SiMON F

R

MO

AS

RA

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NIVERSITY

Slo-10

To. SENATE

From

SENATE COMMITTEE ON UNDERGRADUATE

STUDIES

SPECIAL

TOPICS COURS

ES

- FACULTY

.....

OF

Subject ....

EDUCATION - 9-2,79-:3,8.9-1.,80-2

Date.

SEPTEMBER 23, 1980'

Following are the Special Topics courses offered in the Faculty

of Education during the 79-2, 79-3, 80-1 and 80-2 semesters. The

course outlines have been received and reviewed by the Senate Committee

on Undergraduate Studies and are available for perusal of any member of

Senate on request, through the Secretary.

79-2

EDUC 487-4 - The Politics of Curriculum Materials

EDUC 387-4 - Designs for Learning: French Immersion

EDUC 487A-4 - Designs for Learning: Drama

EDUC 487-4 - Developmental Drama

EDUC 486-4 - French in Elementary (01)

Secondary (02) School

79....3

EDUC 486-4 - Organic Teaching in the Primary Classroom

80-1

EDUC 486-4 - Integrating Educational and Traditional Gymnastics

EDUC 486-4 - Classroom Practices in Educating Awareness

EDUC 487-4 - Power in Educational Thought

80-2

EDUC

486-4 -

Designs for Learning: French (Elem. & Sec.)

EDUC

486-4

- Teaching the Gifted

EDUC 486-4 -

Power in Educational Thought

EDUC

486-4

- Designs for Learning: French (Secondary)

EDUC

486-4

- Self-Education : Theory and Practice

EDUC

487-4

- Planning In-Service for School Improvement

EDUC

487-4

- Organizational Development in Schools

EDUC 487-4

- Designs for Learning: French Immersion

EDUC

487-4

- Designs for Learning: Drama

---

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...

From......................................................................

Undergraduate Programs

September 9th,

1980

Date

....................................................................................................................

Attached are the special topic courses offered in the Faculty

of Education during the Summer of 1980.

Ed. 486-4 (1.5.)

Designs for Learning: French (Elem.

& Sec.)

Ed. 1+86-4 (i.S.) Teaching the Gifted

Ed. 1+86-4 (I.S:)Power in Educational Thought

Ed. 486-4 (s.s.) Deigns for Learning: French (Secondary)

Ed. 486-4 (s.s.) Self-Education: Theory and Practice

Ed.

487-4

(s.s.)

Planning In-Service for School Improvement

Ed. 487-4 (S.s.)

Organizational Development in Schools

Ed.

487-4

(s.s.)

Designs for Learning: French Immersion

Ed. 487-4-(S.S.) Designs for Learning: Drama

Marvin

-

F. Wide

en

MFW:vs

End.

Enrolments

23

20

5

10

7

8

It

9

24

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EDUCATION 486-4

S E P 1CH933

SPECIAL TOPIC: DESIGNS FOR LEARNING

FRENCH

REGISTRAR

'$

OiFiCF

ELEMENTARY/SECONDARY

MAIL DESt

INTERSESSION 1980

INSTRUCTORS: Barbara Newman

Sabina Harpe

Monday and Wednesday, 4:30 - 8:30

Introduction

This is an intensive practical course focussing on the application of

instructional theory to the teaching of French as a Second Language. It will

deal with planning for learning; creating learning environments and developing

teaching strategies and materials. The course is offered for pre-service and

in-service teachers.

The course is organized to include workshops, seminars and independent

study. Teacher and student presentations as well as the sharing and preparation

•

of ideas and materials wi-ll be some of the workshop activities. In seminars,

students will discuss and dispute readings and philosophies of language

learning. The above activities combined with independent study will, hopefully,

allow students to develop or confirm their own philosophy of second language

instruction.

Ljectives

1. To provide the student with knowledge about:

a.

theory and practice of second-language teaching

b.

current trends in French as a Second Language

C.

texts prescribed by the Ministry of Education for French as

a Second Language

d. resources available to teachers of French

2. To provide the student with skills in:

a.

planning for learning--planning and preparing of individual

and sequential teaching units, lessons and programmes

b.

choosing and using strategies, methods and techniques for

the teaching of listening, speaking, reading, and writing skills

c.

analysing, adapting and constructing instructional'raterials

d. evaluating learning

Recommended Text:

FINOCCHIARO, Mary and BONOMO, Michael; THE FOREIGN LANGUAGE LEARNER: A GUIDE

FOR TEACHERS, Regents Publishing Company, Inc. 1973

Readings

A bibliography will be available at the onset of the course.

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S

.

EDUCATION

46-4

SPECIAL TOPIC: TEACHING THE GIFTED

INTERSESSION 1980

INSTRUCTOR Colin J. Lame

Monday and Wednesday, 4:30 - 8:30

OBJECTIVES:

A.

That students become familiar with the development and education

of gifted people through a survey of several topics (below).

B.

That students have an in-depth knowledge of one modality

(testing, counselling, programming, etc.) within the field of

research into "gifted" people.

C.

That students know ways of integrating research and methodological

approached into existing school programmes.

REQUIREMENTS:

1.

Write a paper on one aspect of this field. Your paper should be

one you could share with a parent, teacher oradministrator

who has expressed a wish to knowmore about the selected topic:

Identify those references that you have used that would be of

significant interest to others.

2.

Plan and present (a programme of) studies that will illustrate

a way or ways of integrating knowledge Of gifted learners into

a mainstream class activity of qeneratinci a challenne to prococious

learners of a specific learnin q task/concept.

3.

Overview and critique the rationale for special attention or

programming for gifted, talented and/or creative people as

outlined by an authority (Ministry of Education, U.S. Department

of Education, C.E.C, A.E.G.T.C.C.B.C., E.R.I.B.C., school

district policy statements, etc.). Attention should be paid

to determining whether this policy could not/should not be

applicable to all students.

/

TOPICS:

1.

Who are the "Gifted"?

2. The discovery of talent

3.

The tools of discovery

1 4•

Fostering the development of giftedness

5.

Teacher:parent :mentor?

6.

Organizations for/of gifted people (ABC, TAG, MENSA, etc.)

7.

Area of concern: now and the future; the consequences of

special programming.

TEXT:

CLARK, Barbara; "Growing Up Gifted" Chas. E. Merrill, 1979

Various papers will be available through the library which will have to

be studied.

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EDUCATION 4864

SPECIAL TOPIC: POWER IN.EDljCAT10NA THOUGHT

INTERSESSION

1

9

80

INSTRUCTOR: David

Nyberg

Tuesday, Thursday,

4:30 -8:30

This course takes up the challenge of Introducing power

into

he

vocabulary of

educational studies:. If Bertrand Russeliwas right

in, c.!N*:that:.htthe fundamental

concept in social

science is Power, in the same'sense

in

bchEnergy

Is the

fundamental concept i physics," then it must be seen as odd

that

not been taken up before One question

to be answ,red is why such a

fundamental

concept, such a universal category of human

social

life

has lain so qompletely neglected

in education for

so long.

