Summer 2020 - EDUC 904 G035
Fieldwork III (5)
Class Number: 3783
Delivery Method: In Person
May 8th and 9th;
May 29th and 30th;
June 12th and 13th;
June 26th and 27th;
July 10th and 11th
Fridays 5:00pm – 9:00pm and
Saturdays 9:00 – 4:30pm
SFU Harbour Centre, Rm #3122
EDUC 904 usually serves as the concluding course of this program. In that scheduling context, the inter-related aims of the course, the 4Cs, are to Consolidate (students’ cumulative understandings); Connect (students with each other, the guest speakers, the authors, and with themselves), Collaborate (students work together on areas of mutual scholarly interest), and Continue (extending and embedding the transformative effect of the program into students’ professional and personal lives beyond the program).
The 4Cs will remain integral to EDUC 904 at this juncture in the program, but a fifth C will be added, namely, to Contemplate the diversity of contemplative practices and their potential role in students’ holistic growth, be that intellectual, professional, spiritual, emotional or cultural development, or in the subtle but dynamic fusion between these aspects of being human. This could include an elucidation of what the concept of “contemplative education” means to students at this point in their learning journey. Students may also choose to explore the relationships between conventional 3rd person, 1st person and 2nd person ways of knowing (objective, subjective and inter-subjective).
Students will also have an opportunity to further their understanding of major research methodologies and an opportunity to further develop their academic writing. Students will be expected to continue to document their lived experiences via their respective portfolios, and will also engage in continued critical exploration of major educational ideas germane to the program.
All of this will be viewed through the contemplative pedagogical and philosophic lens that represents and reflects the program’s theoretical framework. This includes the ongoing development of students’ contemplative capacity, deepening students’ understanding of the pivotal relationship between objective, subjective and inter-subjective forms of learning, and continuing to cultivate the “container”, that is, a holistic, learning and development environment wherein relationships, intellectual curiosity, embodied knowledge and trust are highly honoured and consciously practiced.
COURSE-LEVEL EDUCATIONAL GOALS:
Stating specifically, the learning outcomes for EDUC 904 are:
Students will be expected to
- Immerse themselves in a chosen area of contemplative inquiry, its historical and/or theoretical roots, its applications in educational and personal contexts, its possible limitations, and its potential contribution to personal transformation;
- Acquire a functional understanding of major research methodologies, their theoretical roots, their limitations and possibilities, and their role in their own respective areas of scholarly interest;
- Further develop their academic writing ability, including becoming conversant with the substantive and stylistic elements of academic writing, and applying these in their own written work;
- Continue to chronicle their reflections, learnings, insights and questions related to their respective lived experiences in their respective portfolios as they go through the program;
- Engage thoughtfully, critically and compassionately in classroom dialogues;
- Continue to consolidate their cumulative understandings, connect with each other, the faculty, the people in their lives outside the program and ultimately, with themselves and their own inner lives; collaborate with each other on projects and assignments, and continue to develop their working understanding of how contemplative inquiry broadly, and contemplative pedagogies more specifically, can support their own personal and professional transformation.
- Major assignment/presentations on area of contemplative inquiry /practise and text book 45%
- Written assignment(s) 25%
- Portfolios 15%
- Active engagement in in-class dialogues and group work 15%
Zajonc, Arthur(2009). Meditation as Contemplative Inquiry. Lindisfarne Books.
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.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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
TEACHING AT SFU IN SUMMER 2020Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.