¶¡ÏãÔ°AV

Doctoral studies involve sustained scholarly work, typically for a period of six years. Some possible indicators of readiness to undertake an intensive course of study at the doctoral level include:

• A disposition of curiosity, questioning, and reflection beyond your masters course work
• A tolerance for uncertainty and an openness to new ideas
• The capacity to engage in a sustained and regular writing practice
• Reading ongoingly in your area of interest, beyond the curriculum of your master’s course work
• The ability to identify a focus, question or problem that you care deeply about. This focus should feed your soul and have the potential to contribute to understandings, applications, pedagogies, capacity building, and/or practices
• A sense of the scholarly conversations that you want to contribute to
• Knowledge of, and ideally participation in, the current research, community-based, and/or practice-based conversations related to this line of inquiry
• The time and motivation, as well as the physical and emotional energy, and family support to pursue this line of inquiry over a period of years
• A familiarity with research traditions/approaches to inquiry
• The ability to self-direct your scholarly work, as well as work collaboratively with peers and mentors

Doctoral Students typically work closely with one or more faculty mentors from the ETAP program over the course of their studies. It is advisable to review the affiliated faculty members’ research interests and publications and consider how their scholarly expertise and interests may align with your proposed research. We recommend initiating a conversation with a faculty member who you believe may be a suitable pro tem supervisor for your work early in the applications process.

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.

A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.

A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.

Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making. Students with credit for EDUC 831 may not take this course for further credit.

An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective? Students with credit for EDUC 836 may not take this course for further credit.

The Qualifying Examination will follow completion of degree course work. An open oral qualifying examination given by the supervisory committee. The examination consists of a defence of the proposed thesis topic by the student and their responses to supervisory committee questions about related proposed research topics. The examination follows submission of a written PhD research proposal. Graded on a satisfactory/unsatisfactory basis. Students who fail will either successfully complete a second examination within six months or withdraw from the program.

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

*Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.