Discussion will concentrateon analyTing the essentIal attributes and

several

forms of

power In ordinary social transactions

These attributes and forms

*

`

d` ,

1

`

l

be put together

and proposed as a new conception of power

'

that-has

,

d

deal

of relevance to the

understanding of educational processes. (curriculum design,-the means of Instruction,

and evaluation) and has important implications for a renovation in the ethics of

education.

.

.

.

.

The course will conclude by linking the new conception of power with a, logic of freedom

that emphasizes the skills of diagnosing constraints, and by arguingthat teaching

these skills along with knowledge about power is both practically feasible and ethically

incumbent on contemporary education.

.

. .

TOPICS:

.

:

••..

:

.

1. :

A 'survey of the best that has been wrJtten

about

power In philosophy.,, political

science, sociology, and psychology. .

.

.

•

2.

Personal and ethical ambivalence

'about',

power.

. -... '• :

3.

The very idea of power.

. "

.

.

•.

4.

Forms of power in education

. .

.

.

. . .

5.

Power and the logic of freedom... .

.

.

:

6.

Toward a renovated ethics of education.

. . . . . .

REQUIRED BOOKS:

'

,. •,, ,:

H

ARENDT, H.; ON VIOLENCE

.

. ..

COLEMAN, J. S.; POWER AND THE STRUCTURE OF SOCIETY

.

DOYLE, J. F.; EDUCATIONAL JUDGEMENTS

LUKES, S.; POWER

.

.

.. .

MILGRAM, S.; OBEDIENCE TO AUTHORITY

NVBERG, D.; POWER OVER POWER

OPPENHEIM, F.; DIMENSIONS OF FREEDOM

. . .

SELECTED READINGS:

. • ." .

',

: .

S

.Theseare some books and articles that students will find useful, and ;from which

specific assignments will be drawn

BARRY, Brian (ed.) Power and

Politicpl'Theory

BELL, David V.J. Power. Influence, and Authority

BERLE, Adolph A. Power

.

.

BERLIN, Isaiah "The Question of Machiavelli". The New York:Review,"Novernber L, 1971

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CARTWRIGHT, D (ed.) Studies in Social Power

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CHAMPLIN, John R (ed )

Powe t r

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CLEGG, Stewart,Power Rule,

And Domination

CLGG, Stewart, The Theory of'Power and Oran1jt4on ..

DAHI Robert A Modern P61 10

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WINTER, David G.'; The Power Motive

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ATTENTION TEACHERS

T1-E

FACULTY OF EDUCATION AT SIMON FRASER UNIVERSITY IS OFFERING

EDUCITION 486-4, DESIGNS FOR LEARNING: FIENCI (SECONDAI?i)

ON THE SIMON FRASER CAMPUS DURING JULY

WHO IS ELIGIBLETOAPPLY?

The course is Intended primarily for

teachers preparing to teach the new

French Program in Secondary Schools.

The course can be used for both degree

ludie

s

mplet ion and towards an Extended

Diploma Program.

H(YN DOES ONE REGISTER?

Former S.F.U. students and persons

who are not S.F.U. students must

return an application for admis-

sion and all official documents

by June 18th. Application forms

-are available from the Registrar's

Office.

Continuing studehts must return

their pre-registration form by

June 18th. If you have not pre-

registered, you must submit your

request to register,.-.In person,

by no later than June 20th. In-

person registration will be held

on July 7th which Is also the

final day to pay tuition fees.

DATES AND LOCATION

Tuesday/Thursday 9:30 - 3:20

ench Centre

This is an intensive practical course focusing

on the application of instructional theory to

the teaching of french as a second language.

It will

deal specifically with the implementa-

tion of the new-secondary guide and resource

book..

The course will be taught by Cynthia Lewis,

who was integrally involved in working on

the development of the resource book which,

supplements the guide

Cynthia is an

-

experienced secondary teacher, presently

employed in Campbell River. She will be

employed as a Faculty Associate in September,

19 80 .

•

For more information, call Michael Massey

at 291-3187 or Undergraduate Programs in

the Faculty of Education, Simon Fraser

University at

291-3643.

• -.,

..........

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Education 486-4 Special Topic: Self-Education: Theory and Practice

Summer Session, 1980

(Tuesday and Friday, 12:30

4:30)

Instructor: Maurice Gibbons

Office number: 291-3529

During this course participants will follow two inter-related.:

themes: studies in the theory of self-education, and the

application of the theory to a program of personal-professional

development.

The studies will begin with an examination of the wide-ranging

l

iterature that deals with self-direction in learning and life

management. This literature will be analyzed, and from it,

guidelines for successful self-direction will be derived. At least

one possible theory of self-education will be developed and critically

examined.

P

articipants will also create, implement and manage a self-education

program, not only to reach an important personal goal, but also

to master a process for continuing self-direction. In the program,

participants will attempt to expert in.a field oftheir own choice.

Personal learning styles will be assessed and applied to the task,

along with learning networks, challenges, collegial teamwork .

and other self-directional strategies.

Readings will be mimeographed. Class-size will be limited.

Participants should consult with the professor.

S

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COURSE OUTLINE

:

EDUCATION

4

87/807

SUMMER SESSION

TITLE

:

PLANNING

IN-SERVICE

FOR SCHOOL

IMPROVEMENT

TIME

:

TUESDAY & THURSDAY. 8:30 - 12:30 (July

8 -

Aug.

14)

(There wil be an additional 12 contact hours for

graduate tudents enrolled In

807)

LOCATION

:

MPX

9641/9-42

INSTRUCTORS

:

Dr. Ray Bo am, University of Bristol, O.E..C.D. Consultant

Ian Andrew , Simon Fraser University.

1.

COURSE AIMS:

•

This course In intended primarily for people with responsibility for,

or a particular interest in, pro'

;

essional development and the Introduction

of change in schools, school dls:ricts and in-service providing agencies.

It will aim to equip such jarticipants with the theoretical and

practical knowledge;

(a) to analyse the effectiveness of contemporary Innovation strategies

in education;

S

.

(b) to analyse the actual and potential contribution

of In-service

programmes to school improvement;

(c)

to plan, implement and evaluate such In-service programmes at school,

district and providing agency levels;

(d)

to evaluate these ideas comparatively in the light of contemporary

International practice and research.

2.

CONTENT AND METHODS:

.

Two main theoretical perspectives will be adopted,

both drawn-from

rawn'f rain

'

Dr.'

Bolam's work with the Organisation of Economic

Co-operation and Development.

