Report of a Feasibility Study on High School Philosophy 1968-1971.

Autor/in	Thompson, Hugo W.
Institution	Central States Coll. Association, Evanston, IL.
Titel	Report of a Feasibility Study on High School Philosophy 1968-1971.
Quelle	(1971), (160 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Course Descriptions; Course Evaluation; Curriculum Development; Curriculum Research; Educational Objectives; Humanities Instruction; Philosophy; Program Descriptions; Program Evaluation; Projects; Secondary Education; Secondary School Curriculum; Socioeconomic Influences; Student Attitudes; Suburban Schools; Teacher Evaluation; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Educational objective; Bildungsziel; Erziehungsziel; Geisteswissenschaftlicher Unterricht; Philosophie; Programme evaluation; Programmevaluation; Sekundarbereich; Sozioökonomischer Faktor; Schülerverhalten; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teacher appraisal; Lehrerbeurteilung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Described in this document is a three year project to determine the feasability and effectiveness of philosophy as a high school subject. Experimental problems are: 1) can philosophy be taught as a regular subject; 2) if so, how; 3) what are the problems; and 4) what objectives, methods, materials, and evaluation processes are valid and useful for high school philosophy? The project selected 14 college instructors, some with high school experience, to teach a one semester course in philosophy in 10 cooperating Chicago area high schools -- two inner city and eight affluent suburban schools. Nearly 2,000 students enrolled in one of the courses during the project, fewer students than requested the course. Feedback from project staff, students, other teachers, administrators, and formal evaluation teams assisted coordination and formative evaluation. Other reported aspects of the project and its evaluation include: school and community setting, course and unit patterns, teaching materials, teachers, classrooms, evaluations, and recommendations. The latter two sections are based on what was concluded to be demonstrated feasibility and effectiveness of the high school philosophy courses. (DJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC