Fall 2019 - EDUC 921 G001

Seminar in Philosophy and Educational Theory (3)

Class Number: 1156

Delivery Method: In Person

Overview

  • Course Times + Location:

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

Description

CALENDAR DESCRIPTION:

Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making. Students with credit for EDUC 831 may not take this course for further credit.

COURSE DETAILS:

This course proposes to explore various understandings of, and historical developments in, epistemology while also tracing how conceptual foundations filter into curricular design and instructional practices. It seeks to explore theory and form while asking questions about context, metaphysical and axiological underpinnings, the challenges of objectivity and relativism, the potentially untenable separation of ontology, the range and limits of adopted metaphor, and much more. The field is diverse and growing, as such, participants will be expected to read widely, to contribute actively to class discussions, and to develop their ability to think theoretically about epistemological issues of practical significance in their professional lives.   

Throughout the course we will be concerned with understanding the metaphors, contexts, and even values that underlie competing theoretical claims, to explore and better understand the varied epistemologies in circulation today (e.g. a tiny, but not limiting list might include: feminist, standpoint, Indigenous, constructivist, naturalistic, relational, virtue, idealist, place-based, values, pragmatic, social, poststructural, historical, empiricist, etc.) and to examine the roles of teachers, administrators and learners as a result of any particular theory of knowledge.  The fields of philosophy and philosophy of education are currently rich in varied and often conflicting and interconnecting theories of truth, what knowledge is, how meaning is made, the role of the material world, and much more.  And yet the form of enacted pedagogy can often run as an incomplete compliment to the espoused theories.  One focus for the course might be interrogating curriculum, pedagogy, and assessment conceptions as they are enacted in order to determine their consistency or deviation from any particular epistemic assumptions. A second focus might include how concepts of knowing and meaning change through various commitments to self, others, and the more-than-human world.  Any particular foci will likely be generated by the course participants themselves and the instructor encourages that kind of engagement in both the design and content thereof.

The Class will meet Mondays at Harbourcentre (Rm: 2290), from 16:30-19:20
Please Note: The class will spend one weekend (Oct. 4th-6th) in a cabin in Tetrahedron Provincial Park.  This will be discussed extensively prior to the journey but participants should prepare themselves to be away from approximately 16:00 Friday until about 16:00 on Sunday.[*]  The exact times will be figured out in class.
Also: There will be no classes on Sept. 30th (Instructor is at the faculty retreat), Oct. 14th (Thanksgiving), and Nov. 11th (Remembrance Day)
And: given the weekend and the expanded teaching hours that result we will likely not have classes in December.  We will talk more about this during the first meeting.

[*] This “field trip” will allow us to explore the concepts and metaphors that surround/support/structure/inhibit the processes of meaning-making in an interesting and different context from that of a Harbourcentre classroom.  Participants will be provided with a full gear list, a description of the route (approximately 5 kms of walking on forest path with a total rise of not quite 500m), a complete run down of the safety policies as well as potential hazards in accordance with SFU’s non-“classroom” activities guide.  Experience tells me that we can make this experience work for pretty much everybody but please contact the instructor if you need further information, have specific needs, or have any questions (even before the course starts if necessary).

Grading

  • This topic of grading/assessment is clearly a component of education writ large and of our concepts of knowledge and meaning in specific. As such, it will become a part of the conversation to be had amongst participants throughout the course with a particular focus on it during our first evening together.
  • Two final submissions are expected. The first will be directly related to the contents of the course, in whole or in part, and will likely take the form most amenable to the particular focus. The second is of the participants own choosing. Participants in the course will likely be asked to share work throughout the course and then provide at least one draft for feedback before submitting a full, “publish ready”, paper at the end of the course. Participants will also be asked to take a leadership/facilitator type role at various points throughout our time together.

Materials

REQUIRED READING:

Given that this course is designed as a more emergent curriculum a short/initial list has been provided. The starred entries mark things that could be explored before the first class.  Throughout the class participants’ are encouraged to notice the existing gaps and bring in other texts and conversations.  Particular required readings will be generated as the course progresses.

RECOMMENDED READING:

Given that this course is designed as a more emergent curriculum a short/initial list has been provided. The starred entries mark things that could be explored before the first class.  Throughout the class participants’ are encouraged to notice the existing gaps and bring in other texts and conversations.  Particular required readings will be generated as the course progresses.

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

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS