COURSES OF INSTRUCTION. PHILOSOPHY. HERMAN HARRELL HORNE, Ph.D., Professor of Philosophy, Dartmouth College. CHARLES HENRY RIEBER, Ph.D., Associate Professor of Logic. GEORGE PLIMPTON ADAMS, M.A., Instructor in Philosophy. Professor HORNE. 1. Introduction to Philosophy. It is the purpose of this course to introduce students in a nontechnical way to the general problems of philosophy, and to suggest their possible solutions. The methods used will be by lectures and informal discussions. References will be given to the literature of the subject. It is desirable, but not required, that students who enter this course should have done some reading in philosophy. It will help to have taken one or two elementary college courses in psychology and logic. The following list of topics will indicate the outline of the course for its thirty meetings: I. Preliminary. The Nature of Philosophy, The Relation of Philosophy to II. The Problem of the Nature of Being (Ontology). Dualism (and Pluralism), Materialism, Idealism, Agnostic III. The Problem of the Explanation of Being (Cosmology). IV. The Problems of Knowledge (Epistemology). 1. The Nature of Knowledge. Phenomenalism, Realism (and Pragmatism). 2. The Origin of Knowledge. Empiricism, Rationalism. V. The Philosophy of Life. 2 units. M Tu W Th F, 2. 1 Philosophy Building. 2. Formal Logic. Mr. ADAMS. This course will deal in an elementary way with the general character of the thinking process. Special attention will be given to the interpretation of propositions and to the analysis of logical arguments. The course covers essentially the ground of Philosophy 1, of the regular session. 2 units. M Tu W Th F, 10. 3 Philosophy Building. 3. Theory of Knowledge: Logic as the Method of Truth. Associate Professor RIEBER. Based on a study of the logical doctrines of Plato and Aristotle, Spinoza and Leibnitz, Fichte and Hegel, Lotze, Bradley, and Bosanquet; development and criticism of the leading theories of knowledge, aiming at a constructive result. Open only to students who have had courses in Elementary Logic and the History of Philosophy. 2 units. M Tu W Th F, 10. 2 Philosophy Building. 4. History of Religions. Mr. ADAMS. An outline of the development of religious conceptions and practices with chief attention to the religions of the Semites, Indians and Greeks, and Christianity. Selections from the Old Testament, from the religious hymns and writings of India, and from Greek Literature constitute the greater part of the reading, which is all done in translation. 2 units. M Tu W Th F, 9. 3 Philosophy Building. EDUCATION. EDWARD LEE THORNDIKE, Ph.D., Professor of Educational Psychology, Teachers' College, Columbia University. HERMAN HARRELL HORNE, Ph.D., Professor of Philosophy, Dartmouth College. WINFIELD SCOTT THOMAS, A.B., Assistant Professor of Education, and Examiner of Schools. 1. Psychology and Educational Theory. Professor THORNDIKE. This course will provide students of psychology and of education with an outline of present knowledge of human mental development. The topics discussed will include the following: Instincts and Capacities, Interests, Habit, Abstract Thinking, Sense Training, Imagery and Memory, Selective Thinking, Movement and Motor Training, Conduct, Individual Differences, Exceptional Children, Mental Inheritance, Sex Differences, Growth, The Influence of Special Training, Theories of Mental Development. 2 units. M Tu W Th F, 8. 1 Philosophy Building. 2. Psychology and Educational Practice. Professor THORNDIKE. This course will provide teachers, principals and superintendents of schools with an introduction to recent scientific studies of teaching and school administration. The topics will include the following: A. The Psychology of the School Subjects. Reading, Writing, Spelling, Arithmetic, Drawing, and B. The School and the Community. Measurements of Educational Work, Types and Varia- M Tu W Th F, 9. 1 Philosophy Building. 3. Educational Applications. Professor HORNE. The aim of this course is to present such well-accepted principles and to discuss such important problems in the field of education as will be of value to the citizen, parent, and member of school board, as well as to the teacher. Lectures and informal discussions will be used. References will be given to the literature of the subjects discussed. Students will be encouraged to use their own observations and to think independently on educational matters. The topics will be treated simply and only an interest in educational questions will be presupposed. Certain applications will be made to educational problems of philosophical, biological, social, and psychological principles. The following topics indicate the nature and scope of the work during the thirty exercises: Pragmatism and Education; Heredity and Education; Environ ment and Education; Will and Education; The Home and the School; The Church and the School; The Way to Study; The Art of Telling a Story; The Art of Questioning; The Method of Socrates; Jesus as a Teacher; The Pedagogy of Herbart; The Method of Teaching; Illustration and Criticism of Method; The Qualifications of the Teacher. 2 units. M Tu W Th F. 3. 1 Philosophy Building. 4. History of Education, Modern Period. Assistant Professor THOMAS. With special reference to American Education. Lectures, readings, reports. 2 units. M Tu W Th F, 2. 107 California Hall. 5. Secondary Schools. Assistant Professor THOMAS. Consultation for the discussion of questions relating especially to California High Schools, for principals, teachers, and prospective teachers. 2 units. M Tu W Th F, 3. 107 California Hall. School Hygiene. Dr. HOAG. For a description of the course see Hygiene 1, page 56. Medical Inspection in Schools. Dr. HOAG. For a description of the course see Hygiene 2, page 56. COURSES IN OTHER DEPARTMENTS. The following courses offered by other departments will be found to have special interest for teachers: Geography and History of Mexico. Lectures in Spanish. See History 3. The European Background of American History. See History 5. Señor CHAVEZ. Assistant Professor BowMAN. |