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SIMON FRASER UNIVERSITY

S.94-4

Registrar and Secretary

the Senate

MEMORANDUM

Action undertaken by the Senate Committee on Undergraduate Studies (SCTJS Reference

93-37, 93-44;) and the Senate Committee on Academic Planning (SCAP Reference

SCAP 93-46) gives rise to the following motion:

Motion:

"that Senate approve and recommend to the Board of Governors the

curriculum revisions for the Faculty of Education as set forth in S.94-4, as

follows:

New courses:

EDUC 431-4

Education and Changing Concepts of Childhood

EDUC25O-3

Studies in Educational Practice in the Western

World

For Information

Acting under delegated authority of Senate, SCUS approved the following revision as

detailed inSCLJS93-37)

EDUC 325-3

Change of title and description

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

New Course Proposal

Department- Education

1. Calendar Information:

Abbreviation Code:

ED U C

Course No: 250 ?

Credit Hours: 3 ?

Vector 2-1-0

Title of Course:

Studies in Educational Practice in the Western World

Calendar Description of Course:

This course will consist of a study of major trends In educational practice from antiquity to

the present.

Prerequisites (or special instructions):

None

What course (courses), if any, is being dropped from the calendar if this course is approved?

None

1 Scheduling: How frequently will the course be offered?

Annually

Semester in which the course will first be offered? 9 4- 2

Which of your present faculty would be available to make the proposed offering possible?

Dr. Janis Dawson

Objectives of the Course:

a) to develop an understanding of the ways in which educational practice has developed

and changed over time in the western world; b) to gain an understanding of the

development of educational Institutions and educational systems in their historical

contexts;

to develop an awareness of the purposes of education and schooling In the

past as well as the present; d) to consider the ways In which western educational thought

and practice have affected education and schooling in non-European contexts; e) to

analyze the relationship between educational thought and practice and Issues of gender

and social class In the past and present.

Budgetary and Space Requirements (for information only): What additional resources will be required in:

Faculty ?

None

Staff

None

Library ?

Library report to be attached

Audio Visual

NoneS

Space

None

Equipment

None

S. Approval:

isDate:

Dept. Chairman

Chairman, SCUS

SCUS 73-34B (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)

Education 250-3

Studies in Educational Practice in the Western World•

Description of Course:

This course will consist of a study of major trends in educational practice

from antiquity to the present.

Prerequisites: None

Objectives of the Course:

a) to develop an understanding of the ways in which educational practice has

developed and changed over time in the western world; b) to gain an

understanding of the development of educational institutions and educational

systems in their historical contexts; c) to develop an awareness of the

purposes of education and schooling in the past as well as the present; d) to

consider the ways in which western educational thought and practice have

affected education and schooling in non-European contexts; e) to analyze the

relationship between educational thought and practice and issues of gender

and social class in the past and present.

Course Topics

1. Education in the Ancient World. Teachers, schools, and scholars in

Greece and Rome. The educational ideas of Socrates, Plato, Aristotle,

Quintilian, and others.

2. Early Christian Schools. The classical heritage and Christian

education. The educational ideas of the church fathers. St. Augustine.

Education in the Middle Ages. Monastic schools and cathedral

schools. The Irish schools. Alcuin. The palace schools of Charlemagne

and Alfred. Scholasticism. The Renaissance of the twelfth century.

The courtesy tradition. The rise of the universities. The education of

girls and women in the Middle Ages. The great abbesses and learned

communities of women: St. Hilda, Hildegard of Bingen, and others.

4. Rebirth and Reform: The Impact of the Renaissance and the

Reformation on Education. The Humanists. Vittorino da Feltre and

the schools of the Italian Renaissance. The early protestant educators:

Martin Luther, John Calvin and others. Roger Aschaxn and schools of

the English Reformation. Ignatius Loyola and the Jesuit schools.

Female education. ?

Education in Early Modern Times.

Johann Comenius and his

textbooks. Jean Baptiste de la Salle and August Hermann Francke and

elementary schools. The Puritans and literature for children. The

educational ideas of John Locke. Rationalism and education. The

influence of Jean-Jacques Rousseau and Emile. The

education of

Sophie—female education according to nature.

Nineteenth Century Concepts of Education Evangelicalism and

education.

Charity schools and Sunday schools. Utilitarianism and

education: Jeremy Bentham's Chrestomathia. The influence of

romanticism: Blake, Wordsworth, Dickens and others. Educational

theorists: Pestalozzi, Herbart, Froebel, Sequin, Binet, Montessori, and

others. The common school movement. Building national systems of

education. Primers and textbooks. Schooling in North America.

Egerton Ryerson and the development of public schooling in Canada.

Schooling and social control. Schooling and cultural imperialism.

Developments in female education.

Twentieth Century Developments in Education.

John Dewey and

Progressive Education. A.S. Neill. and Siimmerbill. The influence of

Freud and Skinner. Public schools, private schools, alternative schools.

Equity and education. Towards the year 2000. The challenge of

multiculturalism. Comparative studies: education in non-western

contexts.

Assessment

Course assessment will be based on written assignments, presentations,

and class participation.

Course Texts

Bolger, R.R. The Classical Heritage and its Beneficiaries. Cambridge:

CUP, 1973.

Bowen, J. A Histor y

of Western Education. Volume 3: The

Modern West.

New York: St. Martin's, 1981.

Demers, Patricia, and Gordon Moyles, eds. From Instruction to Deli

ht. An

Antholog y

of Children's Literature to 1850. Toronto: OUP, 1982.

Rousseau, Jean Jacques. Emile. Translated by Barbara Foxley. London:

Dent, 1971.

A number of books and articles relevant to the course will be on reserve in

•

the library.

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

New Course Proposal

Department:

Education

i. Calendar Information:

Educ

Calendar Description of Course:

This course will consist of a study of some of the origins of twentieth century concepts of childhood

and their

relationship to educational thought and practice in the western world.

Prerequisites (or special instructions):

60 hours of credit

What course (courses), if any, is being dropped from the calendar if this course is

approved?

_Jon

the course be offered? arinua3iY Semester in which

Scheduling:

Which of your present faculty would be available to make the proposed offering possible? Dr. Janis Dawson

Objectives of the Course:

Objectives: a) to develop an understanding of the ways in which concepts of childhood have developed and

changed over time in the western world; b) to develop an awareness of the ways in which concepts of childhood

have affected western child-reaiing methods and educational thought and practice in the past and present; c) to

gain an appreciation of the experience of childhood in the past and present Students will be introduced to a

number of twentieth century interpretatiOns of the experience of childhood in the past and present. Although the

emphasis in the course will be on western concepts of childhood and education, students will have the

opportunity to explore and compare concepts of childhood and education in a variety of social, cultural, and

historical contexts through course readings, presentations and assignments.

Budgetary and Space Requirements (for information only): What additional resources

Faculty ?

Space ?

instructions sec Memorandum SCUS 73

34a.. Attach course outline.)

SCUS 73-

34B: (\Vhcn

completing this form, for

2.

Education 431-4 

Education and Changing Concepts of Childhood 

0

-

Description of Course: 

This course will consist- of a study of some of the origins of 

twentieth 

century concepts of childhood 

and

their relationship to 

educational thought and practice in the western world. 

Objectives: 

a) to develop an understanding of the ways in which concepts of 

childhoo 

d

have developed and changed over time 

the western 

world b) to develop an awareness of the ways in which concepts 

of childhd have affected western hi1d-rearing methods and 

educational thought and practice in the past and present c) to 

gain an appreciation of the experience of childhood in the past 

and present. 

Although the emphasis in the course will be on western concepts of 

childhood arid education, students will have the opportunity to ex- 

lore and compare concetE of childhood and education in a variety 

of social 

cultural,

arid historical contexts through course read- 

ings, presemtatiofls 

and assignments. 

Rationale: 

Current educatIonal thought and 'oractice in the western world can- 

not be fully appreciated without reference to origins of concepts 

childhood. ?

A knowledge of these origins is necessary in order 

to effect change, reform, or to understand why we follow certain 

W practices or hold oarticular beliefs in our relationships with 

children. 

Course Topics 

1• Theoretical perspectives 

Twentieth century interpretations of the experience of childhood 

will be examined. Particular attention will be given to the works 

of PhiliDpe Aries and Lloyd deliause. 

Philippe Aries, Centuries of Childhood, A Social Histor 

y

of Far- 

liv Life (152). 