•

First, the school will be analysed as a

p

roblem-solving, self-renewing or

'creative' social system and the characteristics of the internal and external

•

roles, 'procedures and support structures needed to achieve this end will be

'considered. Second, in-service will be analysed as a complex, innovation

process involving key agencies, tasks, methods and users, at province, district'

and school levels, each with their own distinctive features and values. Both

theoretical

p

erspectives will be illustrated and. criticised.through the use of

a variety of practical examples; thus the actual and potential

'

conflict between

the in-service needs of individual teachers and those of the school system will

be considered

,

in the Canadian and British case studies of school-focused in-

service.

S

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-2-

.'

I.

Topics to.be

considered within these theoretical

perspectives will

Include:* the

political,

social and economic factors which

Influence in-

service programmes; induction programmes for beginning teachers; school-

initiated, school-focused and school-based programmes; the'

roles of teachers'

centres, universities, supervisors and professional associations; training,

the trainers; evaluation techniques and problems; costing

techniques ajad

problems; and innovative methods (e.g.' consultancy, clinical

supervision

and organisation development), roles (e.g. professional

tutors, advisory,-,'

teachers and community members) and

perspectives (e.g. adult learning theory

and recurrent education).

I

/

.

The core task will 'be based on a case study of an

in-service program

from a school district within British Columbia. This case

study has been

prepared from data collected this Spring as part

,

of a. research

project at

Simon Fraser.. The case study was deslgred to Identify how In-service was

planned and Implemented In the district and how

Its effectiveness Is perceived

by various aspects of the case study.' For example, a'course member

with an.

Interest in district co-ordination will' focus his/her

attention of that'

aspect of the case study and could carry out an assignment

on It. Similarly,

a participant with an interest in school-based in-service could

carry out'

his/her assignment on

.

,that aspect tf the' case study and

possibly develop a

framework for planning in-service policy at the school

level.

Use will also be made of exap)es drawn from ongoing

research and

development work in OECD member cotries, including the United Kingdom,

United States, Australia .

;... Sweden and Holland, while reference

will also be

made to the contrasting experiences of the Third World, notably

Pakistan and

certain African countries.

3.

ASSIGNMENTS:

Assignments will be negotiated individually within a framework which

will encourage participants to produce work which Is

relevant, practtcal,

and theoretically rigorous.

.

.

1 4

COURSE MATERIALS:

.

There will be no prescribed text but rather an

extensive list of

required readings of both a theoretical and practical nature

will be presented..

Hence a $15.00 fee will be levied for printed materials.

' '

'

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EDUCATION 487-4

SPECIAL TOPIC: ORGANIZATION DEVELOPMENT IN SCHOOLS

SUMMER SESSION

1980

Monday & Wednesday,

12:30-4:30

I

(

Purpose: To acquaint students with the theory and technique of organiza-

tional development and with various applications to organizational life

in schools. Organizational development is a coherent, systematically-.

planned, sustained effort at system self-study and improvement, focussing

explicitly on change in formal and informal procedures, processes, norms,

or structures, using behavioral science concepts. The goals of organiza-

tional development include both improving the quality of life of individuals

and improving organizational functioning and performance... Advice will be

included on using consultants; a list of them will be provided.

Methods: Lectures, readings, exercises, simulations, and occasional short

papers. A good part of the time in class will be used for actually ex-

periencing some of the procedures. .and training exercises used by consultants

in organizational development. Students will not leave the course as com-

petent consultants, but they will. have a good understanding of what con-

sultants do and the outcomes to. 1e expected..

Texts:

Schmuck, Runkel, Aren,. and Arends. Second Handbook of Organiza-

tional Development in.Schools. Palo Alto, California: Mayfield,

1977.

Runkel, Schmuck, Arends, and Francisco. Transforming the School's

Capacity for Problem Solving. Eugene, Oregon: Center for. ...

Educational Policy and Management, 1979.

..

l'..

-

Outline

"-

r

What is Organization Development? A Theory for Organization c.

Development in Schools. .. Types of Intervention. Processes of

L .:

Training and Consultation:

k

ro..:$2a

.+.

2

DIAGNOSIS

Information Gathering. Context, Design, Progress, OutcOme!

.

..Diagnostic Information..

.

.

..

Jj.

L.

3.

CLARIFYING COMMUNICATION

_. '

.

•

Types of Communication. Interpersonal Comnunicatiofl. Comnnmi;.

cation in the Sub

'

s ysfei .

. Organization-wide ComnninicatiOfl.'1

t•'

•.Gathering Data about Communication. Exercises and Designs .

1

L

-

•#*_

.

-

-::;

. i •

.. .

.,.

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2

Outline continued:

- -

4.

ESTABLISHING GOALS'

:•:

i'w

-

•

Having Goals. Goals in Organizations. Goals in Schools.

Consultant, Client, and Project Goals. Ascertaining and

il

l,

-

-

Clarifying Goals. Establishing Goals.

•

Organizational Processes.

S.

WORKING WITH CONFLICTS

- •

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I.

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-

Theory of Conflict.-

.

Gathering Data about Conflict. Procedures

for Managing Conflict. Microdesigis for Managing Conflict.'.

-..--•

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6.

IMPROVING MEETINGS

i-c'vr

br

S

.,

• .

. _!

•. '._

Purposesof Meetings. Effective Meetings. Gathering Data about

Meetings. Exercises and Procedures for Improving lleeting

;'

S

-I-..

•.-

.

7

SOLVING PROBLEMS

Theory of Problem Solving. Gathering Data about Problem Solving.

Promoting Effective Problem Solving. The S-T-P Sequence for.

•

Problem Solving. .

.. -•: -

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8.

DECISION MAKING

...

..

Influence and Decision Making. Group Decision Making. Gathering

Data about Decision Making. Exercises and Procedures in Decision

Making.

- •&-

.. £ \..'

9.

MACRODESIGNING - ...-

-.

.

---

Internal Features. Successful Mae-rode

signs. Examples.

10

A... MICRODE

140

M

Training Designs. Data Feedback Desigis

;

--tonfrOntatiOfl Designs. -

Process Observation and Feedback

DCsigns.Involving

Clients in

-

Microdesigning.

-

••

•'

t

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EVALUATING

OUTCOMES

•. .5

tar

' .

'-'•............

-

4

-

-

Kinds of Outcomes. Assessing Outcomes

t

aniong

Students. Assessing

Satisfaction. Assessing Organizatioal Adaptability.

Some Dif-

ficulties Some

Technicalities

'L

I

•

•

__

'

'

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ft

12.

INSTIWTIONALIZATING ORGANIZATION DEVELOPMENT IN SCHOOL DISTRICTS .

__

-

-

fl4

I

Establishing Permanent OD in Districtsi'. OD Cadres -in DistrictS.Ni-.

Cadre Maintenance and Renewal.-

i%Ij

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EDUCATION 47-4

DESIGNS FOR LEARNING: FRENCH IMMERSION

SUMMER SESSION 1980

Instructor: Joanne Tur:otte

Monday and Wednesday, 12:30 -

4:30

Incorporation of the four steps to language development --

comprehension, speaking, reading, writing in second language learning.

Psychologies applicable to second language learning.

Investigation of psychologies' affect on our writing language development

programs.

•

Linguistic comparisons of spoken French and English.

Linguistic comparisons of written French and English.

Questioning techniques - Problem solving.

Presentations of all subject matter skills within a second language

approach.

Presentation (by students) of a language arts lesson.

Piagean investigation of the child's growth.

Steps' to unit preparation in Social Studies and Sciences (according to

R. Tyler).

Long term preparation - divisions of a unit of study.

integration within programming.

Study of available resources.

n

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EDUCATION 1487-14

DESIGNS FOR LEARNING: DRAMA

SUMMER SESSION 1980

INSTRUCTOR: Paul Clements

Tuesday and Friday, 8:30 - 12:30

The

aim

of

t h

i

s course is to explore some of the theory

and practice of

the use of DRAMA IN EDUCATION in order that student teachers and teachers

may develop both their own Drama skills and their own teaching competence.

Through a

series

of practical improvisation sessions, workshops and seminars

the course will investigate the following areas of work

- Drama and Theatre Games in Education

Children's play

Building group work through games

Games and Simulations in the Classroom

- Drama and Personal Development

Concentration, Imagination, Sensitivity and Trust

Personal Confidence

Social Skills

- Drama and lan

guage Development

Communication Skills

language flow

Drama and writing

- Drama and Children's Theatre

Narrative

Group Story-telling

Play-making

Sources for ideas

- Drama as a Teaching Tool

Drama & Literature

Drama & Social Studies

Drama & Other areas of the Curriculum

- Drama and Movement

Mime

Movement

Ince

Grades will be awarded on the basis of continuous assessment, the

submission of a project on a topic agreed by the individual student

and the instructor, and on the submission os a weekly journal indicating

the student's reflection on course activities.

Many teachers, who have no doubts about the educational value of Drama,

are reluctant to develop a Drama programme of their own because of

personal Inhibitions.

It's worth stressing that it is not the intention

of this course to make sudden histrionic demands on its students.

Although the course will demand a considerable degree of participation

this will be achieved by a steady development of personal confidence

and skill, much as we hope it will happen in the schools themselves.

Students with no previous experience should not, therefore, be deterred

from enrolling. Students should be aware that some course sessions

will be based on packaged materials in the final stages of preparation.

TEXT:

WAY, Brian;

VkQIEFtT.THROUGH DANCE:

Loncimn

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FOR INFORNATION

SiMON FRASER UNIVERSITY

(15 go

MEMORANDUM

T o

.......

11r...Harr.y.Evans ...............................From ..... Marv.i.n..F.,..Wid.p...........................

Director, Undergraduate Programs

....... Reg.i.st

.rar. ......................................

.

...

ate

.......Facu.l.ty. .f.

o .Educatiøn.....................

. . . . . . Ju.l.y.,3Oth,.i.98Q ...........................

Attached are the course outlines for Special Topics, Undergraduate

courses that have been offered in the Faculty of Education for the

past three semesters. The courses and the enrolments in this were

as follows:

1979-2

1.

Education 1+87-1+

2. Education 1+87-4

3.

Education

487A-4

4

Education 1+87-1+

5.

Education 486-4

1979-3

6.

Education 1+86-1+

1980-1

7.

Education 1+86-4

8.

Education 1+86-1+

9.

Education +87-4

.

Marvin F. Wideen

Undergraduate Pr

MFW:vs

End.

The Politics of Curriculum Materials! Lorimer / 3

Designs for Learning: French Immersion ! Turcotte ! 12

Designs for Learning: Drama

! Clements ! 16

Developmental Drama

! Vernon/Batt

/23

French in the Elementary (01)

Secondary (02) School

I

Newman /

27

Organic Teaching in the Primary Classroom !Wassermann / 18

Integrating Educational and Traditional Gymnastics

I

Kirchner / 21

Classroom Practices in Educating Awareness / Tri.vett / 26

Power in Educational Thought

I

Nyberg / 8

y

j' --s P

n

grams

A1

Ll-.

.AIL DISK

L..

---

J1JATION 487-4

.ruiruetor: rtowly Lorimer

Intersession, Summer 1979.

CC 62:].

.ipecial Tcipicn; The Politics of curriculum

.4ateria1e -

This course will examine three different areas of concern.,

1.

the social and political ideas and Implications

contained

within textbooks and other learning materials

currently in ues.

Emphasis will be placed on ocial studies and

English at the

elementary school leveli

2.

the creation of curricular materials, that is to say,

their writin€ and publishing. and the adoption

proc.aa, including

curriculum review

committees and school board

buying;

-

3..

the creat'1)n ol new Canadian

alternatives including

new series with dii1'ren social Ideas as well as trads publications

which have relevance

Jor

school teachers and

their students.

Requirements: 2 Essays, one

;nidi-term ard one

at

term end approx, 15 pages

Texts: What Culture? what

hrita,

j

e?

it..

hojgett8, OI$B Toronto, 1968

Unfortunately

other readings on thin topic

are spread thinly

through

ou

.t

a variety

of

nouree. 'Copies of

these books and

articles will re pltt'd on re!-'rve.

Books and Articles on z(eserve

Hodgette, A.B. What culture?

:

What heritage? Toronto:

OISE, 1968

Lorimer,

to 3

H.

rea

et

di

al.

ng

series.

oniir .:or:tegit:

Interchange

'

an

8(

anulyaja

4), 1977-

of

78,

64-

aradee

78

1 -

Lori::ier, R. Your

Canadian Reader .igLthbuse

JriOa

II,

2

1978

Lorimer,

riad

.

H.

rs

Textbook

Mimeo 'Paper.

ralitiee,

an analysis of two

Graee 4 to

6

Pratt, D. The' social vole of scnool textbooks

in Cána. .

In Pike

and Zurjek 3ociaIjzatjon

and

Va..ucs in .anadjan dociety

To r

onto: '1cCleiland and

.it'wart,

1,913

Hill,

t.,

Lorimer, ii. et al

The

Ot:.er

Volumes I, II, and EI'. Toronto:

.lartell, G. Wile,

i..

and iheppard,

Jaee Lorimer: 1979

Carver, P. (ed) The l.rierts

series,

Torono: Peter r:artin,

1979

uidee to

ingauge Patterns

J

.

i.orir.er

,

1977

dhere

.?ie ive

Toronto:

Lrth

Air

Fire

and

ater.

---

ii

-

r.

:

:

i -

-•

-

.•

erLl

•.92

The Polit i cs or

anl

hi tsie. Toronto

:

197

(i'd.)

Zs!

i

tzl'flY

:j'JT-i%r,

.

to :;ou r

r arier

I.1oririer,

'ae

me

mit

in

k'view

(to

e

1ub1ied)

.4ori'ner,

.

Bi1ifl1 and

atd

J

' iin,

G.

tY

5.

Bcu1t%rs'I

jr.i

,

SBi oil

See

Pub1ibh!L&

ItohI

e

r,

R.

et

l

pa;tr s

I.

the Report for

sect8 i'; both te

,aekgr0und

ub

jI.ing

on

Toronto:

parvn,

eh2tj_0iT

4

ummary

.if

Findings from YoK

J.C. !ntrdu'tiOfl an

U

i1cu1tUral

mmiosiofl

Co

JohnstOfle,

I3tlinhaI

a

tuY ft2•

Schoi

iart°ll,

G.

(ad.

.1974

Torflt0

•t.L1CPB

orir.r,

I4 cClelland

Toronto:

issue

of

The Canadian

:yera,

D.

and St:art

1.97.

Or

,trtL

' specifli

Forum,

'..

P

EL

qoagetts,b

'

IT%U')

curr1cUl

poliCY making

a(ir8t,

•

anl

dBlkPr,

An

S,

bce.

Pi L. 479-509

Studies

.anadian

jrsue

yearbook, 1977

Ja1lifl,

J.i.At.

The ?oI±ti

of Can4

Jtudy

f r,duCati0fl Fac. of

4 .

The

ana'IiUfl

cic'tY

f'r

te

dmont0fl,

A!t1.

3ch0b18

and

Canad1

Idanti

A.

ard

t.teDofl'

.'i

• N.

nai

Chait on

Toronto:

Gaate,

197

.

ln.^

ryl

°Tt

in

U

b1iC

cati0fl

Toronto:

ioctg80fl,

s.Di

lederhl

1916

-

Can.

Educ'fl

bit4B'T

---

2.

-

C

COURSE DESCRIPTION

EL.-.

q-i-

hP

i5o.

EDUC 487:

Desi

g ns

for Learning:

French Immersion

July

4th

Four steps to language development:

comprehension

speaking

reading

writing

How these four steps are incorporated in second

language learning.

Psychology movements as applied to language learning.

July

9th

Investigation of the psychology and philosophy

in

-

our existing language development series In Immersion.

JUly

11th

Investigation of the child's growth - based on

Piaget Adaptation of course content to stimulate

the child's growth in second language.

July

16th

Presentation of a language arts lesson (with

existing reading series) by students.

July

18th

Linguistic comparison of spoken French and English.

-_

of written French and English.

•

Linguistic comparison

Questioning techniques.

July

23rd

Philosophy of unit preparation (1n Social Studies

or.Scieñce) as. drawn up by Tyler.

Required steps of a long-term plan.

Specific divisions within, the unit.

JUlY

25th

Wokpériod on long-term plan.

JUly

.

.

30th

•Long-term'Plafl due.- work on Unit.

August

1st

Work On unit.

.

and

6th

.

.

.

August

8th

Unit

due. . •

S

.•

DlScuSSlOfl.Of resources available for Iwinersion.

WINE

and CHEESE!

4

---

Summer Session 1979

S

/

EDUC. 1487A

DESIGNS

MOR

LEARNING - 0 R A N A

Instructor: Paul Clements

Tues. F Thurs. 4:30 - 8:30

MPX 8620

T he aim of this Course is to explore some of the theory and practice of

the use of DRAMA IN EDUCATION in order that student. teachers and teachers

may

.

develop both their own Drama skills and their own teaching competence.

Through a series of practical improvisation sessions, workshops and seminars

the course will investigate the following areas of work

- Drama and Theatre Games in Education

Children's play

•

Building

group work

.

through games

Games and Simulations in the Classroom

•

- Drama and Personal Development

. •.. '

.

. .

Concentration, Imagination,

Sensitivity

and Trust

PersOnal Confidence

.

.

•

.

Social Skills

- Drama and language Development

Communication Skills

.

Language Flow .

.

.

Drama and Writing

- Drama and Children's Theatre

Narrative

.

• .

Group Story-telling

.

.

.

Play-making .

.

Sources for ideas

S

- Drama as a Teaching Tool

.

. ..

Drama & Literature

Drama & Social Studies

.

S.

.

•

.

Drama & Other areas of the Curriculum

.

.

Drama and Movement

.

. .

.

.

Mime

.

Movement

. . . .

. ,.

.

-

.

..Dance

.

.

...

•.

Grades will be awarded on the basis of continuous assessment, the submission

of a project . on atopic agreed by .

the individual

student

and 'the Instructor, and on

the submission of a weekly journal indicating the student's

reflection on

course

activities,

. .

.

.

.

Many teachers, ,

who have no doubts about the educational 'value of Drama, are

reluctant to develop a Drama programme of

their

own

because of personal

inhibitons. It's worth stressing that, it is not the intention. Of this course

to make sudden histrionic demands on its ,stUdenta.

Although the course will

demand a considerable degree of

.

'

-participation this will be

achieved

' by

a

steady development of persona], confidence and skill, much as we hope

it will

happen

in

the schools themsieves. Students with no

previous experience should

•

not, therefore, be deterred from enrolling.

•

•

---

d.&4CCb%

-4 - )

oa.

S

SkYiMAøS

Pt

Where

a

to

dietinction'needS

begin...

to be made between the terms THEATRE and

developmental DRAMA. THEATRE implies presentation to an audience

and

-

includes the myriad of skills associated with acting and stage

craft.' Developmental DRAMA, on the other hand, encompasses the

larger domains of personal growth, sensory awareness, OOflOiDtXKttOfl,

imagination, Interpersonal skille

t

etc., and has no flece8ea con-

nection with performance. Hence, developmental drama is applicable

to all age groups and subject areas. The focus is concerned prim-

arily with the affective realm and the design of etr'uctursdeXPT

isflces which complement - and are integral to - cognitive skills.

Developmental drama, properly understood and applied

,

'rather subtle-proces

s

, not a "bag of tricks".. It is therefore

necessary that a teacher have first hand experience with the "growth

proôess" involved in partióipating in a carefully sequenced series

of activities. The notion of "task analyses" is important her..

Many teácherB, say Language Arts or Social Studies, attempt to-use

relatively eophiaticated forms of dramatic ezploratiOfl.afld/Or,.

presentation.

-

etc. - without noting and providing practice in the interrelated

O

component

skills involved. As a result, drema

. in .

tbe classroom

seldom gets beyond "fun" or "novelty" into a viable and virtually -

StudeMa will..

i)

...read representative booka and articles in the area of

deyelopmental drama and delnOn8trate an understandi

ng.

of its

application to learning (through discussion

ii)

...participate In a series of structured activities intended

i

.

to promote skill in sustained concentration, movement and mime,

speech, imagination-and improvisation and demonstrate competency

through projects and presentations to peers

'iii) ...s.leãt. appropriate activities from the readings and

workshops and build an annotated resource file

.v) . .dsaOnatrate an ability to incorporate appropriats develop-

mental drama .t.chñiquse into curriculum arias other. th

en

(through projects, unit plans

,

be involved in

source matérial': intO

Reader's Theatre to

topics of historical

glOup tasks such as adapting 'non-dramatic

a dramatic format, using 'the techniques of

'get beyond the words", improvising around

Loc4

- 30.

