John Hollenbeck, Assistant Professor	
Office: BH 163­B	
Office Hours: Mon. 2-4 PM, Tues. 2-4 PM, Others by appt.
Phone: (415) 338-6833
Email: jahollen@sfsu.edu	
WWW: http://online.sfsu.edu/~jahollen/

San Francisco State University Department of Administration and Interdisciplinary Studies

ISED 742: Cognition, Mind and Learning for Educators
Spring, 1998 ­ Section 01, 3 Units
Tuesdays, 7:00 PM ­ 9:45 PM  BH 238

Course Description

This course reviews recent developments in cognition, learning, and instruction for 
educators. It begins by concentrating upon the Cognitive Revolution, taking perspective of 
philosophy, psychology, artificial intellengence and others. More recent social theories of 
cognition are then considered, with an emphasis on the work of Jerome Bruner. Finally, 
applications to K-adult education are considered.

Course Organization

This course emphasizes learning by participation. Application of theories of cognition and 
learning will be blended with theoretical inquiries. Class time will be divided between 
lecture, small group collaboration and critique, and discussion. Students will critically read 
course texts and be prepared to engage issues raised each week.

Course Goals

The ends in view for this course include:
An understanding of the forces at work in the cognitive revolution
An ability to participate fully in debates regarding learning
Knowledge and experience with the application of concepts drawn from 
cognitive science and how they are applied to learning situations
A basic understanding of social learning theories
The development of personal theories of human cognition

Required Texts

Gardner, H. (1987). The Mindıs New Science: A History of the Cognitive 
Revolution. New York: Basic Books
Bruner, J. (1990). Acts of Meaning. Cambridge, Massachusetts: Harvard 
University Press
Course Reader

Optional Texts

Booth, W., Colomb, G., & Williams, J. (1995). The Craft of Research. 
Chicago: The University of Chicago Press
Papers and resources from the World Wide Web accessed from the course 
home page linked to 
http://online.sfsu.edu/~jahollen/

Class Requirements

Attendance and participation. Students are responsible for weekly material, and are 
valued for contributions to discussion. While it is understood that most students are 
involved with professional and personal obligations that make regular attendance 
challenging, weekly role will be taken and factored into the final grade. An absence 
may be erased through additional work; it is the responsibility of the student to 
arrange for this additional assignment. Absences are treated in the following 
manner:
Students missing 1 class cannot receive a higher grade than ³A.²
Students missing 2 classes cannot receive a higher grade that ³B.² 
Absence from more that two classes will result in failing the class.
This class may not be taken as an independent study.

An absence is defined as having missed more than 75% of the class.

Participation is rated by the grasp of assigned weekly material. This assessment will 
be made through written quizzes, Socratic dialog, and quality of discussion.

Course Notebooks, to include the following arranged according to the studentıs design
Weekly class exercises (handed out in class)
Reading critiques
Two page responses to assigned readings turned in each week, or 2 
postings to the course listserv discussion (edad743@sfsu.edu).
These responses should directly address some point made in the reading and 
the studentıs response to it.)
Class notes
Interesting and relevant articles (not the course reader).
Planning documents for assignments, such as outlines or storyboards
Graded assignments and tests

Learning Contract Assignment. Select a contemporary issue involving curriculum, 
technology and/or evaluation drawn from your practice as an educator. Develop a 
research paper of no more than 20 pages that develops a position on this issue. Fill 
out the project contract (passed out in class) and turn a copy on February 10. This 
project will be presented to the class, and is due the final day of instruction.

Group Oral Report (choose one)

Development and delivery of a lesson illustrating a theory of learning

Exploration of material not covered in the basic course readings

Other agreed upon topic

Final exam - short essay exam on course topics