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Course Criteria
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3.00 Credits
08F, 09F: 11 Education 20 is intended to introduce students to the public institution they know best-the American school. That statement is not so contradictory as it sounds. Both students and teachers generally accept school as a part of life. They enjoy it sometimes, they complain about it sometimes, but only rarely do they analyze its structure and its goals. This course dissects the schools-urban and rural, suburban and private-analyzing the political, economic, and cultural forces that make schools what they are, and will shape their future development. The course examines the educational models of current critics and reformers, examining their alternatives to formal education in our society: Wh at a re the limits and potentials of schooling How may these limits and potentials be balanced in reshaping American educationOpen to all classes. Dist: SOC. Garrod.
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3.00 Credits
09W: 2A The course will examine political issues in American education, past and present, at the local, state, and national levels. Students will analyze school desegregation, busing, charter schools, standards, and changing state and federal educational priorities and policies relating to issues of equity and excellence, among other issues. Particular attention will be given to the ways in which educational policies are formulated and to the constituencies and actors involved in the policy process. Open to all classes. Dist: SOC.
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3.00 Credits
09S, 10S: 9L The majority of children entering first grade do not know how to read; the majority of children leaving first grade do know how to read, at least at a basic level. What is involved in the amazing development of the ability to make meaning of marks on a page What goes on in the brain during reading and learning to read We explore answers to these questions and more in this introduction to reading as we investigate the roles of orthography, phonology, semantics, syntax, and comprehension in reading. We focus on the development of reading behaviors, the brain bases of reading skills, and how scientific discoveries can inform educational practices. Open to all classes. Dist: SOC. Coch.
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3.00 Credits
09W, 10W: 2A Using new discoveries involving animals, infants, children and adults, we examine how mathematical competencies emerge over development and to what extent our brains have been shaped by evolution to process numerical information. We uncover how mathematical abilities are organized in the brain and critically evaluate how scientific insights into the developing mathematical brain inform early math education and remediation. Evidence for gender differences in math, cross-cultural differences in math achievement and education, national standards for math education, and issues surrounding the translation from research into math education policy are also explored. Open to all classes. Dist: SOC. Temple.
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3.00 Credits
08F, 09F: 2 How have moral development and moral behavior been looked at in psychological literature Are there sex differences in moral development Drawing primarily on the work of Piaget, Kohlberg, and Gilligan, this course will explore changing concepts of morality in childhood, adolescence, and adulthood. Morality as justice, represented in the work of the former two, will be contrasted with the concept of morality as care, represented in the recent writings of Gilligan. Research that investigates real life problem-solving as well as hypothetical problem-solving will be examined as will different educational programs in the U.S. and elsewhere that have attempted to foster moral development. Open to all classes. Dist: SOC. Garrod.
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3.00 Credits
09S: 2A How do we learn, understand, and teach science Clearly, people need to acquire knowledge of the content of specific scientific disciplines, but also the thinking strategies that are used in science such as formulating theories and designing experiments. How do we learn these different aspects of science What sort of a mind is capable of learning scientific concepts and methods We will explore these issues by investigating the development of the scientific mind, gender and science, the thinking skills involved in science, how we formulate theories, design experiments, and how these skills are taught. Open to all classes. Dist: SOC. Nelson.
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3.00 Credits
09W: 10A Human language is one of the most spectacular of the brain's cognitive capacities, one of the most powerful instruments in the mind's tool kit for thought, and one of the most profound means we as a species use in social, emotional, and cultural communication. Yet the breakneck speed and seemingly "effortless" way that young children acquire language remain its most miraculous characteristic. We will discover the biological capacities and the important social, family, and educational factors that, taken together, make this feat possible and establish the basic facts of language acquisition, involving children's babbling, phonology, early vocabulary, morphology, syntax, semantics, and discourse knowledge, as well as their early gestural and pragmatic competence. Prevailing theoretical explanations and research methods will be explored. We will dispel the myths of how bilingual children acquire two languages from birth. We will leave our hearing-speaking modality and explore the world of language acquisition in total silence-regarding the acquisition of natural signed languages-as an innovative lens into the factors that are most key in acquiring all language. Crucially, we will evaluate the efficacy of how language is presently taught to young children in schools in light of the facts of human language acquisiOpen to all classes. Dist: SOC. Nelson.
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3.00 Credits
09S: 2 The idea that learning and development are universal is challenged through detailed examination of the role that culture plays in these processes, including study of cross-cultural accounts of learning, intelligence, competence, and socialization. We examine how culture and biology interact to structure learning and development in different cultural populations. International comparisons of literacy, mathematics, and science achievement are reviewed. How classrooms and teaching differ across cultures and how learning occurs in informal and culturally-specific contexts are examined. Whether "culture" is uniquely human, and the ways that the evolution of culture may have shaped uniquely human learning processes are also explored.Open to all classes. Dist: SOC. Nelson.
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3.00 Credits
09S, 10S: 10 Should we expect adolescence to be a period of stress and turbulence, painful but necessary, or a period of clarity and increasing integration In this course we will reexamine these key questions as we explore how the onset of physical maturity and the capacity for reflective thought that herald adolescence reshape the adolescent's self-conception and understanding of relationships. Drawing primarily on the work of Piaget, Kohlberg, Gilligan, and Perry (cognitive-developmental) and of Freud, Anna Freud, Blos, Sullivan, and Erikson (psycho-dynamic), we will address critical areas and markers-biological, psychological, cultural, and gender-of adolescence; and we will assess what educational implications we can derive from theory. In addition to theoretical readings, we will utilize research findings, case studies, literature, and films as ways of enhancing our understanding of adolescent girls and boys, adolescence, and ourselvesOpen to all classes. Dist: SOC. Garrod.
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3.00 Credits
09W, 10W: 9L What is an "exceptional" child How might an exceptional child think about and experience the world What is happening inside the brain of an exceptional child We will learn about specific types of exceptionality likely to be encountered in the classroom, including attention deficit/hyperactivity disorder, autism spectrum disorders, depression, dyscalculia, specific language impairment, dyslexia, and dysgraphia. In exploring exceptionality, we will focus on behaviors that define the exceptional child; different approaches to learning, viewing the world, and interacting with others that characterize exceptional children; the brain bases of atypical or exceptional development; and how scientific knowledge affects educational practice.Open to all classes. Dist: SOC. Coch.
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