St. Francis Xavier University

Faculty of Education

Master of Education

Whatsoever things are true

EDUC 569 Pedagogy and Practice

 

Winter 2012

Tuesday 6pm to 9:15pm

Classroom--Student Link: Collaborate

 Recordings: Student Link

 

 

INSTRUCTOR	OFFICE	SKYPE	PHONE
Andrew Foran aforan@stfx.ca	Faculty of Education, St. Francis Xavier University 224 Xavier Hall	andrewsforan	867-5422

 

The meaning of pupil: child (the centre of the eye) elev fr. eleve: noble, elevated. The meaning of pedagogy: to lead the child thoughtfully toward self-leadership

Without children there is no pedagogy.

 

 

EDUC 569 Pedagogy and Practice

 Course Description

Teaching requires an ethical everyday acting in sensitive-relational situations, and pedagogy is a lens that can allow educators to challenge taken for granted dictum of schooling. We argue that a richer meaning, language, and practice of pedagogy is possible when there is the recognition that children have unique needs, potentials, and vulnerabilities. Teachers are therefore placed in a position of special responsibility: to think and to act in ways that support children as they learn, grow, and experience life and school. We ask, what is the significance of seeing and being seen to pedagogical-relational practice? How do children experience being young human beings, including being students? How do they experience life and school? How do we as adults see the lifeworld of the child from our adult perspective? Can we?  The starting point of the course is child and adult, student and teacher lived experience descriptions gathered through pedagogical practices in Canada, Norway, and Europe. European pedagogy blurs the borders between school and home, professional and personal in educational settings. The course will explore pedagogy and suggest a different understanding of educational practice from academic skills, content knowledge, school policy, rules, and methods of instruction. The insights explored weekly, will provide a glimpse of binding moments that were experienced between teachers and their students. We suggest three foci: 1) How do students experience the relational encounter with adults—teachers and conversely, how does the teacher make special meaning from these encounters? 2) What are the pedagogical implications of teaching practices as we move beyond the curricular expectations of teachers and how can our professional practices be explored and told in a pedagogical language? 3) How may insights into the meaning of pedagogical practices be interpreted and give insights into the North American educational practice? We wish to push aside current managerial-institutional language that governs our dealings with children, and through educational anecdotes get back to the practice of pedagogy as an everyday practice.

 Course Outcomes

 As teachers, you may:

 ·        Gain insight into how to pay attention to day-to-day happenings and encounters as potential pedagogical relational encounters;

·        Experience how practice beyond the teaching act, as conducted under the mandates of governments, might be pedagogically possible;

·        How the teacher, being cultivated toward becoming a pedagogue is one who has undertaken, and continues to undertake the caring and sensitive responsibility for the relation between oneself and the child necessary to understand them and prepare them for life;

·        Gain a deeper understanding of the more hidden meanings of pedagogical relationality and ethical consideration and practice—a pedagogical orientation that is more profound then current teacher education in North America;

·        Experience how to live in the present and pedagogically be there for your pupils in personal responses that may be able to care for their vulnerabilities;

·        Reflect on how to support an environment wherein our conventional understandings of teaching can be re-thought and re-articulated around questions of life-practice and our day-to-day sense-making in that practice is pedagogical and not political, policy driven, limited to a rational-curricular delivery;

·         Get insights into an alternative pedagogical language that better might express what is occurring within relational moments between teacher and pupils;

·        And, hopefully you might be able to reflect on how to practice aspects of pedagogy, a practice that enhances awareness of your role in the lives of children and places you in ethical relations to children.

 Readings &  Films

 *selected readings available on line and available for download from course outline OR will be emailed in advance from the instructor.

*we will be discussing selected films in class. Some will be provided for you by the instructor, but the titles listed below are for you to track down. Please be proactive about this requirement by not leaving this to the last minute.

 

Schedule for Winter Sessions

 

Date	Basic questions to structure our thoughts	Readings or Films	Assignments / final paper
Jan 10	What is pedagogy?	In-class   Van Manen, M. (1990). The tact of teaching. (chapter 1,2,3) (50 p)
Jan 17	What, how and why Continental pedagogy?	Van Manen, M. (2000). Moral language and pedagogical experience. The Journal of Curriculum Studies. PDF Van Manen, M.(1996). Phenomenological Pedagogy and the Question of Meaning. PDF
Jan 24	Why do we want to have children?	My Life as a Dog 1985 Sw. Lasse Hallstrøm http://www.imdb.com/title/tt0089606/   Langeveld, M. (1975). Personal help for Children growing up. (9 p)  http://elearn.tru.ca/index.php/Personal_Help_for_Children_Growing_Up	LED Focus: What is a pedagogical action and what is not?   Starting point: My life as a dog.
Jan 31	The pedagogical relation – what is the significance?	Bollnow, F. (1962). The Pedagogical Atmosphere. (40 p) PDF Nagibin, Jiri (1953). Winter Oak. Short Story (5 p) PDF
Feb 7	What is a pedagogical moment?	Foran, A. (2005). The experience of pedagogic intensity in outdoor education. Journal of Experiential Education. PDF	Presenting 1st LED
Feb 14	What form of life do I present to the child? The pedagogical moment	Kolya 1989 Czech. Jan Sverak http://www.imdb.com/title/tt0116790/   Løgstrup, K.E. (1971). The Ethical demand. Philadelphia: Fortress Press. (intro, chapter 1+3) (50 p) PDF Saevi, T & Husevaag, H. (2009). The child seen as the same or the Other? The significance of the social convention to the pedagogical relation. Paideusis (15 p) PDF De Saint-Exupery, A. (2000) The Little Prince (chapter 21) (6 p) PDF	LED Focus: the pedagogical relation. Starting point: Kolya
Feb 21	What form of life do I systematically represent to the child?	Buber, Martin (1947). On education http://www.infed.org/thinkers/et-buber.htm#Buber%20the%20educator Pestalozzi, P.H. (1746-1827). Letter from Stanz (20 p) Pdf or   Kafka, F. Letter to his father (selected passages) (20p) http://elearn.tru.ca/index.php/Letter_from_Pestalozzi_to_a_friend_on_his_work_at_Stans
Feb 28	How can place open my pedagogical awareness?	Olson, M. (2002). Room for Learning http://www.phenomenologyonline.com/articles/olson.html   Foran & Olson (2008). Seeking pedagogical places (18 p) http://www.phandpr.org/index.php/pandp/article/view/15
March 6	How can I recognize relational qualities that are pedagogical?	Paradis, P. (2002). The Pedagogical Significance of the Look http://www.phenomenologyonline.com/articles/paradis.html   Foran, A. (2008). An Outside Place for Social Studies. 41(1). http://www2.education.ualberta.ca/css/Css_41_1/ARForan_outside_place_SS.htm	Presenting 2nd LED
March 20	How do I support the child’s or young person’s being and becoming of self?	Wit 2001 US. Mike Nichols http://www.imdb.com/title/tt0243664/   Saevi, T & Eilifsen, M. (2008) “Heartful” Or “Heartless” Teachers? Or should we look For the Good Somewhere Else? Considerations of Students’ Experience of the Pedagogical Good. IPJP (16p) PDF   Arendt, H. (1958/1994). Between past and future. New York: Penguin. (chapter 3, 4) (50p) PDF	LED Focus: pedagogical support. Starting point: Wit
March 27	What are the questions that all adults dealing with children should reflect on?	Saeverot, H. (2008). Teacher Praise and Encouragement: Towards an Education for Democracy (10p) http://www.phandpr.org/index.php/pandp/article/view/24   Biesta, G. (2006). Beyond Learning. (selected chapters) (30 p). pdf
April 3	Can I reclaim pedagogical intentions in my practice and find the words to express my pedagogical awareness?	McPike, G. (2002). Phenomenological Reflections on the Failing Grade http://www.phenomenologyonline.com/articles/mcpike.html   Wilde, S. (2002). The Experience of Pedagogical Openness. http://www.phenomenologyonline.com/articles/wilde.htm     Discussing our draft of the emerging final paper based on our LEDs	Presenting 3rd LED           Final Paper Due one week after last scheduled class
Supplemental Readings (Based on individual interest) Aries, P.  (1979). Centuries of Childhood. Harmondsworth: Penguin (selected chapters) (40 p)   Van Manen, M. (2002). Naming Childhood: No Order and No End. (24 p) Pdf   Potok, C. (1994). I am the Clay. New York: Fawcett Crest.  (241 p)   Comenius, J.A.  (1592-1670). Didactica Magna (selected chapters) (20p) Pdf   Skjervheim, H. (1996). Participant and Spectator. (12 p) Pdf   Saevi, T. (2003). The Experience of “Being Seen” for Persons with Disability http://www.phenomenologyonline.com/articles/saevi.html   Friesen, N. & Saevi, T. (2008). Reviving Forgotten Connections in North American Teacher Education: Klaus Mollenhauer and the Pedagogical Relation.   Hove, P. (2002). Pedagogy in the Face of Wonder http://www.phenomenologyonline.com/articles/hove.html   Thompson, T. (2007). Finding myself in a predicament. http://www.phandpr.org/index.php/pandp/article/view/5   Lippitz, W. (2007). Foreignness and Otherness in Pedagogical Contexts http://www.phandpr.org/index.php/pandp/article/view/4   Hege, H. (forth coming). Spontaneity in the relation between adults and children.  How can the spontaneous characterize the pedagogical act?   Mueller, P. (2002). The Joy of Teaching http://www.phenomenologyonline.com/articles/mueller.html   Smith, D. (2002). Living with Children http://www.phenomenologyonline.com/articles/smithd.html   Weber, S. (2002). Playing School. http://www.phenomenologyonline.com/articles/weber.html   Davis, B. (2002). Mathematics Teaching: Moving from Telling to Listening http://www.phenomenologyonline.com/articles/davis.html

