Spring 2021 - EDUC 816 G031

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 3796

Delivery Method: Remote


  • Course Times + Location:


  • Instructor:

    Michael Datura
    Office Hours: email based



Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.


Meeting Dates:
Jan 15/16, Jan, 29/30, Feb 6,
Feb 19/20, Mar 5/6, Mar 26/27

Meeting Times:
Synchronous Fridays: 4:30pm-8:30pm
Synchronous Saturday: 9am-3:30pm
[Note: There will be synchronous & asynchronous class work.]

Meeting Location:
On-Line (Zoom)

Additional Details:
This course will provide an opportunity to: i) deepen our appreciation of how cognitive tools shape our understanding and effect learning, ii) scrutinize the ideas upon which public schooling was founded, and iii) explore novel alternatives by way of designing, implementing, and reflecting on the delivery of IE-based lessons in your respective teaching contexts. Theory-wise, we will focus on the “second-half” of The Educated Mind (Egan, 1997), in particular, the nature, historical development, and pedagogical significance of Somatic, Philosophic, and Ironic Understanding. We will also look at Getting It Wrong From the Beginning (Egan, 2002) to examine dominant trends in conventional pedagogy (i.e. Progressivism). Students will have an opportunity to “field test” an IE-inspired lesson, report back, and receive feedback from the instructor and peers. Lectures, class discussion, and small group projects will take place in an on-line forum (i.e. Zoom and Canvas).         


  • Develop a deeper understanding of what a cognitive tool approach means for research, culture, and education.
  • Identify the historical roots and contemporary manifestations of Progressivism in educational thought and be able to provide a thoughtful examination and/or critique in light of Imaginative Education.
  • Experiment with the design and delivery of an IE lesson in your classroom or teaching environment.
  • Design a second Imaginative Education Learning Design “unit” utilizing a different set of cognitive tools.
  • Write a “magazine-length” article on an IE topic based on readings from this course for an audience of peers.


  • Class Discussion / Preparedness / Thoughtful Contributions 10%
  • Imaginative Education Learning Design II Field Test & Report 20%
  • Imaginative Education Learning Design 40%
  • Teacher Magazine Article on IE-Related Topic 30%



Egan, K. (1997). The Educated Mind: How Cognitive Tools Shape Our Understanding. Chicago: University of Chicago Press.
ISBN: 978-0226190396

Egan, K. (2002). Getting It Wrong From the Beginning. New Haven: Yale University Press.
ISBN: 978-0300105100

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


Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment 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. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

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 (caladmin@sfu.ca or 778-782-3112).