Fall 2019 - EDUC 901A G001

Seminar in the History of Educational Theory A (3)

Class Number: 1120

Delivery Method: In Person


  • Course Times + Location:

    Sep 3 – Dec 2, 2019: Wed, 4:30–7:20 p.m.

  • Corequisites:

    EDUC 901B.



The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice.


This double-load doctoral seminar (EDUC 901 A and B) is conceived of as a sustained inquiry into ideas, notions, theories, and practices that have animated the history of education. For us as current educational practitioners in various locations of teaching, coaching, guiding, mentoring, and administering, such inquiry is a critical undertaking today. For, whenever social life appears in states of crisis, there arises a need to shift our conceptions of who we are and what our relationships are to the human and more-than-human lifeworlds. Hence, education becomes the site of dialogue and practice-driven experiment in aims of education, meaning and purpose, nature of knowledge, worldviews, and moral values.


1)     Consider historically, philosophically, contemplatively, and phenomenologically the modes of relational consciousness that are relevant your professional and personal practices;
2)     Understand your doctoral inquiry within the streams and currents of ideas about living in the human and more-than-human-world;
3)     Explore reflexivity though dialogic practices of self-with-other apperception.


  • 1. A brief history of an educational idea that informs your practice. Consider some alternate versions of this idea and how they function and take form. 30%
  • 2. Class presentation based on a selected course reading. 20%
  • 3. Major paper that addresses the course themes germane to your anticipated doctoral research. Details for this assignment will be delineated in class. 50%



All the readings and other AV materials required for this course will be made available or locatable to course participants.


A list of recommended readings and AV materials will be supplied to students.

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://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