Advisory Council:  Dr. Milt McClaren

                                Dr. Glenn Sinclair

                                Dr. Chris Groeneboer

                                Dr. Anna Warwick Seers

                                Dr. Dave Paterson

                                Dr. Patricia Gruben

 

There are five courses

attached to this degree.  One per semester for four semesters

with the Research Course running concurrently with all other courses



EDUC 907-5
Selected Topics: Aesthetics and Transformation

EDUC 950-5
Approaches to Educational Research


EDUC 908-5
Selected Topics: Dialogue: A Relational Approach to Learning


EDUC 964-5
Seminar in Educational Theory

EDUC 911-5
Colloquium in Curriculum Theory


EDUC 983-5
Doctoral Comprehensive Examination


EDUC 899-10

Doctoral Thesis

 

EDUC 907-5 : Aesthetics and Transformation

 

Description of Course: This course guides students to visionary thinking by a keen appreciation and reliance on the role of aesthetics in the discovery of new structures and best solution to the challenge of creating ideal learning opportunity.  The course in intended to educate the perceptual capacity of the educator to increase his or her abilities to accept a rich landscape in a complex world. Cultivating an appreciative way of knowing is an act of cultivating an aesthetic way of knowing, an aesthetic that values sensory awareness, perceptual acuity, attunement, wonderment, novelty and emergence.  Imagining what educators might accomplish in a culture that recognizes and embraces the inherent connectivity of consciousness and the field dynamics of mind will motivate the learners and teachers in this course.

 

It is the present stance of the creators of this course that myth represents the crystallization of basic experiences of life construed through various forms of imagery and such imagery lies beyond intellectual comprehension yet is experienced meaningfully.  The course embraces unconscious knowledge through archetype and artistic imagery.

 

Complexity theory suggests individuals become interested in self-transformation when they accept and linger between stability and instability held within minimal structures richly connecting individuals to one another. Insights are penetrating discernments guided by perceptive understanding.

 

Insights delve into the inner structures of things, beings, and ideas. Insights perceive and apprehend self-knowledge at once looking within while seeing beyond: a delicate balance between seeing possibilities and recognizing limitations.

 

What would our educational institutions look like if curriculum leaders and teachers were “encouraged to recapture a poetic wisdom, to be suspicious of comfortable routines, to create provocative learning relationships, to see appreciation and affirmative engagement as a core task and to value wonder over suspicion, surrender over defensiveness and listening and attunement over self-promotion?”.

 

 

 

Objectives

 

Recommended Reading

 

Bache, C.  (2008). The living classroom: Teaching and collective consciousness. State University of New York Press, Albany: New York.

 

Bonnet, J. (2006) Stealing fire from the Gods. Studio City, CA: Michael Wiese Productions. ISBN 13-978-1-932907

 

Buchel, B. (2007), ‘‘Knowledge creation and transfer’’, in Ichijo, K. and Nonaka, I. (Eds), Knowledge Creation and Management: New Challenges for Managers. Oxford University Press: Oxford. Great Britain.

 

Cobb, N.  (1992) Archetypal imagination: Glimpses of the gods in life and art. Lindisfarne Press, Hudson, NY.

 

Hyde, L. (1998) Trickster makes the world: Mischief, myth, and art. North Point Press: New York, New York.

 

Hollis, J. (1995) Tracking the gods: The place of myth in modern life.  Inner City Books: Toronto, Ont.

 

Kim, D. & Anderson, V. (2007) Systems archetype basics. Pegasus Communication: Waltham, MA.

 

Mamchur, C. (2008) “Chasing the Shadow” chapter in Education and Imagination, London: Routledge Publ.

 

Myes, C. (2007) Inside education: Depth psychology in teaching and learning. Atwood Publ.: Madison, WI.

 

Riveness, D.(2006) The secret life of the corporate jester; A fresh perspective on organizational leadership, culture and behaviour.  Jardin Publ.:

 

Stein, M. (1993) Solar Conscience/Lunar Conscience: An Essay on the Psychological foundations of morality, lawfulness, and the sense of justice.  Chiron Publications: Wilmette, Illinois.

