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Philosophy is proved to be blended into
California's pluralist training. The official handbook for a
teaching credential shows the application "develops each teacher's
knowledge and understanding of ethics and philosophy..." to "explore
and use exemplary and innovative curriculum practices."
(19.5)
This section would be better understood after
reading what is undermining the "philosophy
in pluralism" classes.
Social Science Teacher
Preparation in California:
Standards of Quality and Effectiveness for Subject Matter Programs
A Handbook for Teacher Educators & Program Reviewers 2003
Standard 18: Ethical Perspective
The program develops each prospective teacher’s knowledge and
understanding of ethics, philosophy and the role of religion in
human experiences as outlined in the [California State Standards which
includes "critical thinking"
techniques].
Required Elements
18.1 Each prospective teacher compares and contrasts the
ethical, philosophical and religious ideas and beliefs in the
major western and non-western cultures.
18.2 Each prospective teacher analyzes the role of religions in the
formation and evolution of American society and culture, including
issues specific to California.
18.3 Each prospective teacher demonstrates an understanding of
scientific and religious perspectives on controversial issues.
18.4 Each prospective teacher understands the place of religion,
philosophy, and ethical beliefs in American public education as
defined by Constitutional principles and local, state and federal
laws.
Standard 19: Teaching and Learning History/Social Sciences
The program exposes prospective teachers to a variety of teaching,
learning, and assessment strategies that are appropriate to
history/social science, including the appropriate use of
instructional technology. Prospective teachers reflect on themselves
as learners and explore ways in which historical and social
science content and skills are conceived and organized for instruction
as found in the History-Social Science Content Standards for
California Public Schools: Kindergarten through Grade Twelve (1998)
for grades 6 – 12, and the History-Social Science Framework for
California Public Schools: Kindergarten through Grade Twelve (2001).
Required Elements
19.1 The program provides opportunities for prospective teachers to
learn how historical and social science content is conceived and
organized for instruction.
19.2 The program provides opportunities for prospective teachers
to reflect on different learning styles and their pedagogical
implications for the teaching of history and the social sciences.
19.3 Each prospective teacher participates in discussions, debates,
demonstrations, individual and group projects, cooperative learning
activities, lectures, and other effective and appropriate approaches
to learning history and the social sciences. [Many of the professors
in the pluralist article give lectures.]
19.4 Each prospective teacher explores and uses various kinds of
technology that are appropriate to the study of history and the social
sciences.
19.5 Faculty development programs enable subject matter faculty
to explore and use exemplary and innovative curriculum practices
related to this standard.
19.6 The program exposes prospective teachers to a variety of
assessment strategies to measure content, application and
interpretation of that content.
***
http://www.ctc.ca.gov/educator-standards/SSMP-Handbook-SocialScience.pdf
http://www.ctc.ca.gov/default.html
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