Fall 2019 - EDUC 100W D100
Selected Questions and Issues in Education (3)
Class Number: 5794
Delivery Method: In Person
Course Times + Location:
Th 11:30 AM – 2:20 PM
1 778 782-4453
An introduction to a small but representative sample of basic questions and issues in education. Students will examine questions relating to: the concept or idea of education; learning and the learner; teaching and the teacher; and more generally, the broader contexts of education. This course also introduces students to different ways of exploring educational questions and issues from philosophical and critical analysis, to historical and cross-cultural studies, to empirical research. Cannot be taken for credit by students with credit for 300 and 400 level education courses. Writing/Breadth-Humanities.
This is an introductory course, which explores questions and issues in education, which connect to ways of being, knowing and learning. We will explore a holistic approach, which includes kinesthetic, tactile, visual, auditory, somatic and emotional intelligences. Educational issues will draw from the lived curriculum, cultural, philosophical, aesthetic, and ecological concerns in connection to understanding and perceiving the world. Emphasis will be given to engaging in your own inquiry as a way of investigating the relationship between the personal and the universal and growth and transformation. The class will take advantage of various sites for learning including galleries, performances, guest educators, and the natural world. Details to follow.
COURSE-LEVEL EDUCATIONAL GOALS:
The goals of this class are to probe and extend the way education has been construed and challenges and encourages the student to connect his/her own lived inquiry to ways of knowing which encompass a holistic understanding. A variety of educational philosophies will be examined and the student will be encouraged to expand his/her way of excavating and articulating knowledge and wisdom. It is the hope of this class that students will more deeply connect to education as a place of discovery and a site to unfold their own passions. This class encourages embodied, performative and arts-based approaches to writing.
- Attendance/Participation 15%
- Oral Presentation in Groups 25%
- Writing Narrative 20%
- Final Project in Connection to Ways of Knowing 40%
There will be non-classroom activities as visits to Surrey Art Gallery, outdoor spaces including Holland Park, Green Timbers Urban Forest and Surrey City Hall. More specifics will be on the syllabus. These will be during class times.
There may be a fee if we attend a performance.
Details on assignments will be handed out on the syllabus in class. Since this class has an experiential component, attendance is of utmost importance.
J. Miller, M. Binder, S. Crowell, K. Nigh, B. Novak, (Eds.). (2018). The international handbook in holistic education. Abingdon, UK: Routledge.
Chambers, C., Hasebe-Ludt, E., Leggo, C., & Sinner, A. (Eds.) (2012). A heart of wisdom: Life writing as empathetic inquiry. NY: Peter Lang.
SFU’s Academic Integrity web site http://www.sfu.ca/students/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
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS