Curriculum and Instruction In An Individual Teaching Speciality – Fall 2016

An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.

COURSE-LEVEL EDUCATIONAL GOALS:
This course is designed to explore: the historical, cultural, and philosophical roots of the major worldviews; the various theoretical orientations to curriculum; the different positions regarding pedagogy; and other influences on our understandings of what contemplative practice is, the role of the contemplative, and our perspectives on contemplative education. From within these various cultural and epistemological perspectives we will focus on how cultural orientations to contemplative practice, and the role of the contemplative educator impact communities of practice and education. We survey how differing perspectives and understandings have arisen in relation to contemplative practice and how these directly impact our approaches to contemplative education. We will explore conceptions of curriculum, current concerns, and look at diverse approaches to pedagogical practice in light of these overarching themes. The student as contemplative/educator will be encouraged to bring together theory and practice as well as personal knowledge in relation to their own understandings of education, contemplation and their particular contemplative practice. As teacher/researchers they will be encouraged to explore an in-depth arts-based inquiry within their teaching specialty and/or research interest.

GOALS AND LEARNING OUTCOMES:

  1. To deepen and broaden ones knowledge about the historical, cultural, and philosophic orientations to knowledge, curriculum and instruction, contemplation and therefore contemplative education.
  2. To critically reflect on ones worldview and understanding of education and contemplative education.
  3. To engage in an en-visioning process in order to re-imagine ones orientation to education as well as contemplative education, and to create a future curriculum and instructional strategy to be enacted.
  4. To engage in arts-based narrative inquiry process.
  5. To cultivate ones own contemplative/artistic practice.
  6. To develop greater understanding as a contemplative/artist/educator of the conceptions of curriculum and pedagogical practice and how this impacts contemplative education.
  7. To develop greater capacity as a contemplative/artist/researcher by exploring indigenous as well as arts-based and arts-informed research methodologies.

Professor: Dr. Vicki Kelly

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