Lloyd de)ausC, "The Evolution of Childhood" (1974). 

a.

Critical discussion of the theories of Aries and deYiause show- 

ing how each writer has influenced interpretations of the experi- 

ence of childhood and the family In the past and present. 

b.

Contemporary Issues: 

The Twentieth Century Family--A Prison of Love? (Aries) 

The Disappearance of Childhood (Nei 

l

Postman) 

ChildreE Wit-hut Chi 

l

dhood (Marie Winn) 

6-.

3.

2. Early Concepts of Childhood and Education 

a.

Late Roman and Medieval Concepts of Childhood 

b.

The "Ecle Babees"--The Courtesy Tradition 

c.

The Early Protestant Educators--The Educational Writings of 

Martin Luther, John Calvin and Others 

d.

The Puritans and Literature for Children 

John 

Milk 

Cotton, 

for Babes, Drawn Out of the Breasts of Both 

Testaments. Chiefl 

y

for the spiritual nourishment of Boston babes 

in either England: but ma 

y

be of like use for an 

y

children (1646). 

Michael Wigglesworth, The Da 

y

of, Doom (1662). 

James Janeway, A Token For Children: Being An Exact Account of 

the Conversion, Hol 

y

and Exem1arV Lives, and Joyful Deaths of 

Several Youn 

g

Children (1672). 

Jo

Children 

h

Bunyan, 

(1686). 

A Book for Bo 

y

n

s and Girls: or. Countr 

y

Rhimes for 

Isaac Watts, Divine Son 

g

s Attempted 

in Eas 

y

Language for the Use 

of Children (171). 

e.

John Locke--"the lather of the 

Enlightenment

in educational 

thought." 

John Locke, Some Thou 

g

hts Concerning Education (1693). 

Discussion of Locke's ideas and their influence on attitudes to- 

wards children, child-rearing Practices, and edwcatiofl. 

3. Eighteenth and Nineteenth Century Concepts of Childhood and 

Education 

a. Jean-Jac q 

ues Rousseau and Naturalism.. 

Jean-Jacques Rousseau, Emile (1762). 

Discussion of the ideas of Rousseau and their influence on atti- 

tudes towards children, child-rearing oractices, and education. 

b. Evangelicalism and Childhood 

1. ? 

Evance1ical Attitudes Towards Children, Child-rearing, and 

?

Education 

ii.

Evangelical Children's Books and Didactic Literature 

Mrs. Sherwood, The Histor 

y

of the Fairchild Famil 

y

: or. The 

Child's Manual: Being a Collection of Stories Calculated to Show 

theImt?crtance and Effects of a Religious Education (1818). 

iii. 

Discussion of Evangelical childhoods as presented in the 

works of Edund Gc 

.

sse, Father and Son (1907) and Samuel Butler, 

The Wa 

y

of All Flesh (1903). 

c. Romanticism an 

d

ChildhOod 

1. The Romantic Child in Poetry and Literature 

William Blake, Son 

g

s of Innocenc (1789). 

Son g 

s of Ext'erienCe (1794). 

WIllIam Wordsworth, The Prelude (1799-1805) and other poems 

Victorian Fairy Tales 

4.

The AlcottE --Bronson and Louisa 

May

cuisa May 

Alcott, 

Little 

Women 

(1869) 

Little 'Ke n 

(1871) 

iii. James 

Barrie, 

Peter Pan, and the End of Romanticism 

James Barrie, 

Peter 

Pan (1911). 

d. Children of the Industrial Revolution 

I.

Children 

in Mills, Factories, and Colleries 

ii.

Ch a rit y 

Children 

iii. 

The Child Savers and the Child Immigration Movement 

4. Selected Concepts of Childhood 

and Education in the Twentieth 

Century 

a.

The ? 

Loss ? 

of

?

innocence: 

?

Child 

?

Sexuality ? 

and

A ggres E 

ion_SjgmU Freud 

b.

The Well Socialized Child: 

I- Maria Montessori 

ii. John 

Dewey 

uI. Dr. Spock 

c.

The

Free 

Child--A.S. Neill 

5.

Children Without Childhood 

a. Children of Poverty 

b. Children of War 

c. Discussion Topics: 

I. Child Abuse 

fi. Drug Abuse 

flu. The Changing 

Family 

Assignments and Grading 

1.

