Studies in Teacher-Student Interaction


Education 819

Course Outline

Northrop Frye suggests that two of the responsibilities of the educated imagination are to understand and be understood.

This course embraces that belief. It will focus on the use of psychological type to both understand the self and other; and to develop skill in being understood.

There will be four areas of focus:

First on the self. On being the most developed and generous self that one can be. On being an autonomous decision maker.

Second on the other. On being able to listen to the other from a vantage point of deep understanding and caring.

Third on the art of communication. On being able to speak in ways that take into account individual differences.

Fourth on the ability to be a creative and critical thinker and writer. On being able to express oneself with pathos, ethos and logos and teach others to do the same. On being able to use writing as a way to tell one’s personal story and make meaning of life.

Jungian psychological type theory will be examined as a means of understanding individual teaching and administrative styles, as a way to develop personally and as a way to develop one’s creative processing.

The quality of interaction that one has with others depends upon many factors. One is the quality of the person’s own personal development and maturity. Another is one’s ability to listen to and understand the other.

A major tool used to focus attention on various choices and forms of decision making will be the Myers Briggs Type Indicator developed to determine preferences according to Jungian psychological type theory. Therefore, this course will be of special interest to teachers and administrators wanting to improve competence in dealing with individual differences in the school, be it classroom or staff room.

Because type theory is a developmental model, not a trait tool, this course will also be of interest to those wanting to be their own personal and professional best.

Because knowledge of type can assist the creative process and the writing process, this course will be of interest to anyone wanting to improve their personal and professional writing.

Students will attend lectures, will engage in seminar discussions, will have several smaller ongoing developmental assignments and one major wild card assignment focused on classroom or administrative practice, or personal development, depending upon the needs and interests of the participant. The focus can be on personal development, curriculum development, writing process, autonomy, or whatever focus most meets the need of the student and satisfies the requirement of the course.


Mamchur, C. (1996) A Teacher's Guide to Cognitive Theory, Virginia: ASCD.

Course Readings (from books supplied by professor): Readings

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