I. Program Affiliation: Agricultural and Extension Education
Course Number and Title: AGED 5053
Philosophy of Agricultural and Extension Education
Catalog Description: An examination and analysis of social and economic events leading to the establishment and maintenance of federal, state, county, and local agricultural education programs. I, II, S on demand, lecture - 3 hours per week, graduate standing.
Prerequisites: Graduate Standing
Professor: George Wardlow, Associate Professor301B AGRI, 575-2035
II. Relationship to the knowledge base: Basic - Substantive; Advanced - Foundation.
This course is designed primarily for in-service teachers and extension agents, or for fifth-year MAT students in their internships. It focuses on the historical and philosophical foundations of agricultural and extension education as a basis for program planning and development.
1. To develop an understanding of the historical and philosophical concepts which underlie the development of Agricultural Education and Extension Education, prior to the Douglas Commission Study and Report of 1906.
2. To develop an understanding of the historical and philosophical concepts which relate to the impact of the proportional decline of the rural population and the increased need for rural and agricultural sector productivity relative to the need for Agricultural Education and Extension Education from 1906 to 1963.
3. To understand the philosophical concepts related to the continuing need for Agricultural Education and Extension Education with abundant agricultural production, small rural populations and large urban population from 1963 to present and beyond.
Upon completion of this course, students will be able to:
1. Explain the historical and philosophical concepts in the development of Agricultural Education and Extension Education.
2. Explain the historical and philosophical concepts related to the impact of the proportional change in the rural and urban populations, and the need for Agricultural Education and Extension Education from 1906 to 1963.
3. Explain the historical and philosophical concepts related to the continuing need for Agricultural Education and Extension Education in expanding agricultural production and agricultural sciences given shifts in population demographics from 1963 to the present, and beyond.
1. Unit One
a. Unit One Objective: To understand the philosophical concepts in the development of Agricultural and Extension Education prior to the Douglas Commission Study and Report of 1906.
b. Learning Techniques: Lecture, Class Discussion, Panel Discussion, Individual Readings (the following are examples).
1: "A Philosophy Primer for Agricultural Educators" by Gary Moore. The Agricultural Education Magazine
2: Excerpts from Plato's The Republic "Ideal State and Cave Discussion" by Desmond Lee.
3: Wealth of a Nation by Adam Smith
4: Olde De Luder Act
5: Reading from Vocational and Practical Arts Education. by Roy W. Roberts.
6: "Adult and Continuing Education" by Ralph Brockett, et al. Phi Delta Kappa.
7: Young Farmer Education in Vocational Agriculture by James C. Atherton. University of Arkansas Bulletin.
8: "A History of Agricultural Extension Work in the United States - 1785 to 1983" by Alfred Charles True.
a. Unit Two Objective: To understand the philosophical concepts related to the impact of declining rural population and the need for Agricultural and Extension Education from 1906 - 1963.
b. Learning Techniques: Lecture, Class Discussion, and Individual Readings.
1: "A History of Agricultural Extension Work in the United States, 1785-1923." by Alfred C. True.
2: Education for a Changing World of Work.
3: 1963 Vocational Education Act
4: The Smith Lever Act of 1914.
5: "Report of the Committee of the Federal Extension Staff on the Scope of Extension's Educational Responsibility, 1946." (Kepner Report)
6: "A Statement of Scope and Responsibility - The Cooperative Extension Service Today."
3. Unit Three
a. To understand the philosophical concepts related to the continuing need for Agricultural and Extension Education with abundant agricultural production, small rural population, and large urban population from 1963 to present.
b. Learning Techniques: Lecture, Class Discussion and Individual Readings.
1: 1963 Vocational Education Act
2: Carl Perkins Act and Amendments
3: The Unfinished Agenda
4: Handbook on Agricultural Education in the Public Schools. by Lloyd J. Phipps and Edward W. Osborne.
5: Alternative to a Decadent Society by James A. Rhodes.
6: A People and a Spirit
7: Extension in the 80's: A Perspective for the Future of the cooperative Extension Service.
8: Geassler, Mitchell. "Extension in Transition: Bridging the Gap Between Vision and Reality".
9: FY 1987 Priorities for Research, Extension and Higher Education: A Report to the Secretary of Agriculture.
10: Rasmussen, Wayne D. and R. J. Hildreth. "The USDA Land-Grant University System in Transition."
11: Mawby, Russell G. "Agricultural Scotoma: A Limiting Vision of the Future."
A. Written papers over selected aspects of historical and philosophical events and issues. 40%
B. Unit Examinations. 20%
C. Final Examination. 40%
D. Attendance.
Understanding philosophy about one's profession and developing a philosophy for one's self requires participation in scholarly discussions with peer professionals. Students are expected to be diligent in their studies and regular in their class attendance. Students have the responsibility of making arrangements satisfactory to the instructor regarding all cases of being tardy or absent. Policies of making up work missed as a result of being tardy or absent are at the discretion of the instructor.
A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = below 60%
The University of Arkansas Academic Honesty Policy, as stated in the Graduate School Catalog, will be fully adhered to in this course. It is the responsibility of each student to be aware of and follow the policy.
Several readings are listed above. These serve as key articles in establishing the context and content for the course. Several of them are available from the class resource file (see instructor), and others are available through the library. There will be additional resources used which are not listed above. These will be available either in class resource file, the library, or provided as class handouts. Students are encouraged to seek and utilize additional resources which could enhance their learning experiences.
While expecting each document to be read is unrealistic, students are expected to read as many as is necessary to provide the background for participation in class discussions and for the class assignments.