 

This course is taught by Dr. Carolyn Mamchur, professor, designer of this program, screen-writer, consultant and President of C. Mamchur & Associates.  Dr. Mamchur brings her expertise as a Jungian and registered user of type and archetypal instruments to the specialization of this course.  She brings her knowledge and experience as an educator and consultant to bring a practical and tested approach to the learning.

 

 

DR. CAROLYN MAMCHUR

Professor

University Teaching Fellow

Room 8628 Education Bldg.

604 734-4072

mamchur@sfu.ca

 

What is learnt becomes knowledge when it is experienced, i.e. when it is utilized and subsequently internalized by the individual and becomes part of one’s justified belief system. When one considers the three knowledge management processes of knowledge acquisition, creation, utilization and sharing, this course dovetails so nicely with the course on the ontology of dialogue.  It is the intention that courses feed one another and overlap, examining issues from several vantage points.

 

Though courses are pre-determined based on the developers best knowledge around what might be most significant to this kind of study, the courses and the dissertations will develop so that we may find an elegant fit between the content and processes we will be developing in our research methodology and the form and function of the courses themselves.

EDUC 950-5:  Approaches to Educational Research (to run concurrently with other four courses)

Course Description:

This course focuses on the design, interpretation and meaning of research in the field of Education. We will start with fundamental questions such as what is research, why do we do it, and what do we hope to produce from the endeavour. We will then explore different research traditions and approaches, looking at the underlying assumptions they make about the world (theories of reality) and how we make meaning of it (theories of knowledge). These assumptions have a major impact on how we design a study, collect and analyze data, and interpret the results. On a more practical level we will address some of the fundamental challenges and decisions in designing research that is useful in informing our practice: how to come up with viable and worthwhile research questions; how to use past research to inform us; how to select an appropriate research approach to answer our questions; and how to craft appropriate research methods within this approach to collect appropriate data. We will also discuss two specific research methods that are useful to participants’ practice: action research and participatory research. Finally, we will discuss the use of research as a tool to support transformational change.

 

Course Format:

This course will run as a seminar and workshop, revolving around students’ actual (or anticipated) projects. We will strive to develop a research community culture in our class—throughout the semester students will work on their own projects and share their discovery and progress with others. Peer feedback will be a core component of the class.

 

Learning Outcomes:

By the end of this course you should be able to do two things:

 

In order to do these successfully, you will need to be able to do the following:

 

Required Reading:

Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson Prentice Hall.  ISBN-10: 0136135501.

 Selected chapters from:  Reason, P. & Bradbury, H. (2008). The SAGE Handbook of Action Research

Participative Inquiry and Practice (2nd ed.). Sage Publications. Ltd.  ISBN 9781412920292.

Selected chapters from: Somekh, B. & Noffke, S.E. (2009). The SAGE Handbook of Educational Action Research. Sage Publications Ltd. ISBN 9781412947084

Other articles based on students’ needs.

 Reference

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.).

Washington, DC: APA.  ISBN: 1557987912.

This class will be taught by Dr. David Kauman, Professor Education, who brings to the program his vast expertise as an administrator and researcher.  His course will run concurrently with the others as Dr. Kaufmann brings his knowledge of research design and ability to secure grants to each of your projects and dissertation questions.

Dr. David Kaufman, Professor, Faculty of Education

Office: EDB8558; Phone: 604-773-7809 (cell) or 778-782-8880 (office)

Email:  dkaufman@sfu.ca

 

 

908-5 Special Topics: Dialogue: A Relationial Approach to Learning

In today’s world of isolation and complexity; in education’s search for a way to meet the needs of a diverse community, it is imperative we explore new ways to think about learning and teaching.  It is a common claim that creating meaningful relationships is important to transformational teaching.  This course proposes an extensive examination of not only why this is important, but how one goes about doing it, preparing the self and other educators to be able to create meaningful relationships between teacher and learner/learner and learner.

 

 

Applying the six guiding principles of this program, this course revolves around a literacy of self, others, and surrounding physical, sociocultural, historical, and spiritual ecologies. Students and faculty will examine how we see ourselves as educators in relation, and in relation to others and our environments.  We will be challenged to conceptualize knowledge itself on a relational basis, and consider how our conceptualization of ourselves as educators relates to what we profess as the aims of education in the various communities to which we belong.  We will question whether or not a fundamental relational ethos in education—an education for relationality—make sense, especially in a rapidly changing, increasingly complex, technological world where the pre-modern, modern, and postmodern exist side by side.  In the end, students will determine dialogue’s application to the actualization of ideal learning and teaching.

 

Objectives:

 

1.  Make ourselves receptive to the possibilities of dialogue. The work we need to do, especially as educators, is in listening and being receptive to what is present before us. The life of dialogue between the two who thus meet then takes on a life and directions of its own, but it is not the life or directions of a pre-determined prescriptive.

2. Become attentive to the world around us. Although reason has given us a considerable degree of autonomy in severing our bonds to institutionalized metaphysical dictates, it has in turn imposed an “iron cage” which separates us from others and the world and all its various ecologies.

3.  Create nurturing communities through an ontology of dialogue as defined by Buber.

In his essay “Elements of the Interhuman,” Buber points out that educators work with students, are committed to their care, and see them as unique individuals who are striving to actualize a personal stamp of authenticity.

He see that an ontology of dialogue can enable educators to do this in a way which achieves what Alexander Sidorkin describes as nurturing communities that give priority to developing nurturing relationships and other outcomes secondary importance.

 

 

Recommended Reading

 

Shields, C. (2005). Dialogue is not just talk: A new ground fro Educational Leadership. New York: Peter Lang.

Buber, M. (1966). Not what but how. In N. Glazer (Ed.), The way of response: Martin Buber (p. 30). New York: Schocken Books.

Freire, P. (2006). Pedagogy of the heart. New York: Continuum.

Greene, M. (1995). Releasing the imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.

Hoffman, M. (2000). Empathy and moral development: Implications for caring and justice. New York: Cambridge University Press.

Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.

Senge, P., Scharmer, O., Jawaorski, J., Flowers, B. (2005).  Presence: Human purpose and the field of the future.  N.Y.: Currency/Doubleday.

Whyte, D. (2002). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Currency Books.

This course is being tuaght by Dr. Susie O'Neill and Dr. Charles Scott.  Dr. Charles Scott, instructor in the Faculty of Education and former owner of an independent business is a leading expert in dialogue and relationship building.   Dr. Susan O’Neill is an Associate Professor with the Faculty of Education at Simon Fraser University. Her academic background includes graduate degrees in three disciplines (psychology, education, music). She is Senior Editor of the Canadian Music Educators’ (CMEA) Biennial Book Series, Research to Practice. She was formerly a Senior Lecturer in music psychology, Associate Director of the Unit for the Study of Musical Skill and Development, and Project Director of Young People and Music Participation Project at Keele University, UK.  She brings a wealth of experience in working with various groups from various disciplines, proving leadership and a unique and complex perspective of multi-disciplinary understanding.

DR. SUZIE O'NEILL

Associate Professor

Office: Education Building 8665 • SFU Burnaby

E-mail : sao@sfu.ca

 

 

 

CHARLES SCOTT

lecturer SFU Burnaby

International Representative to China, SFU

je_cs@telus.net

 

 

EDUC 964-5: Seminar in Educational Thought—Emotional Thought and Thoughtful Emotion

Course Description

This course begins with a premise that is at once commonplace and revolutionary: creativity and transformation require both thinking and passion. Yet both what we think and what we feel can provide impediments to moving ahead. Through both philosophical and personal exploration during the course, we will endeavor to discover how ideas about education and pedagogy, and our personal investments in them, can restrict what we imagine that education might be, and how we can reduce, or even remove, these restrictions.

The readings for the seminar have been selected to stimulate discussion about how ideas shape practice and, conversely, how practices shape thinking. In addition, the readings challenge ways in which education and training is being done. Participants in the seminar will be asked to respond to these challenges and share other sources that have stimulated their own development and thinking as educators. Participants will also explore the sources of their own passion for education in a variety of guided writing exercises. Our goal both individually and collectively will be to identify what both defines and constrains our ideas of what education and schooling is currently, and to search for the sources of transformation that can reach beyond these constraints towards new ideas and practices.

