Students must submit an application to the appropriate police service during the month of May, to assure police check is received by the Department not later than September Permission for course registration will not be granted until the satisfactory police record check with a vulnerable sector screening is received by the department.
Cost associated with the police record check is a student responsibility. Students may also be required to complete mandatory training i. This course is designed to promote the bridging of disciplines. Failure to submit the completed, signed Service Learning Verification form Attendance Record for the successful community or school setting, or failure to complete the on-line course component, will result in a grade of F for the course.
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Basic concepts and contemporary issues in the development of the child and youth, including processes in cognitive and social-emotional patterns of change. Developmental theory and research provides the conceptual framework. Applying service-learning theories and principles within an educational setting and examining the service experience within multidisciplinary perspectives.
Permission for course registration will not be granted until the satisfactory police record check is received by the department. Contemporary issues in education in Canada and globally. Topics may include implications of globalization, teacher education, teachers and professors as workers, equity issues gender, race, sexuality, age and class , and efforts to alter curriculum and pedagogy critical, feminist, anti-racist.
Theoretical aspects of development of children and youth with exceptional needs. Historical, cross-cultural and sociological perspectives on the relationship between childhood, youth and society. Topics include children and youth in schools, communities, popular culture and state policy. Introduction to qualitative and applied approaches in the multidisciplinary study of children and youth, emphasizing theoretical foundations, research design, data collection, and analysis. Introduction to quantitative and applied approaches in the multidisciplinary study of children and youth, emphasizing theoretical foundations, research design, data collection, and analysis.
Feminist sociological examination of various issues related to gender and violence across the lifespan. Topics may include intersectional analyses of dominant social systems of power and violence, rape culture, structural forms of gender-based violence, war, militarization, and the gendered dimensions of serial murder.
Examines how masculinities are produced in varied sport, social, historical and cultural sites. Exploration of selected issues in literacy development. Topics may include reading, writing, the impact of information technology on literacy development in the Canadian or global context.
The historical, socio-cultural, sexual and political construction of gender and families. Psychological approaches to cognitive, behavioural and social development. Cognitive processes in learning and instruction assisting students to use appropriate cognitive processes on specific academic tasks. Cognitive theories applied to school subject areas including reading, writing, mathematics and science. Theoretical and applied issues in assessment and intervention.
Topics may include field work relationships, ethical issues, participant observation, and issues in program development, application and evaluation. Note: a community placement is required.
Transportation to placement is a student responsibility. A current police check including a vulnerable sector check is required. Students must submit an application to the appropriate police service, assuring the police check is received by the Department not later than September Cost associated is a student responsibility.
For placement purposes, proof of freedom from active tuberculosis may be required. Failure to submit the completed, signed, placement verification form Attendance Record will result in a grade of F for the course. Students must have a minimum of 7. Philosophical assumptions, common qualitative methodologies, their design and procedures, and techniques for writing effective proposals.
Overview of contemporary critical thought impacting qualitative research in the social sciences and beyond. Interdisciplinary exploration of child and youth development and socialization, including the foundational literature in psychology, sociology and anthropology, as well as contemporary and critical interpretive theories of childhood and youth. Multidisciplinary consideration of theoretical and applied issues in the development of emotion, including interaction between cognition and emotion, and the role of motivation.
Topics may include emotion theories, theory of mind, empathy, motivation, disorders, and cross-cultural perspectives. Data screening and descriptive statistics, univariate procedures for correlation and group comparison, multiple regression, data assumptions and statistical software application, including data management and interpretation of results. Current theoretical, methodological and remedial approaches to learning disabilities in children and youth.
Cognitive and social aspects of learning disabilities. Topics include different styles of parenting, parent-child relationships, child maltreatment, parenting children with different temperaments and parenting in ecological contexts. Students must have a minimum of 8. Influences of peer relationships on cognitive, social and emotional development. Topics may include social competence, social influence, aggression and bullying. Issues in the assessment of children, as well as preventative and early intervention strategies.