 

Assignments

 

1.      Pedagogical Anecdotes and Presentation--LED's (value: 60%, due on scheduled dates) [Scoring Guide]

a. LED Focus: What is a pedagogical action and what is not?

b. LED Focus: What is the pedagogical relation?
c. LED Focus: What is appropriate pedagogical support?

 

Detailed Description: Pedagogical Presentations LED

You are asked to present one of your anecdotes/LED’s at different stages of the course. This will be valued at 30% and the other two will be scored at 15% respectively. At the end of each presentation, a pedagogical question will be asked of our thinking and you will draw on colleague comments to facilitate in-class discussion. In this discussion, you should be prepared to make linkages to readings and how they informed your thinking. We are expecting this LED to be about 250-300 words and accompanied by a visual presented in PowerPoint (2-3 slides). This writing should be rich, engaging, capturing a significant pedagogical moment. This is only possible with a polished piece that is carefully written and honestly extending your professional-pedagogical experiences with children and young people. You must be able to situate the pedagogical context for the LED and intrinsic value this has for children and teaching. In addition, we are expecting each of you to respond to the other presentations to expand and advance the pedagogical thinking. LED1, LED2, LED3 are to be used to be used in your final paper that fulfills the course requirement and are due as scheduled in the outline. Again, you will be expected to present once out of the three options, as we will only have time to cover 1-2 LED’s per scheduled seminar. We will frame the LED format as a modeled lesson in class.

 

2.      Pedagogical Reflective Paper  (value: 40%, Due April 10, 2012) [Scoring Guide]

 

Detailed Description: Pedagogical Reflection Paper

This is a reflective—pedagogical piece of academic writing. In this paper, we are expecting you to focus in on three to four pedagogical anecdotes; lived experience descriptions modeled during the course. These LED’s will serve as the pedagogical discussion. Referencing the readings and class presentations (direct quotes from your colleagues [see Recordings]), you are to renter your lived experiences with a pedagogical eye and sensitivity and discuss each from an informed perspective to enhance your awareness of teacher practice. This is to be 10-12 pages (DS font 12) and properly referenced (minimum of 8 references) following APA 6^th edition.

 

 

 Letter Grade Equivalent Range (University standard)

 

Normally, the grade point average in education courses should range between 78 and 84. Course averages outside of this range should be explained to the Chair. We find that given the high academic quality of our entering students, that grades are on average, higher than in undergraduate programs, and that the standard deviation from the mean is smaller.