Format

Students will complete journal-based written explorations of their own educational thinking, explore in small groups areas of tension in education while, at the same time, seeking opportunities for transformation. Finally, students will write a paper, give a paper in a professional platform or execute a project in their own area of professionalism that examines an area of educational thinking or practice that calls to them for transformation.

Readings

Boyatzis, R.& McKee,A. (2005) Resonant Leadership, Boston MA: Harvard Business School Press.

Greenspan, S. (with Benderly, B.) (1997) The Growth of the Mind and the Endangered Origins of Intelligence, New York: Merloyd Lawrence.

Ravitch,D. (2010) The Death and Life of the Great American School System: How Testing and Choice are Undermining Education, New York: Basic Books.

Senyshyn, Y. (2008) “Wittgenstein and the Aesthetics of Educational Administration: Philosophical Biography and Thought”. Journal of Educational Administration and Foundations (JEAF); Volume 19, No. 1.

Senyshyn, Y.(2009) “Chapter 3: Kierkegaard, emotion, and the individual: passion of the

infinite as the truth for educational leadership.” P. 41-52. Emotional Dimensions of

Educational Administration and Leadership, Samier, E. & Schmidt, M. (Eds.) Abingdon, Oxon: Routledge.

 

This course will be taught by Dr. Slava Senyshyn, and Dr. Don Nelson.  Dr. Senyshyn, a renowned concert pianist, philosopher and professor of education specializing in arts education with a focus on music and subjectivity, objectivity, and anxiety in the moral-aesthetic fabric of society . Dr. Don Nelson, retired teacher , Faculty Associate at SFU's JProfessional Development Program and Moderator of the Philosophy Café in Fort Lagley, is an exemplar educator, educated at SFU, UBC and Cambridge University where he was a Commonwealth Scholar, brings his-life time knowledge of teaching high school and adult students.  An editor and contributor to Paideusis: International Journal in Philosophy of Education, he will provide students with a wealth of writing and editing skill.


DR. YAROSLAV SENYSHYN
Professor

Tel: 778.782.4348
E-Mail: yaroslav_senyshyn@sfu.ca
Office: Education Building 8665 • SFU Burnaby

 

 

 DR. DON NELSON

Commonwealth Scholar

E-Mail: dnelson14@shaw.ca

 

 

 

 

 

EDUCATION 911-5

COLLOQUIUM IN CURRICULUM THEORY

 

COURSE DESCRIPTION

 

Curriculum is a word often associated strictly with formal, organized, school-based programs and instruction. However, viewed more broadly as a learning environment or set of arrangements and experiences designed to foster learning, curriculum is to be found everywhere and in a world of global communications and highly interactive social media, the word begins to take on new meanings.

 

This course will invite you to think about curriculum through the lens of design, design for learning. It will also propose that when we engage in curriculum making we should see our work as designing for learning. Further, I will propose that learning IS change and that it can often be transformative for learners. We will also examine the idea that curriculum making requires us to consider both ethics and aesthetics and that we have a responsibility to learners to see curriculum design as important work to which we owe our best efforts and clearest thinking.

 

During this course we will examine a number of different forms of curriculum including formal curriculum documents published by education authorities and institutions. We will also reflect on the concept of self-education or self-directed (perhaps self designed would be a better term for it) learning. You will also be introduced to important processes for curriculum design and evaluation while also exploring the challenges of implementation.  You will be asked to engage in using these processes to address a topic for which you will design a curriculum/learning environment.

 

The readings and resources listed for this Colloquium are drawn from scholarship on curriculum theory as well as from the practical work of people who have been or are designers for learning.

 

By the conclusion of this course it is intended that:

 

 

 

Format

This colloquium will be presented in a hybrid approach combining the use of virtual learning environments, online resources, and face-to-face instruction and interactions with colleagues. Students will be invited to make use of online discussion forums, email exchanges, Skype conferences, blogs, and personal WWW sites both to facilitate their exchanges with faculty and colleagues and as venues for their own curriculum design work.

 

Resources and Readings

 

Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A taxonomy for learning,

teaching, and assessing: A revision of Bloom's taxonomy of educational

objectives. New York: Longman.

