Fall 2018 - EDUC 823 G031
Curriculum and Instruction in an Individual Teaching Speciality (5)
Class Number: 8260
Delivery Method: In Person
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
Sept 14/15; 28/29;
Oct 12/13; 26/27;
Fridays 4:30- 9 pm;
SFU Vancouver Campus, Room 1525
COURSE-LEVEL EDUCATIONAL GOALS:
This course is designed to explore: the historical, cultural, and philosophical roots of the major worldviews; the various theoretical orientations to curriculum; the different positions regarding pedagogy; and other influences on our understandings of what contemplative practice is, the role of the contemplative, and our perspectives on contemplative education. From within these various cultural and epistemological perspectives we will focus on how cultural orientations to contemplative practice, and the role of the contemplative educator impact communities of practice and education. We survey how differing perspectives and understandings have arisen in relation to contemplative practice and how these directly impact our approaches to contemplative education. We will explore conceptions of curriculum, current concerns, and look at diverse approaches to pedagogical practice in light of these overarching themes. The student as contemplative/educator will be encouraged to bring together theory and practice as well as personal knowledge in relation to their own understandings of education, contemplation and their particular contemplative practice. As teacher/researchers they will be encouraged to explore an in-depth arts-based inquiry within their teaching specialty and/or research interest.
GOALS AND LEARNING OUTCOMES
- To cultivate ones capacities as a contemplative/educator/researcher in collaboration with others in a community of inquiry.
- To deepen and broaden ones knowledge about the historical, cultural, and philosophic orientations to knowledge, curriculum and instruction, contemplation and therefore contemplative education.
- To critically reflect on ones worldview and understanding of education and contemplative education.
- To engage in an en-visioning process in order to re-imagine ones orientation to education as well as contemplative education, and to create a future curriculum and instructional strategy to be enacted.
- To engage in arts-based narrative inquiry process.
- To cultivate ones own contemplative/artistic practice.
- To develop greater understanding as a contemplative/artist/educator of the conceptions of curriculum and pedagogical practice and how this impacts contemplative education.
- To develop greater capacity as a contemplative/artist/researcher by exploring indigenous as well as arts-based and arts-informed research methodologies.
- Personal Journal/Art/Lived Curriculum Portfolio 20%
- Presentation of Arts-based Narrative Inquiry 40%
- Final paper 40%
*Note: Each student is expected to have completed all the course reading, assignments, and to actively contribute to class discussions as well as other group processes.
It is also recommended that each student maintain a journal or field notebook, which can serve as a forum for on going critical reflection, lyrical writing, observations, sketches, rumination, and as place for noting ideas and insights. The students are also expected to engage in multi-disciplinary learning, participate in various forms of inquiry, and present or represent their work in multiple artistic modalities or literacies.
Zajonc, Arthur. (2009). Meditation as Contemplative Inquiry: When Knowledge becomes Love. Great Barrington, MA: Lindesfarne Books.
Hasebe-Ludt, E., Chambers, C., Leggo, C. (2009). Life Writing and Literary Metissage as an Ethos for Our Times. New York, NY: Peter Lang.
Hogan, Linda. (1995). Dwellings: A Spiritual History of the Living World. New York, NY: Simon & Schuster Inc.
Wall-Kimmer, R. (2015). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Minneapolis, MI: Milkweed Editions.
Wagamese, Richard. (2016). Embers: One Ojibway’s Meditations. Madeira Park, BC: Douglas & McIntyre Ltd.
Cajete, Gregory, (1999). Look to the Mountain: An Ecology of Indigenous Education. Skyland: Kivaki Press.***
*** Please note: Text will be available digitally and hard copies available from Instructor.
This course will also involve reading various articles that will be made available by the instructor during the course.
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://students.sfu.ca/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