The purpose of this study is to examine the general framework of Sidney Hook’s philosophy of education. It will give special attention to Hook’s Education for Modern Man, his primary work on his philosophy of education, though it will also include additional relevant articles. It provides a conceptual analysis of Hook’s writings on his general philosophical framework as it pertains to education. Building from this framework, it will next examine the `meta-curriculum’ proffered by Hook (i.e., his concepts of subject matter and fields of study). From this meta-curriculum, he built his conceptualization of a model curriculum of study for students. It is in this regard that we move beyond the text and provide a conceptual review of Hook’s later critique of the controversy that surrounded Stanford University’s modification of its course in Western Civilization. This is done as much as it is apropos to the matter at hand, viz-a-viz, specific curricular suggestions and interpretations, but also as it provides both a conceptual and temporal framework within which to review Hook’s attitudes towards curriculum. As Hook provides us with his thoughts on subject matters in general and specific curricula in particular, it also makes sense to review his thoughts on instructional methods as they relate to the curriculum, meta- or otherwise. This conceptual analysis will focus upon his views on method of instruction as well as his thoughts on what makes a `good teacher.’ To more fully understand Hook and his philosophy of education, it would follow that one should not only review Hook’s own materials but also study various assessments of his thought. This material provides a foundation for a conceptual analysis of these various critiques and assessments of his work, the next segment of this study. Up to this point, this investigation has primarily provided conceptual analyses – and at times, temporal analyses – of various aspects of Hook’s `philosophy of education.’ A contention of this work, however, is that Hook’s philosophy remains just as valid today. To that end, this study shall conclude with an analytical discussion of the `Hypothetical-Hook.’ This Hypothetical-Hook provides the opportunity to examine contemporary issues in education. This study provides the contextual basis for the `Hypothetical-Hook’ and illustrates the model through the use of examples specifically relevant to today in an effort to find guidance on how to approach these issues in a contemporary world. The work will conclude with a discussion of how the Hypothetical-Hook may remain relevant in scope beyond the temporal experiences of Hook’s own time and even of today.
Networked Digital Library of Theses and Dissertations