Bachelor of Arts in Politics, Philosophy, and Economics with a Concentration
in Foundations of Education
The Foundations of
Education Concentration
The Foundations of Education
Concentration is one of four
specializations open to PPE
majors. It consists of five
courses that focus on
aspects of education. This
concentration is intended
for students who may wish to
pursue careers in teaching,
school administration, or
educational policy. It is
not, however, a
teacher-training program.
Students who take the
Foundations of Education
Concentration do not receive
teacher certification.
Instead, they receive
intensive preparation in
important ideas and skills
that most teacher training
in the United States
neglects. The students who
take this concentration
acquire the intellectual
foundation they need to
become the next generation
of leaders in American
education.
The King’s College
recognizes that the vocation
of teaching requires years
of preparation. In most
states, public school
teachers must earn a
master’s degree to receive
permanent certification.
While many colleges and
universities offer
full-scale undergraduate
degree programs in education
leading to temporary teacher
certification, King’s has
chosen a different approach.
We believe the best
undergraduate preparation
for teaching is a solid
grasp of the politics,
philosophy, and economics of
education, as seen through
the lens of historical
analysis.
The core curriculum and
the general PPE program
introduce students to the
way schools shape values and
foster citizenship.
State-based educational
systems carry out public
policies that reflect
political and economic
realities. For most of our
history in the United
States, education was almost
exclusively a local and
state concern, but in the
past half-century, the
federal government has
assumed a much larger role.
The Foundations of Education
Concentration equips
students to analyze
government policies at all
levels and to assess the
practical constraints as
well as the philosophical
ideals of the educational
enterprise.
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|
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Course |
Year |
Term |
Title |
Credits |
|
YEAR 1 |
|
|
|
|
CREDITS |
| ENG |
110 |
1 |
Fall |
College Writing I
|
3 |
| REL |
112 |
1 |
Fall |
Introduction to Old Testament Lit.*
|
3 |
| HIS |
111 |
1 |
Fall |
Western Civilization I
|
3 |
| URB |
110 |
1 |
Fall |
Introduction to the City*
|
3 |
| PHL |
110 |
1 |
Fall |
Logic*
|
3 |
| |
|
|
|
Fall Total |
15 |
| ENG |
120 |
1 |
Spring |
College Writing II
(ENG 110) |
3 |
| ECO |
110 |
1 |
Spring |
Introduction to Economics*
|
3 |
| HIS |
112 |
1 |
Spring |
Western Civilization II
|
3 |
| PHL |
112 |
1 |
Spring |
Philosophical Apologetics*
|
3 |
| MAT |
160 |
1 |
Spring |
Pre-Calculus*
|
3 |
| |
|
|
|
Spring Total |
15 |
| |
|
|
|
YEAR 1 CREDITS |
30 |
| |
|
YEAR 2 |
|
|
|
|
CREDITS |
| POL |
210 |
2 |
Fall |
Introduction to Politics
|
3 |
| ECO |
211 |
2 |
Fall |
Microeconomics*
(ECO 110) |
3 |
| MAT |
274 |
2 |
Fall |
Statistics
(MAT 160) |
3 |
| PHL |
213 |
2 |
Fall |
Classical and Medieval Philosophy
|
3 |
| ELC |
|
2 |
Fall |
Open Elective
|
3 |
| |
|
|
|
Fall Total |
15 |
| REL |
211 |
2 |
Spring |
Introduction to New Testament Lit.*
|
3 |
| POL |
215 |
2 |
Spring |
American Political Thought and Practice I
(POL 210) |
3 |
| ECO |
210 |
2 |
Spring |
Macroeconomics
(ECO 110) |
3 |
| PHL |
214 |
2 |
Spring |
Modern Philosophy
(PHL 213) |
3 |
| EDU |
251 |
2 |
Spring |
History of American Education
|
3 |
| |
|
|
|
Spring Total |
15 |
| |
|
|
|
YEAR 2 CREDITS |
30 |
| |
|
YEAR 3 |
|
|
|
|
CREDITS |
| SCI |
312 |
3 |
Fall |
Scientific Reasoning*
(PHL 110) |
3 |
| POL |
313 |
3 |
Fall |
American Political Thought and Practice II
(POL 210) |
3 |
| POL |
351 |
3 |
Fall |
Constitutional Law
(POL 216) |
3 |
| PHL |
361 |
3 |
Fall |
Ethics
|
3 |
| EDU |
351 |
3 |
Fall |
History and Philosophy of Education I
(ENG 120) |
3 |
| |
|
|
|
Fall Total |
15 |
| REL |
354 |
3 |
Spring |
Biblical Interpretation*
|
3 |
| POL |
315 |
3 |
Spring |
American Political Thought and Practice III
(POL 210) |
3 |
| POL |
312 |
3 |
Spring |
Enlightenment and Liberal Democracy
(PHL 213, HIS 112) |
3 |
| ECO |
311 |
3 |
Spring |
History of Economic Thought
|
3 |
| EDU |
352 |
3 |
Spring |
History and Philosophy of Education II
(ENG 120) |
3 |
| |
|
|
|
Spring Total |
15 |
| |
|
|
|
YEAR 3 CREDITS |
30 |
| |
|
YEAR 4 |
|
|
|
|
CREDITS |
| REL |
412 |
4 |
Fall |
Foundations of Judeo-Christian Thought*
(REL 112, REL 211) |
3 |
| POL |
452 |
4 |
Fall |
Political Economy
(ECO 211) |
3 |
| POL ELC |
|
4 |
Fall |
Politics Elective
|
3 |
| ELC |
|
4 |
Fall |
PPE Elective of Choice
|
3 |
| EDU |
451 |
4 |
Fall |
Education Policy