Critical Book/Article Review 

?

20%

Due: 

2.

Presentation 

Due: 

3.

Research Paper 

?

35%

Due: 

4.

journal/Annotated Bibliography 25% 

Due: 

100% 

Prover documentation (footnotes, bibliography) is required for 

written assIgnments. 

.-,

.

,.,. 

S.

Required Texts 

Aries, Philippe. 

Centuries 

0±

ChIldhOOd. 

?

A Social Histor 

y

of

Family ? 

Translated by F. Baldick. Iew York: Vintage Books, 

?

i932. 

Rousseau, Jean Jacques. 

?

Emile. Translated by Barbara Fo:1ey. 

?

London: Dent, 1971- 

A number of books and artIcles relevant to the course are on re- 

serve in the library. 

?

StudmtS are strongly urged to consult 

these sources. 

?

Students are also encouraged to read as widely as 

nossible. 

?

A list of recomuendeñ books and articles has been at- 

tached to the course outline. 

OCT-21-1993 14 

:

41 FROM SFU LIBRARY MANAGEMENT 

?

TO ? 

4969 P.003/005 ? 

MEMO 

a

•

TO: ? 

Robin Barrow, Dean of Education 

FROM: Ralph Stanton (Library Collections Management Office) 

RE:

?

Library Assessment of New Course Proposal EDUC 431-4 

DATE; 21 October, 1993 

I have assessed the Library's ability to support EDUC 431- 

4 with the 

following

result. All bibliographic checking was 

done in October when usage is normally very high. 

Book Prices: 

The average price of books in this field is $49 (BNA93). 

EDUC 431-4 Education and changing Concepts of Childhood 

This course course presents few problems for the 

Library. It relies on basic works in a number of 

disciplines and our collection is generally adequate. 

However, there are eight items in the 62-title 

bibliography which are not available in the Library. These 

should be purchased at a one-time cost of $392. There are 

no identifiable 

ongoing costs.

The cost for 

this 

course will consist of a one-time 

expe 

nditure 

of $392. 

Please call me it you have any questions or problems

re g

arding this assessment.

c.c. Sharon Thomas, Mead, Library Collections Management 

SIMON FRASER UNIVERSITY

FACULTY OF EDUCATION

MEMORANDUM

TO:

Undergraduate Programs

RE: Educ 431

DATE: November 1, 1993

The Faculty of Education will cover the one time cost for monographs for the

250 ?

. ?

MEMORANDUM 

W.A.C. Bennett Library, Simon Fraser University 

?

Burnaby, British Columbia, Canada V5A 1S6 

Date: 2 November, 1993 

From: Ralph Stanton (Collections Librarian) 

To:

?

Robin Barrow, Dean of Education 

Re: ? 

Library Course Assessment of Education 250 (REVISED) 

I have a received a memorandum of dated November 1, 1993 

which revises the reading list for EDUC 250 by deleting 9 

items which are not in the Library catalogue. As a 

consequence I have revised my assessment of 27 May, 1993 as 

follows 

(SEE ITALICIZED TEXT).

Thank-you for your memorandum of 21 October 1993 

concerning Education 250 Studies in Educational Practice in 

the Western World. We have assessed the available Library 

resources to support this course, here are our findings. 

This course will be offered first in 94-2 and once a year 

thereafter to about 35 Students. 

COST: 

The average cost of books in this field (Humanities) is 

$58 per title (BNA93-p.9). 

BIBLIOGRAPHY 

The bibliography has 

90

items listed of which 

86

are

monographs, 7 of these are not in the catalogue. They should 

be purchased at 

$406. 

A further 4 items are missing from the 

collection and should be purchased at a cost of $232. There 

are 4 periodical citations, all periodicals are in the 

collection. 

We did not compare our holdings to those of other 

Universities or use the Amigos collection development disk 

since time was limited and the reading list was extensive. 

If we can obtain the missing titles the Library's resources 

should be adequate to support the course. 

n

1/.

COST SUMMARY: 

?

One time costs 

?

$406

$232 

$638

THE ONE TIME COST ASSOCIATED WITH THIS COURSE IS 

$638.

THERE 

ARE NO RECURRING COSTS. 

Please call me if you have any questions or problems with 

this review (5946) 

RS

/0>.