Seeing Educational Practice through a Continental Lens

Thompson River University
Course outline EDEF 320; Fall 2007
Dr. Tone Saevi / Dr. Norm Friesen / Dr. Diane Purvey

Based in part on: Klaus Mollenhauer (1983). Forgotten Connections. About Culture and Education. (Vergessene Zusammenhänge: Über Kultur und Erziehung)

Description:
This course represents an exploration of some of the myriad cultural aspects of education and development. It examines this dimension of education by using a series of questions that have been posed in the context of the continental (European) tradition in education. It explores these questions through the use of films, fictional texts, images and other resources rich in cultural and historical significance. In this way, the course seeks to develop understandings of education as everyday and broadly cultural practice. In this sense, education is something that occurs through the way that adults, simply in their everyday habits and activities, present developmental possibilities and also limitations to children. This "presentation" occurs in ways that are often unspoken and un-reflected. In this context, education or pedagogy is understood as the question of how to understand these pedagogical processes, and how to make them a meaningful part of the relationship between the teacher and the child. This way of understanding education gives emphasis to a range of issues, with five of these issues being at the centre of this course:

1. Why do we want to have children?
2. What way of life do I present to children by living with them?
3. What way of life ought to be systematically presented to children?
4. How can I help children / young persons to become self-starters and support their progress?
5. Who am I? Who do I want to be, and how to I help others with their identity problems?

Schedule:

The table, below, shows how these questions will be addressed over the course of the semester, and how they will be linked to the course readings and assignments, and to films to be viewed in class.
NOTE: In addition to the resources listed in the table below, this course will also make reference to short explanations and excerpts that have been gathered together on this Website: http://elearn.tru.ca/index.php/Forgotten_Connections

Grading:

Your grade in this course will be based on your:

• participation in class (both in group work and in general discussions); and
• work in 5 portfolio write ups.

Participation (20%): You are expected to interact thoughtfully and sensitively in class and in discussions held in smaller groups.

Portfolios:

Throughout the course, generally at two week intervals, you will be expected to complete a short portfolio piece (approx. 3-4 pages).

• Give yourself time to reflect on the themes and issues being discussed in the class during the weeks before the portfolio. Don't start work on it right before it's due
• The theme of each of the five portfolios is meant to match the five core themes in this course (see top of p. 1, above)
• Further guiding questions and ideas will be provided at the beginning of the two-week period for the composition of each portfolio piece. (The questions and ideas for the first portfolio piece are listed below, on the following page.)
• Grading for these assignments will is explained in the rubric, below.
• NOTE: You will NOT BE ASSIGNED A GRADE for the FIRST portfolio piece. The purpose of this first piece (besides encouraging you to reflect on the theme or question at hand) is to give you a chance to get feedback on your writing and reflection.
• After the first portfolio piece, each subsequent portfolio piece will be worth 20%

  Rubric for grading portfolios:

  18-20	assignment shows an unusually high level of engagement with the course materials, including a well-written, relevant reflection and thoughtful, imaginative responses to the guiding questions
  14-17	assignment goes beyond the basic requirements outlined in the syllabus in one or more respects; the reflection is clearly worded, thoughtful, and thought-provoking
  10-13	assignment meets basic requirements outlined in the syllabus; however, one or more of the parts is lacking – perhaps the reflection may seem weak or forced, or the response does not engage with relevant course materials
  1-9	does not meet basic requirements
  0	did not submit assignment

E.G. Portfolio 1

My Life as a dog – the theme of the title: lostness (in space) cut off from nourishing relationships – abandoned. Perhaps this is how children might feel when they grow up without a pedagogical relationship?

Is Ingmar part of any pedagogical relationship?

… with his mother?
… with his father?
… with Eric, his older brother?
… with uncle Sandberg?
… with sick, old uncle Arvidsson?
… with old aunt Arvidsson?
… with Berit, the artist’s model?
… with aunt Ulla?
… with uncle Gunnar?

Why – why not?

To support your reflection read the following texts from the course:
Van Manen, M. (1991). The Tact of Teaching. Chapters 1, 2, 3
Jurij Nagibin (1986). Winter Oak
Sue Monk Kidd (2003). The Secret Life of Bees