The area of social and cultural foundations is not a "program" in the same sense as many other areas of study in education. It is not organized around training people for certain professional positions. There is no such thing as a certificate of educational humanity and historical humility. The number of people seeking to become scholars of history and philosophy of education is bound to remain few. Nonetheless, the area of social and cultural foundations is central to education. It is the liberal arts dimension of the field. It raises and addresses fundamental questions about the meaning, purpose and significance of education in culture and society. As such its significance lies not in its status as a "program," but in the perspectives it brings to all work in education.

Social and Cultural Foundations is a concentration within the Area of Educational Leadership and Policy Studies in the College of Education at the University of Washington.

In the field of foundations we study the subject of education from the perspective of the liberal arts.  At the University of Washington, History and Philosophy are the core disciplines we bring to this work. 

Students and scholars of the History of Education approach the subject in a variety of ways.  They may study the history of educational ideas or the history of educational practices within and among different social groups.  They may understand the concept of education broadly, as “the transfer of culture,” or they may focus more narrowly on education as institutionalized in schools. In any case, historians analyze education in context, considering its significance in a particular place and time.

 

Students and scholars in Philosophy of Education pursue a variety of different questions and topics.  These include questions about the nature of knowledge and understanding (epistemology and hermeneutics), about education and the achievement of certain social aims and values (political and moral philosophy), and about the meaning of certain common educational notions and concepts such as “social justice,” “democratic education,” “bullying,” and the “achievement gap.” Philosophers tend to think of education as something much broader than “schooling.”

Students in social and cultural foundations develop individualized courses of study with their advisor, depending on their skills, knowledge and interests. This will include coursework in other departments of the University and other areas of the College of Education, as well as in social and cultural foundations.  For example, in addition to doing core work in History and Philosophy, students have developed cognates in women’s studies, ethnic studies, law, policy studies, political philosophy, cultural studies, cognitive studies, and multicultural education.  In addition, all students must take coursework in research methods.  For Ph.D. students this includes a required two-quarter “Inquiry Course” that meets Friday mornings from 8:30 to 10:50 a.m. 

The Master of Education (M.Ed.) provides intermediate-level graduate training which enhances professional knowledge and prepares the students for further graduate study, if desired.

The Doctor of Philosophy (Ph.D.) emphasizes research and scholarly production of new knowledge.