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FACULTY OF EDUCATION
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Education 201-3 Theory of Education
(Education 220-3 Psychological Issues in Education)
Fall Semester, 1972
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Dr. C.R. Eastwood
COURSE OUTLINE AND REQUIREMENTS
This is the psychologically oriented course of the group of three that are
being developed and offered every semester for students in all Faculties who are
interested in the study of education either professionally (i.e. entering teaching)
or academically. In the Spring Semester 1973 it will be renamed and retitled
Education 220-3 Psychological Issues in Education. The other members of the three
course group will be Education 230-3 Philosophical Issues in Education (Old Ed.202)
and Education 240-3 Social Issues in Education.
In this context the course is designed as an introduction concerned with the
identification and study of educational issues and teaching conditions from a
psychological point of view. It follows that Child Development, Learning, Motiva-
tion, Evaluation and Adjustment are topics of primary concern. However, these
topics will not be treated in the more usual academic way but within a framework
formed by the combination of:
1)
Competing psychological theories and their applicability in
practice.
2)
Current criticisms of educational policy and practice.
3)
Major psychological points of view in education today (e.g.
Piaget, Bruner, Maslow, Skinner and others).
4)
Recent studies of thinking - Convergent and Divergent.
The objectives of the course are well stated by these statements taken and
paraphrased from the introduction to the book of supplementary readings published
to accompany the text.
1)
Observations intended to permit future teachers to formulate a
tentative conception of the relationships between psychology
and teaching.
2)
Advance the concept of a Teacher-Theorist and differing views
of conceptions of human behaviour which influence theory and
practice in education.
3)
Provide an opportunity for intensive study of the psychological
bases of arguments for and against current educational policies.
4)
Stress the need to know about psychological issues in order to
function effectively as a teacher and as a responsible critic of
education.
5)
Provide opportunity for the study and interpretation of recent
research - content and techniques.
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TEXTS AND REFERENCES
Text
Robert F. Biehier Psychology Applied to Teaching, Boston:
Houghton Mifflin Company,
1971.
The tutorial topics have been linked directly to this book so that all
students will have equal opportunity to complete the minimum required reading
for tutorial discussion.
Major References
Robert F. Biehler (Ed) Psychology Applied to Teaching: Selected
Readings, Boston: Houghton Mifflin Company,
1972.
Torrance, E. Paul and White, W.F. Issues and Advances in Educational
Psychology, Itasca, Illinois, F.E. Peacock Publishers, Inc.,
1969.
The articles in these books parallel the chapters in the text and hence the
series of tutorial topics. The library has been asked to place five (5) copies
on 24 hour reserve. The demand for these should be heavy and consequently it may
be necessary for individuals to plan their reading carefully in advance.
Other References
During the Summer Semester the following books were placed on 24 hour re-
serve in the library. The list will be reviewed and appropriately modivied when
the library analysis of use is available.
ADAMS, James F.
Understanding Adolescence
AUSUBEL, David P.
Educational Psychology: ?
A Cognitive View
BRUNER, Jerome S.
The Process of Education
BRUNER, Jerome S.
Toward a Theory of Instruction
CRONHACH, L.J.
Essentials of Psychological Testing
ELLIS, Henry
The Transfer of Learning
FLAVELL, J.H.
The Developmental Psychology of Jean Piaget
CAGNE, Robert M.
The Conditions of Learning
HUNT, J. McV.
Intelligence and Experience
MASLOW, A.H.
Toward a Psychology of Being
SHAFFER, L.F. & SHOBEN, E.J.
The Psychology of Adjustment
SHULNAN and KEISLAR (Eds)
Learning by Discovery
STEPHES, J.M.
The Process of Schooling
STROM, Robert D.
Psychology for the Classroom
TORRANCE, E. Paul
Rewarding Creative Behavior
The text provides excellent guidance for further reading for each topic at the
end of each chapter as well as within the context of the chapters. Full use should
be made of this service.
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COURSE REQUIREMENTS
Lectures - 2 x 1 hour per week
Tutorials - I x 1 hour per week
(Each student is required to present a paper
in one tutorial).
Assignments
1)
A very short paper (3-4 pages) at the end of the 2nd week of
lectures. This paper will not be used for grade determination.
2)
Tutorial presentation - paper and discussion.
3)
A longer mid-term paper at the end of the seventh week of lectures
on a topic selected from a list to be provided (see paragraph 2
above).
4)
A final 2 hour examination.
Note
The paper referred to in (1) is primarily designed to assist students with
less than 30 hours credit who often have had insufficient experience. Traditionally
the enrolment in this course is unusually variable and may range from students in
their first semester to students in their final semester. Additionally some will
have completed the P.D. program. Unless compensatory actions are taken some students
can be treated unfairly.
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One can hardly teach a course which considers many aspects
of individual differences and not provide allowance for these differences.
Pre-reguisits
This is an introductory course and therefore no prior work in the field is
expected or assumed. All students who are planning or thinking about entering the
P.D. program should consider this as a pre-requisit.