---

vi)

...acquire the conceptual and practical skills to diii and

implement $ workshop in a chosen curriculum area using developmental

drama techniques with appropriate and specific learning outcomes

vii)

...contract with the instructor(s) for an individual or group

project which demonstrates application of drama activities to

valid

goals

REQUIRED

&

S

tudent-Cener,dLanguge Arts & Resdin

g

Wagner. Houghtont4

j

Devølo

p

ent Throu

g

Drag:

Paul

Clements,

Book

Heyman,

peter

Norman.

I: Shor

C

oo.p

Pl.s

i

.

.

1978.

Imrovieatjon for the Theatre. Viola Spolin. Northwestern University

Press.

1963.

Teach

Mime. Rose Brufórd, Methuen. 1958.

Or"

'

tive Comunipatjoi

j

; Prolects in Actin

kk4vø- fli..il

anu gç

iI-ama rro3eca.. !ran Tanner. Clarks 1973.

Drama ;Lu $ducatjpn. John Hodgson and Martin

Bthth'.

Pitman. 1972i.75.

"British COlumbia Cürricülum Guides"

To Be Announced.

0

0

S

EJ

7

---

5:

.

.

I

f

Eck c aVo*

416

..

*

iat So iers:

eacA..

Introduction

This ti

q ' l

t q r q

%ve nrsct

j .('al comse fncu q nin

nil

the rpl&ost&nn

of tnstructioris) theory

to

the teaching of French as * Second

Tanguae.

It

will deal with pla"ni.n for

le'rnThg; crestl.

arnini'

,nvi.ror"ents and '1,v_

eloping teaching strategies sind materials.

The

course is offered for nrc-

sorvic and In-service

teachers.

The course

is

'wga"1zed to include workshops, seminars and indenendent

study. Teacher and student prcssnttf ons

ai well

as

the shar4.r. *ri4 nren

p

ratio',

of ideas and ',atr&&Ls will be some of the workshop

activities. In seminars,

9tudants jill. discuss and disnute read1.rs and

nhilnsnnhi.ea of lantuage

learning. The above activjttss combined with indspende

r

t study in the field

will,hopef'ully, sillow

q

+.'ii ! nts to deveirm rn- enn

f iri their own

nhIlsonhy of

second lang'ae 4nstriidtion.

Schedule

-

P

Seeondary_Tnteress'tnn

('Ia' r -June'

Tueda" nn' 'hiir'4av

A:10

a.'n-t '3fl n•'

-

Ele"!entAry_Sr'tnersess%n'1 (

.

1 1 1

j1.v_AL,!,u.qt.) Tuedy and Thursday A: 10

n•i

"Thjectives

•i.

A.

I;.

Dvlfe the

q

ti'riet with knowledge ahoit: •.

tADry and nractl.ce of %econdl.anguapo

t.eachtnp

currcn 4

.trAnds in French as Second 'Language

text' reccrlbed

hT

*$%m

P1Mqt, o4

5 q

Eond Larte

.,

re q o, p

-(cc qv1lablr ', teachera of

srh p

2. T-i 'rovide the student

with

'skt1)si:

.

a. pi.annin 'for

and prerrirg

of

individual

and sequential tei"hini units, lessons and

prngr*p,vos

RA

---

S

EDUCATION

Course (ht1%ne cni't

b. choosing and

using strat.ies

nist'hemis

and techniques for t

teaching

of

listening, sneaking, reading, and

writtnø s kill .

C.

analysing, ada

p

ting and constructing

instructional

'viterials.

d.

evalu p

ting

learning

Rsv q

Text

(Secondary)

Moskowitz, Gertrude.

Caring and

Sharing

in

the

Foreign lAnguage C1as.

4ewury Rouse.

1976.

(EleMPntary)

Mackey,

William

Francis. Lnguage Teachin

g

knalysi.,.

Read1.n5

Lee. W.R

Larigu a ge Tech&ng GAmes and Cnnt,'t!

Oxfor

4

. University

Press,

1965

Los W,R and

Coyen

S.lLmnlA

4nd&o-Visual to

Foreign

Lanj'uage

teaching

Oxford University Press.

Reboul.let, A.

Guide P4dagog&gue

nour

in

profes

q

eur

de Prsnats lan

4tranre.

Hachette, 1971

-

ri

S

&7

---

•

p

-

(

COURSE OUTLINE

Education 484 Organic Teaching in the Primary Classroom

Fall, 1979

Selma Waeserm,zn

Maureen Cwriing

Sheila Luetsen

Description

This course examines the philosophy

of

Sylvia

Ashton-Warner

and its applications to teaching in the primary

classroom. Concepts

underlying the "organic classroom"

and

development

of

teaching skill in

the

use

of the key vocabulary approach to

beginning reading instruction

will be emphasized. Teachers will be asked to use'

their prinury 'case-

rooms as laboratories in which they may work towards

the 'development

of skill in

"organic teaching," in the presence

of videotape feedback.

This course is offered primarily for in-service teachers.

Pre-service 8tudent8 may enrol with special permission of

instructors.

'

Three types of experiences are included

in

this course:

(a)

Outputs - opportunities for students to experience the

"breathing out" activities

'of

the organic classroom, through

personal

explorations with a variety of media

(b)

Intake - opportunities for students to,

receive

instruction

and participate in practice sessions

in the teaching methodology

of

the organic classroom

(c)

Workshops - opportuin.tt.ea for students to

share,

envne,

and critically analyze, through videotape feedback,

their

classroom

applications of organic teaching

Claáa Meeting Times

Wednesdays

4:30 -.8:30 pm

Room to be announced

/0

---

C0ur85 Objectives

(1)

To increase understanding of the concepts and principles underlying

the Sylvia Ashton-Warner philosophy

of

"organic teaching"

(2)

To promote understanding

of

how organic classrooms work

(3)

To develop teaching skill in the following:

-- taking the key vocabulary

-- conducting teacher-pupil conferences

-- organizing an organic classroom

-- analysis of teacher-student interaction strategies

(4)

To further acquaintance with the literature and research related

to organic teaching

(5)

To increase self-awareness with respect to personally held educational

beliefs and .attitudes related to teaching practices, child growth and

development,- and curriculum

(6)

To promote increasednderstanding

of

the young child and his

growth needs: physical, emotional, social and intellectual -- and

their relationship -to the form and structure of the primary classroom

.

Course Requirements

,Stüdente are required to attend and participate

in all aspects

of the program.

Students are required to complete the assigned readings.

Students are required to make three videotapes of

'classroom

applications of organic. teaching and share theèe

in

workshop groups.

