Fall 2017 - EDUC 823 G032

Curriculum and Instruction in an Individual Teaching Speciality (5)

Class Number: 7549

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.


Meeting Dates:
Sep 15/16, 29/30
Oct 13/14, 27/28
Nov 17/18
Dec 1/2

Fridays: 4:30 - 9:00 pm
Saturdays: 8:30 am - 4:30 pm

Location: SFU Surrey Campus, Room 3270

The course begins by exploring philosophical, historical and developmental influences on curriculum and instruction. Selected readings aim to highlight the persistent conflicts that underlie claims about the purpose of education and, thus, the most appropriate forms of education. Students will be encouraged to investigate these different perspectives and the educational issues they provoke in relation to their own educational practice or teaching specialty and with reference to the newly revised B.C. Curriculum. The course then focuses on Imaginative Education (IE). Students will consider how the theory of IE relates to the other perspectives they have been discussing as well as what makes it distinct. Students will explore theoretical and practical implications of IE for curriculum theory in general and in relation to their teaching areas/the B.C. Curriculum specifically.


This course has two central objectives: to provide students with knowledge of important philosophical, historical, and developmental influences on curriculum and instruction, and to provide detailed knowledge of Imaginative Education (IE) in theory and in practice.



(a detailed outline of assignments will be provided during the first class meeting)

  1. Group and class work. Throughout the course students will be responsible for completing various in-class assignments including, for example, leading a discussion, and introducing core IE concepts. Because students are expected to actively participate in all small and large group activities, attendance in all classes is essential.
  2. Analytical paper. Students will be expected to write a short analytical paper (due mid-term) that analyzes a theoretical or practical curricular issue of their choice in light of course themes/readings/discussions/activities.
  3. Theoretical application: IE Curriculum Design. Students will outline two teaching units that demonstrate understanding of the principles of IE and of the teaching templates based on these principles. All students will be expected to bring well-developed drafts of their work to class for peer-editing/feedback. Students will also be responsible for a final presentation of their work including teaching some part of one of their IE units to the class.



Egan, K. & Judson, G. (2015) Imagination and the Engaged Learner: Cognitive Tools for the Classroom. (New York: Teachers’ College Press).
ISBN: 978-0-8077-5712-3

Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. University of Chicago Press: Chicago.
ISBN: 0-226-19039-0

Judson, G. (2015) Engaging imagination in ecological education: Practical strategies for teaching. Vancouver, B.C.: UBC Press.
ISBN: 978-1-926966-75-5

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html