Fall 2019 - EDUC 327 D100
Self, Psychology and Education (3)
Class Number: 5788
Delivery Method: In Person
A critical examination of theoretical and empirical programs of inquiry in educational psychology that are concerned with the self (e.g., self-esteem, self-concept, self-directed or self-regulated learning). Students will participate in a wide-ranging seminar that considers topics such as the relationship between personal and social being, historical perspectives on the self, the formation of social identity, the roles of memory, imagination, and narrative in selfhood, the development of agency and self, and education and personhood.
The purpose of this course is to promote critical consideration of the role of psychology in education with respect to issues of selfhood, personhood, and identity. Students in this course will participate in a wide-ranging seminar that considers topics such as: historical conceptions of the self; the relevance of psychological conceptions of the self to views of education and citizenship; the rise of psychology’s influence in educational contexts; perspectives and debates related to psychological features such as self-esteem and self-regulated learning; and psychology’s impact with respect to conceptualizing and studying issues of culture and identity in school and society. Understandings gained from such exploration will be applied to a critical consideration of theoretical and empirical programs of inquiry in educational psychology, especially those in the areas of self-esteem and self-regulated learning. Possible implications for classroom practice will be highlighted and debated, as will the broader roles of education and schooling within past and contemporary societies, especially with respect to the development of persons.
Students are required to attend classes, complete readings prior to class, and participate in discussions. Grades will be derived from marks given for student participation (/6); weekly preparation of brief summaries of readings (/15); and three take-home writing assignments (the first is /10; the second is /20; and the third is /30). The total achieved out of 81 marks will be rounded up to the nearest percentage.
Note: In the first class of the semester, important themes and their historical context are detailed in ways that set the foundation for the course. This material is not contained in the readings. It is strongly advised that students attend this first class. Students who do not will be at a significant disadvantage.
Sugarman, J. (Compiler). Courseware: Education 327 – Self, Psychology, and Education. (required)
The courseware contains those readings not available on-line.
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