Evaluation

The completion

of

all 'course re4uiremente presented

above

for"',

the basis for evaluation. There are three components

in the final evaluation:

(a)

Self evaluation. Students assess

their fulfillment

of

course requirements in a 'self-evaluation in8trumnt.

(b)

Faculty evaluation. 'Students discuss their self

evaluations

with 'faculty

in a

'final interview during which the faculty

member

also

assesses student performance.

(c)

Grading. Final grade

s

'

are determined by

faculty.

They

are based upon two criteria:

(1)

the degree to which students have fulfilled course requirements

(2)

the quality

of

the student's work

---

Readings0

Ashton-Warner, Sylvia. TEACHER. New York: Simon

and

Schuster, 1963.

Ashton-Warner, Sylvia. SPEARPOINT. New York:

Knopf,

1973.

Aahton-Warner, Sylvia. SPINSTER. New'York: Simon and Schuster, 1959.

1'

Elkind, David. A SYMPATHETIC UNDERSTANDING OF THE CHILD FROM BIRTH TO

SIXTEEN. Boton: Allyn and Bacon, 1974.

Wassermann, Selma. "Organic Teaching in the Primary Ciasaroom," PHI

DELTA KAPPAN, Volume 58, November, 1976, No. 3..

Wassermann, Sela. "Aspen Mornings with Sylvia Aahton-Warner,"

CHILDHOOD EDUCATION, volume 48, April, 1972, No. 7.

Wassermann, Selma, "The Story of the Vancouver Project, ". YOUNG CHILDREN,

•

Volume 33, May, 1978, No. 4.

(0)

I

S

---

•

7..

EDUCATION 486-4 Special Topic: "Integrating Educational ai4Traditional Gymnastics"

Spring, 1980 Semester

Tuesday Evenings 4:30 - 8:30 A'4

This course is designed to illustrate how the movement, concepts, principles and

teaching strategies of Educational Gymnastics can be integrated with a Traditional

Gymnastic Program.

-

The course is primarily designed for elementary school teachers

who have had coursework or teaching experience in either Traditional and/or Educational

Gymnastics.

'Topic Outline:

1. History of Traditional and Educational Gymnastics

• 2. Contemporary, gymnastic programs

• 3.

Rationale for' integrating two approaches

4. Stunts, tunb1ing and movement elements

•'

'

5.

Equipment and movement elements

6.

Large apparatus and movement elements

• Required Texts:

( Kirchner, G. Physical' Education For Elementary School Children, 4th edition,

Dubuque,

W.M.C. Brown, 1978

•

•

Szypula, G. TumbLing and Balancing For All,

Dubuque, W.M.C. Brown Co., 1968

/3

---

-

.

0

0

EDUCATION 486-4 SPECIAL TOPIC

(GRouPO3)

Spring Semester, 1980

TITLE: Classroom Practices in Educating Awareness

INSTRuCTOR: John V Trivett OFFICE: MPX9503 (Phones: 291-3166 and 922-6683)

TIMES: Every ?vbnday, 4:30 'to 8:30

'

øvI,

commencing January 14, :1)80

Office Hours: Mondays, 3:00 - 4:30 PM, 8:30 - 9:00 1i'

:

Other times by appointment.

PL&E: 'MPX8620a

This '

course will concentrate on what teachers and their students need to

do when the emphasis is the development of their individual and combined

awarenesses towards themselves, their growth and the subject matter. Applicants

are strongly urged, to interpret as 'prerequisites equivalent to' Ed. 401/4021,

ithOr Ed. 489-4, 1979-1, 'Educating Awareness: Implications for Educational

Practice' (A.J. Dawson), or study in schools with the, approach called

'The Subordination of Teaching to Learning' and with previous relevant association

with Professors Dawson and Trivett.

.

The subject matter

.of reading, spoken language and mathematics will form

the basic content, though implications will be explored to Science, Art, Music

.

' and other 'concerns of classroom life.' The principles

of the

approach in theory

and practi'ce are integrative, being based on 'fundamentals

of

human learning

c'

and upon 'algebraic' inter-relationships of content.

While 'Gattegno 's special materials in the various , subjects 'will be used

and studied, there will also be an emphasis On what can be

done by

teachers'

improvisations and imaginative invention without reliance on the commercial

products.

Efforts will be made to have demOnstrations with children, together with

existing films and videotapes.

TENTATIVE

•

Week

S(]-IE[IJLE:

1. What is 'awareness ? Summary of learning principles, by involvement

in some new learning situations.

Week 2. The acquisition of language by young children. The beginnings

,of speech, writing, reading, spelling and mathematics.

Week 3. Mathematics as a language with consequent implications to classroom

work.

Week 4. A scientific approach to the teaching of Reading -,'Words in

Colour".

Week S.

The

common sense of teaching language - "The Silent Way"

English arid French, Spanish or Japanese

Week 6. A second look at mathematics..

Week 7. A second look at reading, spelling and language arts.

t

---

Page

Week 8. A look at the teaching of science.

Week 9. A second look at "The Silent Way". .

Week 10. ?vkzsic and geometry

(

Week 11. The awareness approach coming from other sources

R. Samples "The Whole School Book"

A. Jones "The

Reflexive Universe"

Week 12. Summary and individual study.

(Cooperative assistance has already been offered by other teachers, especially

from those knowledgeable in Science, M.is ic, French, Spanish, and Japanese).

CWRSE REQUIREMENTS:..

Apart from full attendance and participation students will be expected.

to,

..

a)

read at least two books from the reading list, with other books

and articles according to individual choice of subject concentration.

b)

concentrate on teaching children in at least two subjects,

preferably in school-based classes, e.g. Maths French, Misic

English, Language Maths

1

Maths Misic..

c)

keep a journal with notes of ideas and activities and individual

written work relating to three aspects of the coursework:

i) the evening classes

.

.

ii)' reading

.

. .

.

iii) . classwork with children

The journal, should 'receive prior attention over the first

.

4 weeks of

class, though maintained to the end of the course. . Priority after about

halfway should be given to the writing of an essay on the subordination

of teaching to learning, emphasizing details of at least one subject both

from the point of view of one's own personal awareness and learning and

from the point of view of the students' learning. The journal

work

7

II1 be

submitted first at the 5th class meeting, second at the end of the 11th

evening The, essay will be required at the 11th meeting.

REQUIRED BOOKS:

CkiO book will be required as a text for reading and sthdy

by all

students:..

.

..

. . .. ..

Gattegno, C. What We Owe Children The Subordination of Teaching to

•

learning, Educational Solutions Inc., N.Y. 1974 (LB 1715G3)

At least one of the followingwill also be required, depending on

individually chosen project matter emphasis:

. .

•

Gattegno, . C. . The Common Sense of Teaching Foreign Laiiguages, Ed

Sols,

N.Y.,

1976

. .

.

Gattegno, C. The Common Sense of Teaching Mathematics, Ed

Sols,

N.Y., 1973 (QA 135.504T. ..

