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WHAT IS SOCIAL FOUNDATIONS OF EDUCATION?
Social Foundations of Education draws upon several disciplines and fields to examine education, namely history, philosophy,
comparative/ international education, cultural studies, sociology, and political science. Social Foundations inquiry helps
to sharpen students’ capacities to understand, analyze, and explain educational issues, policies, and practices in order to
improve education.
Thus, the purpose of Social Foundations study is to draw upon these humanities and social science disciplines to develop students’
interpretive, normative, and critical perspectives on education, both inside and outside of schools (Council for Social Foundations
of Education, 1996, 2004). The development of such perspectives helps educators to “exercise sensitive judgments amidst competing
cultural and education values and beliefs” (CSFE, 1996).
Rather than reducing education to a formula for best practice, courses in the Social Foundations of Education challenge students
to think deeply about the relationships between education (formal and informal) and society(ies) at large. Social Foundations
encourages educators to use “critical judgment to question educational assumptions and arrangements and to identify contradictions
and inconsistencies among social and educational values, policies, and practices” (CSFE, 2004).
What are interpretive, normative, and critical perspectives?
Each perspective or method of inquiry is described as follows:
Interpretive perspective: Students use concepts and theories from the humanities and social sciences to examine educational phenomena. Social Foundations
perspectives (comparative, cultural, historical, and philosophical) are applied to examine and analyze an educational aspect
or issue and these perspectives affect the meaning and interpretation of that educational issue.
Normative perspective: Students examine education in relation to differing value orientations and assumptions about schooling and education. Educational
issues, policies, and practices are examined in light of differing value positions and students engage in reflection and development
of their own values about education (Kubow & Fossum, 2007).
Critical perspective: Students develop the ability to question the contradictions and inconsistencies among educational values, policies, and practices.
How important are these Social Foundations of Education perspectives to teacher professional standards?
These perspectives are not only important to the development of pre-service and in-service educators but also central to the
professional standards promoted by the National Council for Accreditation of Teacher Education (NCATE) and the National Board
for Professional Teaching Standards (NBPTS). Thus, all preparation programs for prospective teachers and other professional
educators must include study in the Social Foundations of Education.
Principle #1: The educator has acquired a knowledge base of resources, theories, distinctions, and analytic techniques developed within
the humanities, the social sciences, and the foundations of education. That is, the educator has developed habits of using
this knowledge base in evaluating and formulating educational practice.
Principle #2: The educator understands and can apply normative perspectives on education and schooling. That is, the educator understands
and employs value orientations and ethical perspectives in analyzing and interpreting educational ideas, issues, and practices.
Principle #3: The educator understands and can apply critical perspectives on education and schooling. That is, the educator has developed
habits of critically examining educational practice in light of this knowledge base.
Principle #4: The educator understands how moral principles related to democratic institutions can inform and direct schooling practice,
leadership, and governance. That is, the educator understands how knowledge from Social Foundations of Education illuminates
the conditions that support education in a democratic society.
Principle #5: The educator understands the significance of diversity in a democratic society and how that bears on instruction, school
leadership, and governance. That is, the educator understands how social and cultural differences originating outside the
classroom and school affect student learning and how educational understanding includes sensitivity to human potentials and
differences.
Principle #6: The educator understands how philosophical and moral commitments affect the process of evaluation at all levels of schooling
practice, leadership, and governance. That is, the educator can articulate the moral and philosophical assumptions underlying
evaluation measures or processes.
COURSES IN SOCIAL FOUNDATIONS OF EDUCATION
Undergraduate Level
EDFI 4080: Education in a Pluralistic Society
Critical examination of the relationship between education and a democratic society. Survey of major theories, concepts, and
issues of contemporary education, with particular attention to culture and its importance to schooling. Development of a personal
philosophy of education informed by debates on multiculturalism and equity.
Graduate Level
EDFI 6000: Philosophy of Education
Philosophical examination of issues pertinent to educational theory and practice. Readings of influential work in classical
and contemporary philosophy, educational theory, and adjacent disciplines. Reading list varies depending upon the course focus.
EDFI 6010: Comparative Education
Comparative study and critique of the role of education in national and global development. Emphasis on the interrelationship
between cultural, economic, and political factors and the roles of education in selected developed and developing nations.
EDFI 6020: History of Education
Historical background of contemporary educational theory, practice, and reform. Emphasis on diversity of experience, institutional
development, and the relationship between social change and education. Students are encouraged to develop focused research
projects related to their professional and academic interests.
EDFI 6030: Cultural Studies in Education
An interdisciplinary introduction to the concept of culture and its relation to education; cross-cultural and international
education; globalization; text and language; immigration and displacement; human possibility, subjectivity and identity.
EDFI 7010: Comparative Higher Education
An international, cross-cultural examination and analysis of educational issues and reforms in higher education.
FREQUENTLY ASKED QUESTIONS ABOUT EDFI 4080: EDUCATION IN A PLURALISTIC SOCIETY
- Q: What is EDFI 4080?
A:In EDFI 4080, Education in a Pluralistic Society, you will study education and schooling from the perspective of its place in the larger society.
- Q: How much work to expect?
A: The amount of work to fulfill each requirement is roughly the same across all sections. This includes extensive reading and
writing assignments totaling at least 20 pages.
- Q: What are the main assignments?
A: All sections of EDFI 4080 have the same five key requirements consistent with the course learning outcomes.
1. Reflection and Inquiry Papers
2. Clinical Lab Experience: Cultural Ethnography Paper (Key Assessment)
3. Group Research Diversity Project
4. Final Examination (Key Assessment)
5. Class Participation and Attendance
- Q: Where can I find resources for the Group Research Diversity Project?
A: In addition to resources suggested by your instructor, you may find these helpful for your research:
o BGSU Electronic Journals
o The National Center for Educational Statistics
o National Association of State Boards of Education
o The White House: The Briefing Room (Hosted by whitehouse.gov)
o Statistical Abstract of the United States (Summary of statistics on education, social and political organizations in the US)
o U.S. Census Bureau-U.S. Statistics in Brief
o Ohio Department of Education
o US Department of Education
o US Department of Education Research and Statistics
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