Spring 2022 - EDUC 327 D100
Self, Psychology and Education (3)
Class Number: 3612
Delivery Method: In Person
A critical examination of theoretical and empirical programs of inquiry in educational psychology that are concerned with the self (e.g., self-esteem, self-concept, self-directed or self-regulated learning). Students will participate in a wide-ranging seminar that considers topics such as the relationship between personal and social being, historical perspectives on the self, the formation of social identity, the roles of memory, imagination, and narrative in selfhood, the development of agency and self, and education and personhood.
The purpose of this course is to promote critical consideration of the role of psychology in education with respect to issues of selfhood, personhood, and identity. Students in this course will participate in a wide-ranging seminar that considers topics such as: historical conceptions of the self; the relevance of psychological conceptions of the self to views of education and citizenship; the rise of psychology’s influence in educational contexts; perspectives and debates related to psychological features such as self-esteem and self-regulated learning; and psychology’s impact with respect to conceptualizing and studying issues of culture and identity in school and society. Understandings gained from such exploration will be applied to a critical consideration of theoretical and empirical programs of inquiry in educational psychology, especially those in the areas of self-esteem and self-regulated learning. Possible implications for classroom practice will be highlighted and debated, as will the broader roles of education and schooling within past and contemporary societies, especially with respect to the development of persons.
Students are required to attend classes, complete readings prior to class, and participate in discussions. Grades will be derived from marks given for four take-home writing assignments (the first is /10; the second is /15; the third is /15; and the fourth is /45). The total achieved out of 85 marks will be rounded up to the nearest percentage.
Note: In the first class of the semester, important themes and their historical context are detailed in ways that set the foundation for the course. This material is not contained in the readings. It is strongly advised that students attend this first class. Students who do not will be at a significant disadvantage.
MATERIALS + SUPPLIES:
All reading materials for the course are accessible from the SFU Library website or will be available for download through CANVAS.
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 SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware 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 may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.