.

.

.

.

(

.

Gattegno,

C.

'Teaching Reading With Words

in Colour, Ed Sols, N.Y.

- -'

1967

.

.

•

.

....

---

Page 3

I

•

REC944DED BOOKS AND ARTICLES:

(Z

Each student is strongly recommended to read and study some of the

following:

Gattegno, C.

Now Johnny can do Arithmetic, Ed.

Sols, N.Y.,

1968

S

•Gattegno, C.

The Universe of Babies,

Ed. Sols.,

N.Y; .

Gattegnó, C.

Of Boys and Girls,

Ed. Sols., N.Y., 1975

•

Gattegno,C.

The Adolescent and His Will,

Ed.

Sol., N.Y.

Trivett, J.V.

Gaines Children Play for Learning Mathematics,

(Iiisenaire Co. of America Inc., New Rochelle, N.Y.,

1973

Trivett, J.V.

... And So On, mimeographed edition, S.F.U., 1979

(available from instructor)

Trivett, J.V.

The Multiplication Tables to be Memorized or Mastered?,

mimeographed edition, S.F.U., 1978

(available from instructor)

Trivett, J .V.

"Forward to the Basis", Mathematics Teaching,

•

journal of the U.K. association of teachers of maths, June

.1977

•.

. (availablefrom instructor)

(

Trivett, J.V.

"The End of the 3 R's - The Beginning of the New

Language Art" Mathematics Teaching, journal of the U.K.

association of teachers of maths, Sept. 1978

(available from instructor)

Trivett , J.V.

"Educating One's Mathematical Awareness", a chapter

in Self-Education, forthcoming from S.F.U., Faculty of Education

(ed.

Dawson, A J

"The Self Educating its Awareness" (Gattegno's Science

of Education), a chapter. in Self-Education, forthcoming from

S.F.U.:, Faculty of Education (ccl. M. Gibbons)

Sandvoss and Trivett

Teaching Children Music, Vol. 1, Sharrell

Publishers, B.C., (chapters viii, ix), October, 1979

-

Samples; R. et. ál.

The Wholeschool Book, Addison-Wesley,

Don Mills, Ontario, 1977

•

S •

•

Pearce, J.C.

The Magical Child, E.P. Dutton, N.Y.,

1977

S •

•

?vbskowski, B.A.

"The Acquisition of Language", Scientific

•

American, Nov. 1978

(available from instructor)

S

---

Page

Recommended Books and Articles (con !)

•

_

(.

Stevick, E.W. Memory, Meaning

T

id Method, Newbury House Publishers

Inc., Rowley, Massachusetts 1976

(language learning)

Zukar, Gary

The Dancing Wu I Masters; Mn. !vbrrow Co.,

N.Y., 1979

(Sciei

Learning)

Copies of other articles, some ublished, some prepared for student

and teacher use at Simon Fraser Uni% rsity, will also be available.

---

SPRING SEMESTER 1980

EDUCATION 487 Special Topic: Power in Educational Thought

INSTRUCTOR: David Nyberg

TIME: Monday evenings 4:30 - 8:30

This course takes up the challenge of introducing power into the vocabulary

of educational studies. If Bertrand Russell was right In claiming that

"the fundamental concept in social science is Power, in the same sense in

which Energy is the fundamental concept, in physics, "then it must be. seen.

as odd that the challenge has not been taken up before.' One question to be

answered is why such a fundamental concept, such a universal category of

human social life has lain so completely neglected in education for so

long.

.

.

.

..

.

.

Discussion will concentrate on analyzing the essential attributes and several

forms of power in ordinary social transactions. These 'attributes and forms

will be put together and proposed as a new conception of power that has a good

• deal of relevance to the understanding of educational processes (curriculum

design, the means of instruction, and evaluation) and has important implications

for a renovation

in

the ethics of education.

.

The course will conclude by linking the new conception of power with a logic

• of freedom that emphasizes thO skills of diagnosing constraints, and by.

arguing that teaching these skills along with knowledge about power

is both

practically feasible and ethically incumbent on contemporary education.

T

OPICS:

.

0',

••

.

..

.

.

.

.

.

f.

1. A survey of the best. that.Jias been written about power

in

philosophy,

political science, sociology, and psychology.

. . .

2.

Personal and ethical ambivalence about power

"

.

. ..

3.

The very idea ofpower ......

4. Forms of power in educatiôiii' .

.

..

.

.

S. Power and the logic of freedom

6. Towird a renovated ethics of education

.

. .

. .

SELECTED READINGS

These are some books and articles that .st.ideiits

will find useful, and from which

--, .

specific assignments will be drawn.

.

.

. '•' .

Arendt. H. • Violence...

.

. .'-

....

'0'• •

,,

.

:

.

Barry, Brian. (i 4.) Power .&...Politicat Theory ,.

.

.• . .

..

•

Bell,

vid.V.. Power, Influence, AW.Ai.ithoritv

. ..

0

Berle, Adolph j Power

Berlin, Isaiah "The (estionof Machiavelli". The New York

Review, November

4,1971

. ..

...

..••

.

.

.

.

.

.

Cartwi tght, D. (ed) Studies in Social Power

thalnpl'rL, John 'L'(ed.) Power •'

0

•'•.

•0

.

Clegg, Stewart Power', Pule, ind DOmination

CI.egg, Stewart -3hr, Theory 2f Power and.Organization

••

•.

.•.

•.

0 lem' ii, James !• Power

.anI

th..ru

pj. Society '-

0

.

0

1'ihJ, Robert A. Noderii Eglitica]. Analysis

.

0

.

'•

(over)

'S

---

0

Jithi, Robert A.

"Power". International . PrLcyclopecliäof the social Sciences

•

Feinberg, Joel "The Idea QLaL Ee ?

",iii Educational Judgements, ed.

w

James F. Doyle

Jouvenel, Bertrand de

Power

La Boetie, Etienne de

-

Iho

Politics

Qf

The

Discourse of

vOflultaly

servitude

•

Lasswell, Harold D. Power

.4

Persbnalipy

.

••

•

.Lasswell, Harold D. and Kaplan, Abraham Powet

and SQ

g

iet

y

.•

•••

McClelland, David C. Power: np Ipn

.

r Experience

••

:

.:

•

May, Rollo

w4Iipocence

••

•

Merriam, Charles E. Political Power

•

: I

•

Milgram, Stanley (bedience

.Isi

Authority

•

*

Nagel, Jack H. The Iscriptive Analysis of Power

•

•

'berg, David Power Over Power

'•

• •

• : •

Olsen, M. E. (ed.)

ik)wer in Societies

*

•

• •:

•

Oppenheim,

Felix E.

Dimensions Freedom

•

•

•

Plato Gorgias

•

•

•

Weber,

Max

The Theory

f.

Social and

Economic Organization

Winter, David C.

- Um Power Motive

•

•