Spring 2018 - EDUC 922 G002
Advanced Seminar in Epistemology and Education (3)
Class Number: 13046
Delivery Method: In Person
Overview
Description
CALENDAR DESCRIPTION:
An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective? Students with credit for EDUC 836 may not take this course for further credit.
COURSE DETAILS:
An in-depth study of epistemological issues in education, including but not limited to concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective?
COURSE-LEVEL EDUCATIONAL GOALS:
The following possibilities are offered for considerations for what will be of most interest and use to the group: academic (or professional) publication (journal articles, chapters, book reviews, academic reviews, etc.), preparation of research proposal, literature review, research conceptualization, methodology, traditional and alternative thesis formats, conference presentations, SSHRC proposal, teaching preps (course outline/syllabus, pedagogic supports).
Grading
- Paper 25%%
- Cooloquium 25%%
- Proposal 25%%
- Thesis Review 25%%
Materials
REQUIRED READING:
Bateson, M.C. (1994). Peripheral visions: Learning along the way. New York: Harper Collins.ISBN: 13:9780060926304
Schön, D. (1983). The reflective practitioner: How professionals think-in-action. New York: Basic Books. ISBN: 13:9780465068784
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. ISBN: 9780521423748
RECOMMENDED READING:
Additional readings and films will be distributed electronically via Canvas.
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://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