 

Barrow, R. (1984). Giving Teaching Back to Teachers. London (ON): The

Althouse Press.

 

Bloom, B.S.(Ed.) (1956). Taxonomy of Educational Objectives: The

Classification of Educational Goals. Susan Fauer Company, Inc.

 

Bloom, B.S. (Ed.) (1985). Developing Talent In Young People. NY: Random

House (Ballentine).

 

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I:

Cognitive domain. New York, Toronto: Longmans, Green.

 

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Expanded Edition, 2000). How People Learn. Brain, mind, experience, and school. Washington, DC: National Academy Press. [Online] Available from: http://www.nap.edu/catalog.php?record_id=9853

 

Brown, J.S. & Duguid, P. (2000). The Social Life of Information. Boston, MA:

Harvard Business Press.The Social Life of Information. Boston, MA:

Harvard Business Press.

 

Brown, Tim. (2009). Change by Design. NY: Harper Collins.

 

Clark, D. A (2007 June 10). Quick Guide to Writing Learning Objectives, [Online]. Retrieved Sept 4, 2007, from

http://www.nwlink.com/%7Edonclark/hrd/templates/objectivetool.html

Coyle, Daniel. (2009). The Talent Code. NY: Bantam. Greatness isn't Born--It's Grown. Here's How.  (Also available as an eBook or Audiobook from Audible.com and from Amazon for the Kindle reader. )

 

Fullan, Michael, Hill, Peter, & Crévola Carmel . (2006). Breakthrough.             

Thousand Oaks, CA : Corwin Press.

 

Fullan, Michael G. (1993). Change forces : probing the depth of educational reform. London ; New York : Falmer Press

 

Fullan, Michael G. (1982). The New Meaning of Educational Change. NY: Teachers College Press. (4th Edition 2007).

 

Frederick, Matthew. (2007). 101 Things I Learned in Architecture School. Cambridge, MA.: MIT Press.

 

Gardner, H. 2006. Five Minds for the Future. Boston, MA: Harvard Business School Press.

 

Gibbons, M. (2002). The Self-Directed Learning Handbook. Challenging

Adolescent Students to Excel. San Francisco: Jossey-Bass.

 

Harvard Business Review. (1998). Change. Boston, MA: Harvard Business School Press.

 

Kelly, T. and Littman, J. (2005). The Ten Faces of Innovation. NY: Doubleday. (Also available as a downloadable eBook).

 

Mager, R.F. (1975). Preparing instructional objectives. (2nd Edition). Belmont,

CA: Fearon.

 

Mintzberg, Henry. (2011). Managing. San Francisco, CA: Berrett-Koehler Press.

 

O’Bannon, B. (2002). Planning for Instruction.[Online]. Retrieved Sept 4, 2007, from:

http://edtech.tennessee.edu/~bobannon/writing_objectives.html - top

 

Scardamalia, M., & Bereiter, C. (1999) Schools As Knowledge-Building

Organizations. In D. Keating & C. Hertzman (Eds.), Today's children, tomorrow's

society: The developmental health and wealth of nations (pp. 274-289). New York:

Guilford. On-line. [Available]: http://ikit.org/fulltext/1999schoolsaskb.pdf

 

 

Sinclair, G., McClaren, M. and Griffin, M. (2006). E-Learning and Beyond.

Discussion Paper for Campus 2020. Victoria, BC: Ministry of Advanced Education.

 

West, Farmer, and Wolff. (1991). Instructional Design. Implications from

Cognitive Science. Englewood Cliffs, NJ: Prentice Hall.

 

During this colloquium we will also make extensive use of online multimedia resources such as TED, NPR Podcasts, the CBC Ideas series, and the TVOntario Big Ideas series as well as a range of Internet resources such as Blogs and social media sites.

 

 

MMonLadder.jpg

 

mcclaren@sfu.ca

Dr. Milton McClaren. Emeritus Professor of Education, Simon Fraser University & Associate Faculty, School of Environment and Sustainability, Royal Roads University.