Variety of assessment techniques including testing, observation and rating scales. Canadian initiatives in child welfare, education, health and children's rights within a broader global context. Roles of national and local governments, non-governmental organizations, professionals, adults and children. Canadian and global initiatives in child provision, child protection and child participation before and after the United Nations Convention on the Rights of the Child. How the physical body is experienced and performed in the lives of children and youth.
Introduction to key issues in policy and programmatic responses, philosophy, values, roles, ethics and tasks. Influences of popular culture, including film, television, music, performing arts, video games and literature. Philosophical and practical issues of inclusion of the child and youth with disabilities in the family, schools and the community. Conflict in early human development including the understanding of the causes, management and outcomes of conflicts.
Cognitive and social strategies used to resolve conflicts. Research on children and youth in families from historical, comparative and contemporary perspectives. Topics may include theories of the family, comparative family relations, issues of social change and policy and their impact on children and youth in the context of family life. Note: may be offered on-site, online or blended. Introduction to the ways in which children and youth are regulated through the law in Canada. Exploration of various statutes and provisions relating to education, sexuality, family violence, mental health, and the youth justice system.
Factors influencing behavioural challenges presented by children and youth, within a multi-modal paradigm. Use of case examples to illustrate the model from the perspective of assessment and intervention. Historical, cross-cultural and sociological approaches to the development of gender identities and sexuality amongst children and youth.
Topics include the role of families, schools, peers and state policies. Basic learning principles, procedures, and concepts and how they can be applied to support children and youth in everyday life. Focus on disabilities and mental health issues in school, clinical, family, and other settings. Early childhood education programs for children from birth to age eight.
Topics include the historical and societal influences on early childhood education, program models derived from theories of learning and child development and research on the effectiveness of these programs. Restriction: open to CHYS single or combined majors with a minimum of 9. Nature, epidemiology, assessment, treatment and research of Autism and the other Autistic Spectrum Disorders focusing on research, educational and clinical practice. Theories, research and methods in early language development.
Linguistic stages in the development of child language at the level of grammar and meaning phonology, morphology, syntax, semantics, pragmatics. Discourse as an indicator of the socialization process. Effects of interaction with care givers. Early bilingualism. Developmental perspectives on children's thinking. Topics may include theory of mind, problem solving, language, memory, representation, humour, sarcasm, story-telling, narratives and disabilities.
Issues relating to women, gender and health and wellness from a critical feminist perspective. Themes on social and political contexts concerning women, girls, genders and health; social and environmental issues affecting health and illness; personal and cultural meanings of health and the body. Theoretical, political, practical, legal and developmental perspectives on the use and impact of digital media and current technologies. Topics may include social networking, cyber-bullying, communication patterns, gamification and media literacy.
Exploration of the biological, psychological and sociological determinants of children's health. How conscience develops, when it first emerges, and the implications of the development of early conscience for children's future adjustment. Historical, theoretical and applied shifts in focus from single components of conscience and self-regulation to the current emphasis on their integration. Use of learning principles, procedures, and concepts to address everyday problems and clinical issues experienced by children, youth and families.
Case studies related to developmental disabilities and mental health problems including autism, ADHD and anxiety issues. Supervised experience in analysis and evaluation of informal assessment and treatment strategies to be used with children at-risk for learning disabilities. Research on contemporary children and youth focusing on how age and generation intersect with social class, race and gender.
Topics include children's rights, child poverty and equity strategies. Historical conceptions of children, childhood, youth and development, and their relation to contemporary theory and research. Historical and current construction and effects of race and ethnicity in the lives of children and youth in Canada and globally. Multidisciplinary exploration of North American and International perspectives on children and youth in Indigenous communities.
Conflict within modern family relationships. Contemporary research on spousal violence, power and decision-making, sexual abuse and child abuse. Socio-historial factors contributing to increased family stress. Institutional and interpersonal strategies for reducing family conflict. Restriction: students must have a minimum of 7. Contemporary issues in child and youth studies. Topics vary depending on current events and on-going debates and across socio-cultural, exceptionalities and developmental perspectives.
