POLITICAL PHILOSOPHY
This course will examine some of the fundamental problems of political philosophy—the nature, extent and legitimacy of political authority, human rights, the relationship between morality and law, civil disobedience and violence.
EDUCATION A3
PHILOSOPHY OF EDUCATION
This course will deal in some detail with selected issues in the philosophy of education. Particular, but not exclusive, critical attention will be paid to the British approach to philosophy of education. Among the issues examined will be:
The concept of education, the educated man and the university
Ethical issues in education: punishment, equality, authority, moral and religious education
Freedom in education.
OR
PROGRESSIVE AND RADICAL EDUCATIONAL THOUGHT It is the aim of this course to allow the participants to come to grips with some of the best historical and contemporary educational thought, within and beyond progressive ideology.
As participants come to see the educational process, with the insights of the thinkers that they read and discuss, it is expected that they will come to direct and control their own learning, and that their own education will be the embodiment of the ideas around which this course develops.
EDUCATION B
A course designed to offer opportunities for an extensive study of individual and social psychology. In the third year educational psychology will be the main theme.
EDUCATION B•
INTRODUCTORY COURSE
A general introduction to psychology, and the uses of the scientific method in psychological research. The areas to be studied are as follows:
Psychology as a science Developmental psychology Psychological basis of behaviour Perception
Learning
Individual differences.
Laboratory work will be concerned with the application of scientific methodology in these fields.
PERSONALITY AND SOCIAL PSYCHOLOGY The course consists of two units:
A. The social bases of behaviour B. Personality theory.
A. The social bases of behaviour
This unit, an introductory unit to the field of social psychology, focuses on specific social factors which influence the behaviour, aspirations and achievements of individuals. To this end, the following topics will be studied:
prejudice, attitudes, aggression, anxiety, affiliation, and groups.
B. Personality Theory
The aim in this unit is to present an overview of major personality theories with the student giving particular attention to any one. The following theorists will be studied: Freud, Neo-Freudians, Allport, Learning Theorists, Behaviourists, and Carl Rogers.
The course involves lectures, seminars and laboratory work, details of which will be given at the beginning of the year.
EDUCATION B3
EDUCATIONAL PSYCHOLOGY
The emphasis in the third year will be on applying the basic psychological notions discussed in the first and second years to the classroom situation.
The approach will be through studies in the following areas:
The teacher in the classroom Home influences
The teacher's instructional program Measurement and evaluation Curriculum development.
Opportunity will be given for individual students or groups of students to study particular areas in depth.
EDUCATION C
The theme of this study is the historical development of educational thought, and its application in teaching situations.
The first year of this course investigates historical traditions and develop- ments from which our present systems of education have evolved. In the second and third years of the course, students will select either History of Education or Comparative Studies in Education, and will specialize in the chosen subject over the two years.
EDUCATION Cs
THE DEVELOPMENT OF EDUCATIONAL THOUGHT A study, of the evolution of our present systems of education. Traditions and developments in educational thought will be examined within these periods:
The foundations of western civilization—Greek, Roman, Jewish, Christian The Middle Ages, the Renaissance, and the Reformation
The development of 'The New Education' and 'Progressive Education'.
Basic problems in education which are of personal interest will be investigated.
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EDUCATION C2
HISTORY OF EDUCATION
A study of the history of education in, England, America, and the Continent. Areas to be investigated will be:
Infant education
The development of curricula
Educators of fundamental importance.
A study of the history of education in Australia, with emphasis on problems in education.
OR
COMPARATIVE STUDIES IN EDUCATION
A comparative study of education in selected countries, and selected problems in education.
Area studies:
Australia England and Wales Scotland Ireland Canada United States of America U.S.S.R. Japan
India France China Papua and
Norway Sweden Denmark New
Guinea Problem studies:
Administration and control The school curriculum Finance
The role of the state The independent school Religious and moral education Developing countries
The status of teaching as a profession The politics or government of education Equality of opportunity
The problems of minorities in a pluralist society Education as a means of social change
Education for living in a liberal democratic society.
EDUCATION D
A course which explores the social nature of man and important social influences upon learning.
EDUCATION Di
An introduction to a number of perspectives on society, and a study of the social processes by which attitudinal and behavioural conformity is achieved. Also, a critical study of various types of learning situations.
(i) Sociological concepts
(ii) I nfluences of social class on life possibilities (iii) Group influences on attitudes and behaviour (iv) The nature of freedom and authority
(v) Some relationships between structure of a situation and performance (vi) Critical study of the functions of schools.
It is expected that students in this course will:
(i) Gain a knowledge of and demonstrate competence in using selected sociological research techniques
(ii) Develop familiarity with selected areas of the history and sociology of immigration to Australia and problems of immigrant assimilation (iii) Undertake studies of migrant children and relevant approaches to
teaching them
(iv) Develop an increasing awareness of the nature and importance of freedom in learning situations through:
(a) the opportunity of taking personal responsibility for all aspects of their learning
(b) reading, thinking and discussion of the ideas of people such as Maslow, Rogers, Adorno; Allport, and Fromme (v) Use their initiative in exploring areas of the course in which they
develop particular interest.
Areas to be studied are as follows:
The social-psychological foundations of tolerance and prejudice
Research methods, including observer studies, surveys, techniques of research construction, methods of bias elimination, collation and interpreta- tion of data, the use of film and photography
Migrant assimilation: history and sociology of Australian immigration, processes of assimilation and integration, functions of migrant communities, teaching' migrant children.
ENGLISH ENGLISH t
All students undertake this course. It is a fundamental approach to the subject. Its concerns are an awareness of the complexity of language and competence in self expression; sound approaches to the study of literature;
an introduction to the needs of the child in his growth towards literacy.
The course inspects those areas out of which specialization will occur in the second and third years of the subject.
Part I. LITERATURE A. Language Studies
Studies in communication theory and popular culture.
(i) The unique features of language—its components, its structure, its purposes
(ii) The influence of the media of mass communication—newspaper, magazine, radio, cinema, television.
B. The Novel
The search of the modern novelist to find a form which expresses his response to contemporary society.
C. Drama
A study of the techniques by which the dramatist objectifies his experiences of the modern world, and his responses to it. Breaks with tradition and convention.
D. Children's Literature
(i) Literary appreciation at adult level
(ii) Children's tastes and criteria, evaluation and selection of books.
A course in speaking and writing designed to explore the concepts studied in Part I of the syllabus.
A. Speaking
The achievement of a clear, concise style, accurate in structure, fluent in delivery, appropriate to the occasion.
Reading prose and poetry, conducting group sessions, story telling.
B. Writing
Experiences and experiments in writing to develop awareness of the subtleties and distinctions which a careful use of language can achieve.