PSYC 1F90 Lecture Notes - Age Of Enlightenment, Meritocracy

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Published on 14 Apr 2013
School
Brock University
Department
Psychology
Course
PSYC 1F90
Professor
1
January 12 and 13, 2012
CHYS 1F90, Part 2
Professor Rebecca Raby
Office Hours:
Thursdays 2-3pm
Fridays 2-3pm
Or by appointment
Professor John McNamara
Office hours: Wednesdays 12-1pm
I/ Organizational shifts
Reading responses
How they are similar:
-Must hand in five, but can hand in a sixth
-5% of final grade
How they are different
-No separate lecture and seminar readings
-More student-led, critical engagement
-Quote, comparison, question – shifting by seminar and by week (sheet on Sakai)
-Maximum of 200 words
-Must hand in two before the midterm!
Midterm assignment: Due March 1st and 2nd
Final exam: same structure as last term
Powerpoint notes Wednesdays by 8pm
Sakai discussion
II/ Content shifts
New sets of lenses
A socio-cultural perspective
• Disciplinary influences
• Context
• Social policy/action
•Critical lens
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Document Summary

Must hand in five, but can hand in a sixth. Quote, comparison, question shifting by seminar and by week (sheet on sakai) A socio-cultural perspective: disciplinary influences, context, social policy/action, critical lens. Constructionist and postmodernist: modernism, the enlightenment, truth via science, emphasis on rationality and reason, link to progress, link to rights and equality, looking at childhood. How can policy better reflect scientific knowledge about young people: critical theory, links to modernism, grounded in materialism: base and superstructure, ideology. How can these inequalities be addressed: social constructionist and postmodern positions, culture and language filter the material world, perspective and context are central, power is linked to the authority to create and define knowledge. Example: skins vs reginald bibby: deconstructing categories and binaries, knowledge shaping action, links to childhood. What are some consequences or effects of current knowledge and social practices in relation to children: concern .

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