Program of study or research practicum not available among the regular course offerings, designed in consultation with the faculty member directing the course. Note: arrangements must be agreed upon with the co-ordinator prior to registration. Normally taken in conjunction with an honours thesis. Multidisciplinary perspectives in understanding youth in conflict with the law. Role of macro factors in the commission of offences, including unemployment, systemic discrimination based upon gender, race and sexuality, and media constructions of youth.
Multidisciplinary exploration of North American and international perspectives on child labour and youth in the labour market. Students must have a minimum of Note: two to three week international field experience in May. Students are expected to pay their own expenses and ensure that all required vaccinations have been obtained prior to departure. The topic will vary depending on the needs of the program and availability of a faculty instructor. Uni-, to inter-, to trans-disciplinarity approaches in the study of current topics related to childhood and youth such as self-regulation, bullying, exceptionalities, risk-taking, peer cultures, popular culture, and rights.
Involving students in community-based or faculty research projects focusing on service-learning principles, partnerships and diverse deliverables. Restriction: open to CHYS single or combined majors with a minimum of Note: students may be required to make arrangements for a police check, including a vulnerable sector screening. Multidisciplinary exploration of the development of self and identity in childhood and adolescence, focusing on classic and contemporary theoretical frameworks. Topics include distinction between self-as-subject and self-as-object, unity versus multiplicity in the self, and social construction of selfhood.
Contact the Department. Survey of peer cultures emphasizing social structural and interpretive understandings of peer group formation and their impact on child and youth identity. Theoretical, research and clinical issues pertaining to assessment and intervention with families. Interventions include parent training and family counselling.
Focusing on early identification and intervention. Examination of community and organizational systemic factors contributing to the prevention of problems, and aiding in early intervention in the lives of children and youth with special needs. Focus on the development and evaluation of community programs. Physical, social and psychological consequences of modern warfare on children as both victims and combatants. Policy and practice around multiculturalism in Canada and globally. Topics include educational policy, developing perceptions of multiculturalism, cultural diversity and intercultural relations.
Multidisciplinary consideration of the role of companion animals in the social and emotional lives of children and youth. Critical interdisciplinary exploration of disability as a social, cultural, historical, and political phenomenon. Challenges popular representations of disability as a personal tragedy or individual problem to be fixed and critically assesses the ways disability is conceptualized in societal institutions e.
Theories and skills appropriate to a variety of interviewing and helping professional roles and responsibilities. Core skills associated with attending, responding, exploring and terminating stages emphasized within the context of relationship-building pertaining to child and youth studies, education, career, social services, health and general human management needs, and concerns. Political-economic and postmodern perspectives on globalization and its effect on children and youth.
Theories and models of anxiety in the context of typical and atypical neurodevelopment of cognitive functions, socio-emotional manifestations of cognitive dysfunctions related to anxious situations. Radical, emancipatory socio-cultural theories that challenge and rethink the established social order. Topics may include resistance, activism, revolution and dramatic rethinking of the institutions and rules that structure the lives of children and youth. Investigation of traditional and contemporary approaches highlighting the links between social, cultural, historical and institutional settings, and the development of mental processes.
Theoretical and applied issues related to the promotion and protection of human rights for persons with disabilities. Topics may include the United Nations Convention on the Rights of Persons with Disabilities, Accessibility for Ontarians with Disabilities Act, implications for inclusive education, person centred service planning and self advocacy.
Contemporary issues of social policy and practice affecting the exceptionalities of children and youth. Sociocognitive examination of theories and evidence-based practices of conflict resolution interventions.
What is youth work? Exploring the history, theory and practice of work with young people
Focus on traditional and recent transformative approaches to resolving peer relational difficulties, and developmental outcomes of functional and dysfunctional resolution. Canadian and international research on childhood and youth in changing societies. Topics include globalization of childhood and youth, child labour, child welfare and Canadian policy. Philosophical and legal foundations, objectives and process of sentencing and punishment of young offenders in Western societies.
Gaps between sentencing theory and practice, and issues such as the roles of plea bargaining, mitigating and aggravating factors, victims, and adult sentences for youth. Topics may include youth lifestyle choices, problem behaviour theory, risk and protective factors, competence, and developmental pathways in the context of community, family, peer, and intrapersonal factors. Theories of gender and sexuality. Development of gender and sexual identities.
Historical and cross-cultural investigations, institutional patterns, representations and inequality. Current theories and practices related to moral engagement and disengagement in young people. Multidisciplinary focus on the development of morality in children and youth. Topics may include socialization processes, evolutionary pressures and brain science.
Use of behaviour analysis and related approaches, including cognitive behaviour therapy, to support individuals with autism and other disabilities and mental health issues. Issues in identification, prevention and intervention in trauma and abuse of children and youth. Systemic analysis focusing on family, school and social influences on prevention and recovery. Influences of brain maturation on psychological development and vice versa, and the implications for behaviour. Advanced contemporary issues in the development of thinking. Topics may include the development of executive functions, theory of mind, memory, problem solving, creativity, moral reasoning and thinking about the social world.
Advanced issues in the planning, production and re presentation of research on children and youth. Topics include formulating research questions, addressing ethical concerns and writing research results. Teachable Subjects Students wishing to apply to teacher education programs in provinces other than Ontario are advised to check the admission requirements in the pertinent faculties of education with regard to teachable subjects. A more circumspect approach to justification would seek grounds for justice as fairness in an overlapping consensus between the many reasonable values and doctrines that thrive in a democratic political culture.
Rawls argued that such a culture is informed by a shared ideal of free and equal citizenship that provided a new, distinctively democratic framework for justifying a conception of justice. But the salience it gave to questions about citizenship in the fabric of liberal political theory had important educational implications. How was the ideal of free and equal citizenship to be instantiated in education in a way that accommodated the range of reasonable values and doctrines encompassed in an overlapping consensus?
Political Liberalism has inspired a range of answers to that question cf. Callan ; Clayton ; Bull Other philosophers besides Rawls in the s took up a cluster of questions about civic education, and not always from a liberal perspective. As a full-standing alternative to liberalism, communitarianism might have little to recommend it. But it was a spur for liberal philosophers to think about how communities could be built and sustained to support the more familiar projects of liberal politics e.
Furthermore, its arguments often converged with those advanced by feminist exponents of the ethic of care Noddings ; Gilligan One persistent controversy in citizenship theory has been about whether patriotism is correctly deemed a virtue, given our obligations to those who are not our fellow citizens in an increasingly interdependent world and the sordid history of xenophobia with which modern nation states are associated. The controversy is related to a deeper and more pervasive question about how morally or intellectually taxing the best conception of our citizenship should be.
The more taxing it is, the more constraining its derivative conception of civic education will be.
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Contemporary political philosophers offer divergent arguments about these matters. The need arises from the obligation of reciprocity which they like Rawls believe to be integral to citizenship. Because I must seek to cooperate with others politically on terms that make sense from their moral perspective as well as my own, I must be ready to enter that perspective imaginatively so as to grasp its distinctive content. Many such perspectives prosper in liberal democracies, and so the task of reciprocal understanding is necessarily onerous.
Still, our actions qua deliberative citizen must be grounded in such reciprocity if political cooperation on terms acceptable to us as diversely morally motivated citizens is to be possible at all. This is tantamount to an imperative to think autonomously inside the role of citizen because I cannot close-mindedly resist critical consideration of moral views alien to my own without flouting my responsibilities as a deliberative citizen.
Civic education does not exhaust the domain of moral education, even though the more robust conceptions of equal citizenship have far-reaching implications for just relations in civil society and the family. The study of moral education has traditionally taken its bearings from normative ethics rather than political philosophy, and this is largely true of work undertaken in recent decades.
