Overview

Description

CALENDAR DESCRIPTION:

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice.

COURSE DETAILS:

This doctoral seminar is conceived of as a sustained inquiry into ideas, notions, theories, and practices that have animated the history of education. For us as current and future educational leaders in various locations of teaching, coaching, guiding, mentoring, administering, this is a critical undertaking. A particular focus of our sustained inquiry and reflection will be the double-helix of the history of ideas about education (within the broader strand of the history of ideas itself), braided with an inquiry into how we ourselves are situated in the history of ideas about education, and the history of ideas. This course will companion with EDUC 901B where the particular focus is the question of human nature and identity/image. Just as different images of humanity, as portrayed in different times and places, call for different theories of what to teach (curriculum) and how to teach (pedagogy), this course will concern itself with the nature and structure of the social imaginaries which define and value ‘different images of humanity,’ and the various forms of curriculum and pedagogy which attend those definitions.

COURSE-LEVEL EDUCATIONAL GOALS:

1.     Developing and/or deepening a sense of historical and sociological conscioiusness.
2.     Situating oneself in the streams and currents of ideas, and locating educational ideas in the wider world of ideas about the world. 3.     Developing and/or deepening the twinned schoarly practices  of reflection and reflexivity, though introspection and dialogue

Materials

REQUIRED READING:

RECOMMENDED READING: