves the satisfactory completion of each unit undertaken during the year. It is expected that units will be offered from the following list. If necessary, this list will be amended, and final details will be published early in 1977.
Semester Units Communication
The purpose of this unit is to provide a practical participation course in communication. It will create opportunities for teachers to increase their understanding of the communication process, to examine barriers to interpersonal communication, and to develop their own effectiveness.
Activities will provide practice in basic communication skills and various forms of speech-communication.
The course will focus on the following areas:
Communicating information, the processes of persuasion, listening behaviour, contemporary methods of discussion, enhancing sociability, the use of the voice in the classroom.
The desired outcomes are greater clarity, fluency and awareness. As effective oral communication is an important factor in most teacher-learning situations, this unit is of immediate professional relevance.
Recommended reference books
Barker, L.L.: "Listening Behaviour." Prentice-Hall., Bormann and Bormann: "Speech Communication•
Harper and Row.
Keltner: "Interpersonal Speech Communication.of Wadsworth.
Communication II
The aims of this course are:
(a) To develop an increasing awareness of the complexities of interpersonal speech communication so as to foster insight into and objectivity about one's own behaviour.
(b) To develop understanding about the function of communication in society with special reference to the mass media and to the teaching/learning process.
Students will investigate various kinds of communication in contemporary society. These may include the mass media, small Work-groups, the importance of role-relationships in speech situations, the rhetoric of demonstrations, communication in organisations and theatre.
Recommended reference books
Aranguren, J. L.: "Human Communication." World University Library.
Barnlund: "Interpersonal Communication." Houghton Mifflin Company.
Borden, Grigg, Grove: "Speech Behaviour and Human Interaction." Prentice-Hall.
Efrein, J.L.: "Video Tape Production and Communication Techniques." T. A. B. Books.
This unit will not be offered until Semester II.
Drama Workshop
This is a practical unit designed to introduce drama as a form of creative expression. The emphasis will be on experience by the participants rather than communication with an audience. Activities, centred on improvisation, will be directed towards increased concentration, better vocal control, development of expressive movement, and engagement of the intellect and imagination.
Attention could be focussed on: drama as a means of self- expression, the use of drama in the learning of many subjects, the relation between drama skills and teaching skills.
Recommended reference books Clark, B.: "Group Theatre." Pitman.
Hodgson, J., and Banham, M.: "Drama in Education."
Pitman.
Laban, R.: "Modern Educational Dance." MacDonald and Evans, Ltd.
Way, B.: "Development Through Drama." Longmans.
DESCRIPTION OF SUBJECTS
Fantasy, Creativity and the Unconscious
This course offers an introduction to mainstream
tendencies in psycho-analytic thought, directed to problems of creative innovation in contemporary society and the school. Using psycho-analytical and existential concepts as a base, the course will develop an integrated study of different aspects of creativity relevant to participants in their growth as individuals and teachers.
The course will emphasise contemporary re-definitions of man and existence but opportunity will exist for the comparative study of formative schools in modern literature, film and art (e.g. expressionism.) Historical material will also be drawn upon where appropriate. Seminar-workshop topics include:
Freedom and the unconscious; the sublimation of unconscious conflict; fantasy thinking and dreams; the collective unconscious and the archetypal situations of myth; psychic equilibrium and the environment.
Recommended Reference Books Camus, A.: "The Outsider." Penguin.
Chipp, H.B.: "Theories of Modern Art." University of California Press.
Egoff, S.: "Only Connect." O.U.P.
Freud, S.: "On Creativity and the Unconscious." Harper and Row.
Jones, R.M.: "Fantasy and Feeling in Education." Pelican.
Jung, C.: "Man and His Symbols." Dell.
Kracauer, S.: "From Caligari to Hitler." Noonday Press.
Laing, R.: "The Divided Self."Pelican.
Le Guin, V.: "A Wizard of Earth Sea." Penguin.
Sendak, M.: "Where the Wild Things Are." Penguin.
Sophocles: "The Theban Plays." Penguin.
FILM, LANGUAGE AND SOCIETY
The special emphasis of this course will be to consider problems of practical film-making as an integral part of the film-maker's attempt to understand the world about him.
Consequently, technique will be studied as an aspect of what the cinema has to say.
The course will consist of seminars, viewing and practical work. Students will be encouraged to think creatively in the medium by considering the overlapping roles of language and visual symbolism in modern life. Issues will be chosen which bear on contemporary educational dilemmas e.g. the rights of minority groups, the nature of power in modern society, the role of the artist etc.
Recommended Reference Books
Eisenstein, S.: "The Film Sense." Faber and Faber, 1969.
Sarris, A.: "The American Cinema." E.P. Dutton, 1969.
Knight, A.: "The Liveliest Art." Mentor. 1971 Slater, P.: "The Pursuit of Loneliness." Penguin, 1970.
Orwell, G.: "Inside the Whale and Other Essays." Penguin, 1966.
LANGUAGE, THOUGHT AND COMMUNICATION An introduction to modern philosophies of communication, with special reference to the response of writers and artists to problems of individual alienation in modern communities.
Stress will be put upon the role of fantasy and its interaction with language in the total development of the self.
Opportunity for classroom practice and experiment will be provided here. However, equal attention will be given to broader social issues e.g. the dissociation of private and public languages frequently occasioned by technological emphases in modern education. Throughout the course, an attempt will be made to transpose the insights of one medium to another.
Recommended Reference Books
Polyani, M.: "Personal Knowledge." Routledge and Kegan Paul, 1969.
Barnes, O.: "Language, the Learner and the School."
Penguin, 1969.
Jones, R.M.: "Fantasy and Feeling in Education." Penguin, 1968.
Laing, R.D.: "Politics of Experience." Penguin, 1967.
Klinger, E.: "Structure and Function of Fantasy. " N.Y.
Inter. Science, 1971.
Slater, P.: "The Pursuit of Loneliness." Penguin, 1970 Sartre, J.P.: "Existentialism and Humanism." Methuen,
1970.
Camus, A.: "The Myth of Sisyphus and Other Essays."
Random, 1974.
Music, Culture and Society
This course will offer a humanistic perspective on music by studying it in a context of cultural and social change. The course will cover the evolution of music from the romantic period to the present day, with emphasis on allied move- ments in literature and the visual arts. Throughout, the attempt will be to transpose the insights of one medium to another and, where feasible, film study will be included.