The major development here has been the revival of virtue ethics as an alternative to the deontological and consequentialist theories that dominated discussion for much of the twentieth century. The defining idea of virtue ethics is that our criterion of moral right and wrong must derive from a conception of how the ideally virtuous agent would distinguish between the two. Virtue ethics is thus an alternative to both consequentialism and deontology which locate the relevant criterion in producing good consequences or meeting the requirements of moral duty respectively.
The debate about the comparative merits of these theories is not resolved, but from an educational perspective that may be less important than it has sometimes seemed to antagonists in the debate. To be sure, adjudicating between rival theories in normative ethics might shed light on how best to construe the process of moral education, and philosophical reflection on the process might help us to adjudicate between the theories. There has been extensive work on habituation and virtue, largely inspired by Aristotle Burnyeat ; Peters But whether this does anything to establish the superiority of virtue ethics over its competitors is far from obvious.
Related to the issues concerning the aims and functions of education and schooling rehearsed above are those involving the specifically epistemic aims of education and attendant issues treated by social and virtue epistemologists. The papers collected in Kotzee and Baehr highlight the current and growing interactions among social epistemologists, virtue epistemologists, and philosophers of education.
There is, first, a lively debate concerning putative epistemic aims. Catherine Z. This cluster of views continues to engender ongoing discussion and debate. Its complex literature is collected in Carter and Kotzee , summarized in Siegel , and helpfully analyzed in Watson Does teacher testimony itself constitute good reason for student belief? For very young children who have yet to acquire or develop the ability to subject teacher declarations to critical scrutiny, there seems to be little alternative to accepting what their teachers tell them. That said, all sides agree that sometimes believers, including students, have good reasons simply to trust what others tell them.
There is thus more work to do here by both social epistemologists and philosophers of education for further discussion see Goldberg ; Siegel , A further cluster of questions, of long-standing interest to philosophers of education, concerns indoctrination : How if at all does it differ from legitimate teaching? Is it inevitable, and if so is it not always necessarily bad? First, what is it? As we saw earlier, extant analyses focus on the aims or intentions of the indoctrinator, the methods employed, or the content transmitted. In this way it produces both belief that is evidentially unsupported or contravened and uncritical dispositions to believe.
It might seem obvious that indoctrination, so understood, is educationally undesirable. But it equally seems that very young children, at least, have no alternative but to believe sans evidence; they have yet to acquire the dispositions to seek and evaluate evidence, or the abilities to recognize evidence or evaluate it. Thus we seem driven to the views that indoctrination is both unavoidable and yet bad and to be avoided.
It is not obvious how this conundrum is best handled. One option is to distinguish between acceptable and unacceptable indoctrination. Another is to distinguish between indoctrination which is always bad and non-indoctrinating belief inculcation, the latter being such that students are taught some things without reasons the alphabet, the numbers, how to read and count, etc. In the end the distinctions required by the two options might be extensionally equivalent Siegel Education, it is generally granted, fosters belief : in the typical propositional case, Smith teaches Jones that p , and if all goes well Jones learns it and comes to believe it.
Education also has the task of fostering open-mindedness and an appreciation of our fallibility : All the theorists mentioned thus far, especially those in the critical thinking and intellectual virtue camps, urge their importance. But these two might seem at odds. If Jones fully believes that p , can she also be open-minded about it? There is more here than can be briefly summarized; for more references and systematic treatment cf.
The educational research enterprise has been criticized for a century or more by politicians, policymakers, administrators, curriculum developers, teachers, philosophers of education, and by researchers themselves—but the criticisms have been contradictory. For an illuminating account of the historical development of educational research and its tribulations, see Lagemann The most lively contemporary debates about education research, however, were set in motion around the turn of the millennium when the US Federal Government moved in the direction of funding only rigorously scientific educational research—the kind that could establish causal factors which could then guide the development of practically effective policies.
