School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
ED 570 Critical Teach for Social Change
F2P 2012 DL
Professor of Adult Education
PhD. - Cornell UniversityMS - Texas A&M UniversityBS - Texas A&M University
Virtual Office (Skype, phone, or chat)
Monday 1-3pm (or by appointment)
ED 500; ED 538
Title: Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting
Author: Stephen D. Brookfield
Title: Empowering Education
Author: Ira Shor
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Rethink how you think:
This course will be unlike most you’ve had in the past. Although there is certain value in gaining information and applying it in consistent assignment formats, the aim of this course will take on a larger perspective: to use new information to reframe how you see yourself and the world around you.
To be commensurate with graduate level work, it’s critical to have time to reflect upon and create new understanding from our highlighted topics in each unit – therefore, course information will be presented in 2 units (2 weeks each; and the last 4 weeks of the course will be dedicated to a team-based social entrepreneur project) in order to allow time for such reflection, deeper discussion, action, and knowledge construction toward larger, more meaningful and applicable projects. There is absolutely no “busywork” in this course – each assignment is tailored to apply theories and concepts directly into your life and professional practice. Hence, a greater level of depth and participation in each assignment is mandatory and expected.
The readings in this course are paramount – you can learn nothing new unless exposed to new ideas; therefore, it is critical to stay abreast on the readings and be prepared to participate fully as you reflect upon them, as you integrate your life experiences, and as we co-construct new meaning together this term.
I will use “inductive teaching” in this class (i.e. Instead of stating a theory, giving specific examples, and then inquiring with you – the learners - on your understanding….we will instead begin our learning process by asking your thoughts on a topic, creating additional questions and examples together as a class, and then finish with the theory to integrate our knowledge. We will be using adult learning theory and “mutual engagement” throughout the course that requires your active participation and contribution to the development of course material and peer understanding.
Learning Outcomes: Core Learning Outcomes
Critical Incident Exercise – During Unit 1 (weeks 1 and 2), you will view several videos (approximately 2 hours total) related to individuals who experience a ‘perspective transformation’ in their lives. You will then identify and examine a critical incident in your life that led to a perspective transformation. Describe your progression through the 5 phrases of critical thinking as well as your underlying assumptions, espoused theories, theories-in-use, and application of concepts. (100 point value)
Agency Visit - During Unit 2 (weeks 3 and 4), you will visit an agency that provides education services to adults. Please schedule this visit early as the term goes very quickly. As part of your visit you will interview the director and determine:
NOTE: Select the agency you will visit and send your selection to your instructor by Sunday midnight of week 2 for approval (the agency may NOT be your current place of employment). (100 point value)
Social Entrepreneur Project – In Unit 3 (Weeks 5 - 8) We will be exploring Social Change and Influence. This social entrepreneurial project is intended to make meaningful change and have meaningful, tangible results in the real world. Working in teams of 4-5 people, you will tackle one issue (to be provided by the instructor) to promote positive social change (previous topics have included global warming, education for the incarcerated, educating on the genocide in Africa, promoting women’s equality, parent education, etc.). You and your team can utilize the discussion board, videocall system, chat, email, etc. to help your team effectively communicate. Following the project, you will have the opportunity to review and comment on other proposals and will complete a reflection and analysis of your work. 100 point value
Discussion - Weeks 1 - 8 The weekly discussion will be used to address topics related to the readings and activities. The discussion can occur via a weekly videocall (using Collaborate), and/or via the discussion board below. This will be determined based on each team’s preference that will be created and identified in Week 1 of the course.
Overview of Assignments:
A = 360 - 400 points
B = 320 - 359 points
C = 280 - 319 points
F = 279 points or below
Late Submission of Course Materials:
Classroom Rules of Conduct:
Week 1 &2
Understanding Epistemology & Critical Thinking
1, 2, 3
Brookfield, S.D. (1987).
Developing Critical Thinkers:
Challenging Adults to Explore
Alternative Ways of Thinking and Acting. Jossey-Bass: San Francisco.
(Read Chapters 1-3)
Schon, D.A. (Summer, 1992).
The theory of inquiry: Dewey's legacy to
egacy to education, Curriculum Inquiry,
Vol. 22, No. 2, pp. 119-139.
Mezirow, J. (1997).
Theory to practice, New Directions
for Adult and Continuing Education (74),
Moseley, D., Elliott, J., Gregson, M.
& Higgins, S. (June, 2005).
Thinking skills frameworks for use in education and training,
British Educational Research Journal, Vol. 31, No. 3,
Discussion (participate throughout the week via Collaborate and/or discussion board)
Critical incident exercise and video analysis
(Due Sun. Week 2)
Submit agency selection to instructor via email
(Due Sun. Week 2)
Week 3 & 4
Knowledge, Power, & Access to Higher Education
Objective(s): 4, 5
Freire, P. (1985). Pedagogy of the Oppressed.
Continum: New York.
(Read Chapters 2-3)
Shor, I. (1992). Empowering Education. The University of Chicago Press:
Chicago and London.
(Read Chapters 1- 5)
A Global Perspective:
Moore, J. (Jan., 2005).
Is higher education ready for
The Journal of Transformative Education,
3 (1), pp. 76-91.
Agency Visit (Due Sun Week 4)
Week 5 & 6
Social Change and Influence
Teaching for Transformation
by Patricia Cranton (Chapter 6)
Cervero, R. M.,Wilson, A.L. (2000).
Power in Practice: Adult Education
and the Struggle for Knowledge and Power in Society.
Jossey Bass: San Francisco.
(You select any ONE
chapter that is of most interest to you).
Video summary: Thomas Friedman’s
590 page book, “The World is Flat”,
discusses globalization and its
impact on education and our
world; highlighting issues in
power, influence, and change.
(1 ½ hour video)
Discussion (to be completed throughout the week)
SE Project Unit (Week 5-6)
Week 7 & 8
Developing Critical Thinkers
by Stephen Brookfield
(Read Chapter 5-7)
by Ira Shor
(Read Chapter 7, 8, 9)
Discussion/Resource Sharing (to be completed throughout the week)
Complete Peer Evaluation and Team Member
Evaluation Submit Social Entrepreneur Project (Due Monday Week 8)
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22
Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2011-2012 Graduate Catalog Page 21
Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:10/1/2012 5:27:55 PM