(ENG 120, POL 312) |
3 |
| |
|
|
|
Fall Total |
15 |
| ENG |
412 |
4 |
Spring |
Persuasive Writing and Speaking*
(ENG 120) |
3 |
| ECO ELC |
|
4 |
Spring |
Economics Elective
|
3 |
| PHL ELC |
|
4 |
Spring |
Philosophy Elective
|
3 |
| PPE |
451 |
4 |
Spring |
Senior Thesis
(Sr. Standing) |
3 |
| EDU |
452 |
4 |
Spring |
The Teaching Career
(EDU 251, EDU 351, EDU 352, EDU 451) |
3 |
| |
|
|
|
Spring Total |
15 |
| |
|
|
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YEAR 4 CREDITS |
30 |
| |
|
|
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TOTAL FOR DEGREE |
120 |
The first course in the
Foundations of Education
Concentration focuses on our
national experience, identifying
distinctive features of a nearly
400-year history of American
education—from the Mayflower
Compact to No Child Left Behind.
The next two courses examine the
history and philosophy of
education, surveying the
longstanding tradition of
classical education—from which
we derive the Western concept of
“the liberal arts.” It begins in
ancient Greece; travels through
the Augustan age of Roman
oratory; dwells on the formation
of Christian education in the
medieval period; surveys the
work of Renaissance and
Reformation thinkers; considers
the influence of Enlightenment
attitudes; and brings students
up-to-date in the modern, even
postmodern world. The fourth
course surveys education policy.
The fifth course explores the
challenges of the teaching
career. Those who aspire to
become teachers must develop
both intellectual and
psychological strategies to deal
with unmotivated and distracted
students, administrative
straight-jackets, union
politics, and numerous other
obstacles. The teacher trained
in foundations of education
knows how to navigate this
iceberg-laden sea.
Other non-concentration students are also welcomed (and strongly encouraged)
to register for any of the history, philosophy, or policy courses in education
(all but the final course, The Teaching Career), since each of these courses
offers valuable insights into the honorable yet troubled institution of American
schools. Anyone who wishes to be an informed citizen (and someday parent) would
benefit from taking The History of American Education, to understand our present
circumstance—and what we can do about it. The History & Philosophy sequence (I:
Ancient & Medieval and II: Modern) are stand-alone courses, for those interested
in the distinctive features of those respective educational epochs. And,
finally, the Education Policy course offers an in-depth analysis of policy
matters focused on American education over the past century.
Four PPE Electives: At least one elective must be chosen in each of
the three disciplines; the fourth one is at the discretion of the student in
consultation with his/her advisor
Politics Electives: POL 451 Civil Rights <POL 315; POL 351>; POL 352:
Public Policy <ENG 120; POL 312>; POL 452: Statesmanship <POL 312>; POL 454:
American Foreign Policy <HIS 112; POL 315>
Philosophy Electives: PHL 412: Theories of Human Nature <REL 211; PHL
110>; PHL 351: Culture & Aesthetics
Economics Electives: ECO 453: The Global Economy <ECO 210; ECO 211>;
ECO 451: Public Choice <ECO 211>
Open Electives: These slots can be filled with any elective, a
concentration, up to two internships or any combination of the aforementioned
* These courses are offered in both the Fall and the Spring, students may
take them in either semester.
** Courses in bold (POL 210 and ENG 120) must be taken at King's. No transfer
credit accepted.
While the Bachelor of Arts program in Politics, Philosophy, and Economics
with a Concentration in Foundations of Education may be started at the beginning
of any semester, students should be aware that not all courses will be offered
each semester.
While completing this course of study, the following
requirements must be met:
- No fewer than 60 of the
semester hours of course work
must be earned at The King’s
College, and these 60 hours of
credit must include at least
48 semester hours which apply
to this degree.
- The successful candidate
for this degree must have a
cumulative GPA of 2.00 in all
work completed at The King’s
College. In addition, all
students must maintain at
least a 2.0 cumulative GPA in
the courses that are a part of
the Common Core.
- A student must obtain a
grade of C or higher in both
ENG 110, College Writing I,
and ENG 120, College Writing
II, within his first three
semesters of attendance.
Failure to do so will result
in dismissal from the College.
- The successful candidate
must satisfactorily complete
all the requirements for
Interregnum.
- The successful candidate
for the BA degree must obtain
approval for graduation from
the Office of the Registrar
and upon vote of the faculty.