It was held that such a causal knowledge base was available for medical decision-making. Nevertheless, and possibly because it tried to be balanced and supported the use of RFTs in some research contexts, the NRC report has been the subject of symposia in four journals, where it has been supported by a few and attacked from a variety of philosophical fronts: Its authors were positivists, they erroneously believed that educational inquiry could be value neutral and that it could ignore the ways in which the exercise of power constrains the research process, they misunderstood the nature of educational phenomena, and so on.
This cluster of issues continues to be debated by educational researchers and by philosophers of education and of science, and often involves basic topics in philosophy of science: the constitution of warranting evidence, the nature of theories and of confirmation and explanation, etc. Kvernbekk for an overview of the controversies regarding evidence in the education and philosophy of education literatures. As stressed earlier, it is impossible to do justice to the whole field of philosophy of education in a single encyclopedia entry.
Different countries around the world have their own intellectual traditions and their own ways of institutionalizing philosophy of education in the academic universe, and no discussion of any of this appears in the present essay. But even in the Anglo-American world there is such a diversity of approaches that any author attempting to produce a synoptic account will quickly run into the borders of his or her competence.
Clearly this has happened in the present case. Fortunately, in the last thirty years or so resources have become available that significantly alleviate these problems. In addition there are numerous volumes both of reprinted selections and of specially commissioned essays on specific topics, some of which were given short shrift here for another sampling see A. Thus there is more than enough material available to keep the interested reader busy.
The authors and editors would like to thank Randall Curren for sending a number of constructive suggestions for the Summer update of this entry. Problems in Delineating the Field 2. Analytic Philosophy of Education and Its Influence 3. Areas of Contemporary Activity 3. Analytic Philosophy of Education and Its Influence Conceptual analysis, careful assessment of arguments, the rooting out of ambiguity, the drawing of clarifying distinctions—all of which are at least part of the philosophical toolkit—have been respected activities within philosophy from the dawn of the field.
Richards made it clear that he was putting all his eggs into the ordinary-language-analysis basket: The Cambridge analytical school, led by Moore, Broad and Wittgenstein, has attempted so to analyse propositions that it will always be apparent whether the disagreement between philosophers is one concerning matters of fact, or is one concerning the use of words, or is, as is frequently the case, a purely emotive one. Hardie xix About a decade after the end of the Second World War the floodgates opened and a stream of work in the analytic mode appeared; the following is merely a sample.
Scheffler [ 9—10] After a period of dominance, for a number of important reasons the influence of APE went into decline. Areas of Contemporary Activity As was stressed at the outset, the field of education is huge and contains within it a virtually inexhaustible number of issues that are of philosophical interest. Scheffler [ —5] Both impose important constraints on the curricular content to be taught. Scheffler argued that we should opt for the latter: we must surrender the idea of shaping or molding the mind of the pupil.
Scheffler [ ] Third, should educational programs at the elementary and secondary levels be made up of a number of disparate offerings, so that individuals with different interests and abilities and affinities for learning can pursue curricula that are suitable? Concluding Remarks As stressed earlier, it is impossible to do justice to the whole field of philosophy of education in a single encyclopedia entry. Bibliography Adler, Jonathan E.
Burbules, Nicholas C. Neville Postlethwaite eds. Burnyeat, Myles F. Carter, J. Cartwright, Nancy D. Chambliss, J. Curren, Randall R. Craig ed. Elgin, Catherine Z. Steiner ed. Galston, William A. Gutmann, Amy and Dennis F. Archambault, ed. Hirst, Paul and R. Locke, J. Lucas, Christopher J. Lyotard, J-F. Miller, Richard W. Park, J. Peters, R. Phillips, D. Neville Postlethwaite, eds.
Phillips eds. A Palmer ed. Skinner, B. Smith, B. Othanel and Robert H. Ennis eds. Snook, I. Stone, Lynda ed. Strike, Kenneth A. Warnick, Bryan R.
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