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A Comic (Book) Tale of Defending Educational Studies","","Explores why educational foundations remain essential in teacher preparation and how faculty defended their place in the curriculum. Through a summer 2009 faculty senate vignette, the text recounts building support for a new Foundations department amid “why” challenges about standards and “luxury” courses. It also connects this struggle to the Action Philosophers comic series, framing philosophy as action and highlighting practical, day-to-day value for teachers and society.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/action-foundations-a-comic-book-tale-of-defending-educational-studies/599653/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/action-foundations-a-comic-book-tale-of-defending-educational-studies/599653.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why do the authors emphasize the relevance of educational foundations to classroom work?","Question",{"text":111,"@type":112},"They argue that philosophy, history, and sociology of education are necessary and meaningful for students’ teaching practice, even when students question the need for such courses.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What key event helped establish the Department of Foundations, Social Policy and Research?",{"text":116,"@type":112},"A faculty senate vote in the summer of 2009, made possible after persuading colleagues and administrators despite concerns about fitting “luxury” courses into the curriculum.",{"name":118,"@type":109,"acceptedAnswer":119},"How do the authors use the Action Philosophers comics in their argument?",{"text":120,"@type":112},"They draw inspiration from how the comics present philosophers as movers and shakers, using an action-oriented, engaging genre to connect students with foundational ideas.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},599653,1792089190,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":46},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Action Foundations! A Comic (Book) Tale of Defending Educational Studies  \nIsabel Nuñez and Pamela J. Konkol, Concordia University Chicago  \nIntroduction: A Vignette  \nIt was the summer of 2009. The Faculty Senate meeting room was surprisingly full, considering that so many of our colleagues had already left campus for their vacation destinations, and unsurprisingly stuffy, considering the time of year. At least our glistening faces and occasional handkerchief swipes didn’t look too conspicuous.  \nThe Senate was voting on our proposal that day, which had been a full year in development. What began as an idealistic notion discussed among friends in different parts of the College was now a meticulously thought-out plan, with support from administration and the involvement ofmany more faculty than we’d originally envisioned. We’d laid it out carefully in amemo, and our spokesperson that day was so eloquent and persuasive that we found it hard to believe when she later said she’d been nervous. All we needed now were the votes.  \nFinally the Chair called the question. If we had been watching the scene on television rather than as guests in the meeting, we probably would have grasped hands—maybe even shut our eyes. The proposal was moved and seconded, and it was clear to even our worried ears that the ayes were louder than the nays. The Department of Foundations, Social Policy and Research was born!  \nWhen defending educational foundations, we sometimes find ourselves responding to the question of “why?”—often phrased, “But WHYYYYY do we have to take a class on this stuff??? (We want to take more methods!) .” As distressing as this can be for teacher educators whose own work reveals rather a marked fondness for both the social and philosophical foundations, it is nevertheless necessary for us to convince our students that the philosophy, history, and sociology of education are relevant and meaningful to their work in the classroom. This is a struggle with which we’ve been engaged since 2006 when both of us started work at our institution (the same week, in offices just across the hall from each other’s) . We are usually successful with our students, or they know well which sides of their grades are buttered. (Which side of the bread their grades are on? Who butters their grades? You get the idea.)  \nIf only it was our students alone we needed to convince. The past seven years we’ve also needed to defend the necessity and utility of the range of foundations of education to many of our colleagues among the college faculty and administration. Their “why” questions are similar:“how can we make room in the curriculum for these ‘luxury’ courses when we have to meet the standards?”(whatever standards those might be) . This task can be more challenging (no grades to butter), but we did persuade enough of our University colleagues to make that Senate vote in the summer of 2009 possible. It has been an interesting journey, with both hills and valleys, and one we are glad to be traveling together.  \nIt is the story of these travels that we would like to share in this article, and, in the spirit of hope and optimism, we decided to begin with the most inspiring moment of that tale: the birth of the new foundations department at a time when this area was under fire throughout the field of education. (Not that the assault has let up at all, as evidenced by the need for this special issue.) Reflecting on our particular institutional experience of defending the foundations, it strikes us that there are a couple of related ideas that have guided and influenced us along the way: one around putting our principles into action, and the other about the immense practical value of the foundations for day-to-day life—whether as a teacher or otherwise.  \nWe also continue to be confronted by the question of “why,” and very often in the way illustrated by the example above: a stance, whether prosodic, dispositional or both, that can only be described as “whiny.","cbCaijmr3pd1Ks92","https://ap.wps.com/l/cbCaijmr3pd1Ks92","pdf",521416,13,"English","# Introduction: A Vignette\n## Defending educational foundations against “why” questions\n## Using comic-book approaches to engage students\n## Philosophy as action and practical applications","[{\"question\":\"Why do the authors emphasize the relevance of educational foundations to classroom work?\",\"answer\":\"They argue that philosophy, history, and sociology of education are necessary and meaningful for students’ teaching practice, even when students question the need for such courses.\"},{\"question\":\"What key event helped establish the Department of Foundations, Social Policy and Research?\",\"answer\":\"A faculty senate vote in the summer of 2009, made possible after persuading colleagues and administrators despite concerns about fitting “luxury” courses into the curriculum.\"},{\"question\":\"How do the authors use the Action Philosophers comics in their argument?\",\"answer\":\"They draw inspiration from how the comics present philosophers as movers and shakers, using an action-oriented, engaging genre to connect students with foundational ideas.\"}]","Action Foundations! A Comic (Book) Tale of Defending Educational Studies | PDF"]