“Only final grades, including grades of composites used to calculate the final grade on completion of the course may be appealed.” (Section 3.14 of the University Calendar) Please see this section for more details about grade appeal procedures. Following are descriptors of the grade ranges to be used:

 

 A+=85= EXCEPTIONAL from all or most all others (publishable quality and originality, curriculum processes highly proficient and push borders, highly critical and creative responses, professional attitudes are outstanding)

 

A=80 EXCELLENT (strong written quality with originality, curriculum processes are highly proficient and/or push borders, critical and creative responses, professional attitudes are developed)

 

B=75 VERY GOOD (well written quality, curriculum processes are usually proficient but may not push borders, some critical or creative responses, professional attitudes are developing)

 

B-=70 GOOD (writing is mostly coherent, curriculum processes are acceptable, responses occasionally have critical/creative elements, professional attitudes may need developing) 

 

C+65 FAIR (writing is often in need of greater coherence, curriculum processes are often but not always acceptable, responses have few to no critical/creative elements, professional attitudes need development)

 

C-=60 MINIMAL PASS (writing is often not coherent, curriculum processes are not always unacceptable, responses rarely if ever have critical/creative elements, professional attitudes need significant development)

 

 

Attendance

 

Attendance is mandatory for all MED classes. If students expect to be absent for family emergencies or they become ill unexpectedly, they should inform their Instructor by phone or email, preferably prior to class. “Faculty are required to report to the [Chair] Dean all unexplained absences in excess of three hours over at least two classes in any term. Students who miss more than this number of class hours in a course without reasonable cause may, after a warning letter has been sent by the Dean’s [Chair’s] office, be dismissed from the course.” (Section 3.8 University Calendar. Class Attendance and Withdrawal from the University). As we are operating under a compressed schedule this would be interpreted as one missed weekly session as equal to two scheduled classes.

Course Completion Policy

If course work in any Master of Education course is not completed by the end of the enrolled term, a mark of IP (in progress) will appear on the student’s transcript.  The IP will stand until the work is completed and submitted to the instructor by either a negotiated date (student and instructor) or the first day of the following term.  If the assigned work is not submitted by such date, a grade of NM (no mark) will be the final grade.  In calculation of grade averaging, NM represents a grade of 0.

 

In the event of extenuating circumstances, students are advised to submit a formal letter to their instructor, with a copy to the Continuing Education Program Office.  The instructor, subject to due appeal, has the right to reject a student’s request for further extensions.

 

Graduate Course Confidentiality Guidelines

(Approved by StFX Research Ethics Board, June 21, 2004)

 Graduate course instructors sometimes require students in graduate courses to conduct assignments that are dependent on the following:

• Observation of students, teachers, school administrators, or other human subjects participating in classroom or school-related activities;
• Observation of organizational meetings, both formal and informal, involving parents, students, or staff, or presentations to school organizations;
• Conversations about a school or a school-like body (e.g., a foundation or educational group), its constituency groups, personnel, or institutions with members of such constituencies.

 

If graduate course instructors ask students to engage in this kind of course work, the following guidelines as to the reporting of such observations or conversations within a classroom or course context should be attended to:

• The course instructor will inform students that the names of any of the human subjects or institutions involved cannot be used in class, whether in formal or informal discussion, or in any written work submitted as part of the course, including journal or logbook entries.
• Any content, conclusions, or other ideas derived from class discussions or written work will not be used for publication or other research unless that research has obtained prior REB ethics approval.

• It is the responsibility of the graduate course instructor to apply for ethics approval for, or with, all students who will be engaged in dealing with human subjects if the content of such class work will be used as research data.

 

Please note that these guidelines do not bar students from keeping a personal log or diary. 

 

It is understood that any work involving actual human subjects and institutions must respect their privacy and rights.  Graduate course instructors must remember that disseminating information about any human subjects by true name or indirect reference within a class could violate the rights of such human subjects.  Thus, any oral or written analysis that is derived from the observations and conversations indicated above must employ pseudonyms in the place of actual names for individuals, institutions, or unique events.  If, by way of exception, it is necessary or highly desirable to use actual names, permission to do so should be obtained from the persons involved beforehand. 

 

The primary purpose of these guidelines is to insure that the names or identities of human subjects are safeguarded in recorded course work and both within and outside of the classroom.  Once a statement is made within a classroom, it may be considered as “on public record.”  If so, it has the possibility of being discussed outside of the classroom, and could be misconstrued.  Any misconstrued data could be considered libelous and open to legal action on the part of a named or implied human subject.