 

Milt McClaren joined the Faculty at SFU in the summer of 1967 where he accepted a joint appointment between the Faculty of Education and the Faculty of Science in Biological Sciences. At SFU he has served as President of the SFU Faculty Association, the first Dean of the Division of Continuing Education, Director of the Professional Development Program (Pre-Service Teacher Education) and as the first Director of Field Programs for the Faculty of Education at SFU.  In 1971 he initiated the Environmental Education program in the Faculty of Education and developed the Summer Institute in Environmental Education, a program currently in its 42nd year of operation, as well as the undergraduate Minor in Environmental Education, and M.A. (Education), M.Sc. (Education) and M.Ed. cohorts focusing on EE. In 2000 he proposed a new degree program for Royal Roads University, the Master of Arts in Environmental Education and Communication. The program was subsequently approved by the BC University Programs Board and is now enrolling its 6th cohort of Masters students. Already several of the first graduates of the program have received significant recognition for their thesis research projects.

 

Milt is currently a cohort supervisor in the SFU Ed.D. program in Leadership where his students are senior administrators in the K-12 and post-secondary education systems. He is a member of the Advisory Board for the School of Environment and Sustainability at RRU, where he is also involved in the development of the Robert Bateman Centre for Environmental Education and is an Associate Member of the faculty. In the summer of 2006 he co-authored (with Dr. Gerri Sinclair and Mr. Michael Griffin) the E-Learning discussion paper for the Campus 2020 Initiative (subsequently referred to as the Plant Commission) of the Ministry of Advanced Education. He is currently teaching graduate students both on-line and face-to-face and has designed, developed and implemented courses and programs for both distributed learning and face-to-face learning environments.

 

Milt McClaren is a recipient of the B.C. Minister’s Environment Award, the Canadian EECOM Award, the Canadian Wildlife Federation’s Certificate of Merit, and the Taft Campus Award from the University of Northern Illinois for his work in the field of environmental education. He has also received an Award of Recognition from the BC School Superintendents Association and a Certificate of Achievement from the Canadian Association of School Administrators for his work in professional education.

 

Milt is married and has two daughters and five grandchildren.  He has a home in Kelowna, BC and an apartment in North Vancouver. When he gets time he plays golf (erratically) and restores vintage cars. He is the proud owner of a 1960 Morris Minor convertible and a 1982 Mercedes 380 SL convertible.

 

 

 

Writing Consultant

Dr. Linda Apps will act as writing consultant to assist each student in revising their dissertations and the chapters for the group authored text to be completed at the end of the program.  Dr. Apps, Writing Intesnive Co-ordinator for faculties of Education and Health Sciences has worked extensively in the field of adult learning and development as an instructional designer, learning performance specialist and project manager for both industry and post-secondary institutions with expertise in online learning, distance education, simulations, and safety training.  As a visual artist and documentary film-maker, she brings a deep understanding of aesthetics and art to the program.

DR. LINDA APPS

Instructor

Tel: 778.782.8491
E-Mail: lka@sfu.ca
Office: Education Building 11701bh • SFU Burnaby

 

 

 

 Shape of the Program 

Candidates have been selected from a host of superb applicants. The candidates will provide a wealth of knowledge and dialogue amongst all parties is crucial as we exchange ideas and come to grips with systemic problems across disciplines. Artists, educators from all levels of schooling, elementary, seconary and college, leaders in indigenous communities, trainers and policy makers from business, and health professionals constitute a cross-disciplinegroup.

This nucleus of students and professors/instructors who teach the courses form the inner core.  This core is surrounded by experts who become engaged for "spot" appearances providing opportunities for the participants to gain an additional perspective, a crucial piece of knowledge and engage in interesting dialogue. The outer edge of the nucleus consists of adjunct professors who work with students and core professors on student dissertations.

All play a significant role in the sharing of old knowledge and creation of new knowledge. As a celebration to our discovery, students and supervisors will produce a book on transformative learning. Each discipline will be represented and each diad (or triad) will contribute a chapter growing out of their research.

 

On Going Research related to the Program

CHRIS GROENEBOER, consultant from Teach and Learning Centre, is documenting the entire process from inception of the idea to planning the curriculum and design to graduation of students.

JESSE BIRCH, museum curator, doctoral student, is creating a documentary film of the program as part of his doctorial research grant.