Summer 2019 - EDUC 879 G001
Lev Vygotsky's Theories in Education (5)
Class Number: 1515
Delivery Method: In Person
Covers all major aspects of Lev Vygotsky's cultural-historical activity theory of human development and its contemporary applications in education. Concepts include the zone of proximal development of higher psychological functions, language and consciousness, interfunctional relations, analysis according to units, and "tool-and-result" methodology.
The course will cover all major aspects of Lev Vygotsky's cultural-historical activity theory of human development and its contemporary applications in education. The course start with an introduction to Vygotskian theory and a discussion of Vygotskian texts. Some of the concepts to be discussed include: the zone of proximal development, mediation and development of higher psychological functions, language and consciousness, interfunctional relations, and tool-and-result methodology. The second part of the course will be built around practical applications of Vygotskian theory. This part will provide students with an opportunity to develop an in-depth understanding of the essential features of Vygotsky's work and its implications for their practice
COURSE-LEVEL EDUCATIONAL GOALS:
We will emphasize current research that seeks to resolve methodological issues associated with the analysis of learning and development and theoretical approaches that place culture and activity at the centre of attempts to understand human nature. We will also pay very close attention on connections between Vygotsky theory and other approaches under the umbrella of widely defined sociocultural theories of education and instruction By the end of this course, the serious student will be able to: Reconstruct the logic of concept development in their field. Discover new definitions, new connections, and new ideas through reading, questioning, and "spying" (I'll explain "spying" in class). Understand the connection of current educational theories to Vygotsky theory and practice
- Participation in the discussion of the readings, your own research on the topics, and class activities 20%
- Class Presentation 30%
- Paper/Project (submitted twice) 50%
Grading Notes: The following criteria will be used to assess your assignments:
A+ As A (below), but at a somewhat higher level of acuteness.
A Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of reading selections, discussions, and lectures, including evidence of independent, consistent judgment; fluent, appropriate use of relevant concepts; careful attention to the ideas of others as well as courtesy in addressing them; and imaginative organization and presentation of written work.
A- As above, but at a somewhat lower level of acuteness.
B+ Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; clear linkages with wider issues; and courtesy in dealing with others’ ideas and opinions.
B Reasonably accurate grasp of key concepts and issues; relevant, appropriate analysis and discussion; adequately clear structure to written work; sensible incorporation of reading selections into arguments; accurate, sensible evaluative discussions; and courtesy in dealing with others’ ideas and opinions.
B- As above, but at a somewhat lower level of acuteness.
C Little evidence of having read or adequately understood required reading selections; limited grasp of concepts under discussion; divergence from main points to items that are only peripherally or superficially related; contributions that are largely anecdotal or concrete rather than dealing with principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues.
F Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of required reading selections; conceptual confusion; irrelevant, muddled, poorly organized material.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. ISBN:0-674-57629-2.
Vygotsky's Educational Theory in Cultural Context (2003) Kozulin & others (Eds.) Cambridge University Press. ISBN 0-521-52883-6 (also available as e-book from SFU library)
Vygotsky, L.S. Thought and Language - Revised Edition Alex Kozulin (Ed,) [Paperback] MIT Press ISBN-9780262517713 (also available as e-book from SFU library)
The Cambridge Companion to Vygotsky. Edited by H.Daniels, M.Cole, J.Wertsch. Cambridge University Press. ISBN 978-0-521-53787-2
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.
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