Profile :: Profile

Profile

Director, Master of Science in Education
Professor, Education and Social Policy

618 Garrett Place
Room 204
Evanston, IL 60208-4135
Phone: (847) 467-1999
Fax: (847) 467-2495
Office Hours: By appt.

Biography

Sophie Haroutunian-Gordon began her teaching career in the Glencoe (Ill.) schools, where she taught sixth grade for five years. After leaving the faculty of the department of education, University of Chicago in 1991, she came to Northwestern University to direct the Master of Science in Education Program. She has published in the fields of psychology, philosophy of education and teacher education. Her second book, Turning the Soul: Teaching Through Conversation, received the American Education Studies Critics Choice Award in 1994. In 1996 she helped to form the Urban/Suburban-Northwestern Consortium of schools, which has received funding from the Joyce Foundation. Haroutunian-Gordon is immediate past president of the Philosophy of Education Society (2003–04).

Research/Scholarship
Education

Year Degree Institution

1976 PhD, Philosophy of Education University of Chicago

1966 MA, Curriculum and Instruction University of Wisconsin-Madison

1965 BA, Music, Religion/Philosophy Cornell College

Selected Publications

Haroutunian-Gordon, S. (September, 2007). Cultivating Questions: A Focus for Schooling in the Twenty-First Century. Yale Press.

Haroutunian-Gordon, Sophie (April, 2005). In Serach of Music of Something Else? A Response to 'the Domain of Didactology as a Field of Theory and Reseaerch in Music Education,' by Fred Nielsen. Philosophy of Music Education Review 13: 95-98.

Haroutunian-Gordon, Sophie (November, 2004). Listening--in a demoncratic Society. Schools: A Journal for Inquiry into the Subject Experience of School Life: Vol. 1, Issue 2.

Haroutunian-Gordon, S. (1998). How does thinking proceed? A study of thinking patterns in interpretive discussion. Educational Theory.

Haroutunian-Gordon, Sophie (1994). Plato and Education in n/a, The International Encyclopedia of Education.

Haroutunian-Gordon, Sophie (1993). Reflections on a Dialogue with Ken Benne. Educational Theory.

Haroutunian-Gordon, Sophie (April, 1992). Soul in Garrison, J.W. and Rud, A.G., Gaps: Ideals Missing from the Educational Conversation.

Haroutunian-Gordon, S. (1991). Turning the Soul: teaching through conversation in the high school. University of Chicago Press.

Jackson, P.W. & Haroutunian-Gordon, S (1989). From Socrates to Software: The Teacher as the Text; The Text as Teacher. University of Chciago Press.

Haroutunian, S. (1983). Equilibrium in the balance: A study of psychological explanation in Brainerd, C.J., Springer Series in Cognitive Development.

Selected Presentations

Sophie Haroutunian-Gordon (April, 2004). Case Study: Listening in an Interpretive Discussion. American Educational Research Association, Annual Meeting. Montreal, Canada.

Sophie Haroutunian-Gordon (January, 2004). Growing Tolerant through Dialogue: The Role of LIstening. Teachers College, Columbia University. New York, NY.

Sophie Haroutunian-Gordon (April, 1998). Teaching in an Ill-Structured Situation. AERA Annual Meeting. New Orleans, LA.

Sophie Haroutunian-Gordon (April, 1998). Talking Heads. AERA Annual Meeting. New Orleans, LA.

Sophie Haroutunian-Gordon (November, 1991). Turning the Soul: Teaching through Conversation in the High School. Essential Schools Coalition. Chicago, IL.

Sophie Haroutunian-Gordon (November, 1990). Turning the Soul: The Role of the Teacher. University of Alberta.

Sophie Haroutunian-Gordon with K. Benne (April, 1990). Turning the Soul: Teaching through Conversation. Annual Meeting, Philosophy of Education Society. Miami, FL.

Sophie Haroutunian-Gordon (April, 1989). Learning as Recollection: Plato, Proust, and J.S. Bach. Annual Meting of the Philosophy of Education Scoiety. San Antonio, TX.

Sophie Haroutunian-Gordon (January, 1989). Learning as Recollection: Its Consequences for Teaching. Presented at a converence honoring the life and work of Joseph sittler. Chicago, IL.

Sophie Haroutunian-Gordon (April, 1988). Dialogue with Plato. AERA Annual Meeting. New Orleans, LA.

Sophie Haroutunian (March, 1984). Is Psychology a Unified Science?. Boston Colloquium for the Philosophy of Science. Boston, MA.

Research Interests

Philosophy of education, teacher education, interpretive discussion, philosophy of psychology.

Teaching/Advising
Courses

MS_ED 499 Section 15 Consent of MSEd program director required. Forms requesting independent studies or internships are available for download.

MS_ED 451 Sec 40 Seminar on Interpretive Discussion (Section 26) The goal of the course is explore the theory and practice of interpretive discussion--discussion that aims to identify questions about the the meaning of texts and pursue their resolution through group conversation. After an introductory session, there will be three classes that focus upon discussion preparation, three that focus upon discussion leading, and three that focus upon reflection and relating the interpretive discussion paradigm to the entire curriculum. Texts for the course will include readings on interpretive discussion and related topics, as well as interpretation theory. The texts will be discussed in class using the interpretive approach. Class members will be asked to lead discussions both in and outside of class, and to share video tape of their leading with class members. Intended for graduate students (MA, MS, Ph.D) and teachers.

LRN_SCI 451 Topics in Learning Sciences Current research topics in the learning sciences. Topics vary. May be repeated for credit with change in topic.

Teach Ed 313 Philosophy of Education (seniors only) Classical and mordern philosophies of education. Text interpretation, anlysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.

MS_ED 413 Problems in the Philosophy of Education Classical and modern philosophies of education. Text interpretation, analysis of ideas, and argument construction; the relation of philosophy to educational issues. Students develop their own philosophy of education in the course.

MS_ED 406 Research and Analysis in Teaching and Learning I: Discussion and Question Development The course aims to help students meet three goals that will advance the progress of the Master's Project and, at the same time, develop skills of questioning and discussion that are useful in many teaching-learning contexts. The three goals include: the formation of a question which the Master's Project will address; a description of the rationale for the question; and the start of a literature review on the topic. In order to meet the goals, students will develop questions about the meaning of texts, refine these through small-group discussion, and develop skills of effective discussion participation and leading, including preparation for discussion. Taken together, these skills permit not only the cultivation of meaningful questions but progress toward their resolution, as they develop habits of careful reading and reflection. Texts for the course will include classic works related to discussion and questioning and the domain of the Master's Project. Each student will lead a discussion on a text germane to the question chosen for the Master's Project.

Last Updated: 2009-10-22 14:13:29

Close Window

Year	Degree	Institution
1976	PhD, Philosophy of Education	University of Chicago
1966	MA, Curriculum and Instruction	University of Wisconsin-Madison
1965	BA, Music, Religion/Philosophy	Cornell College

MS_ED 499		Section 15 Consent of MSEd program director required. Forms requesting independent studies or internships are available for download.

MS_ED 451 Sec 40		Seminar on Interpretive Discussion (Section 26) The goal of the course is explore the theory and practice of interpretive discussion--discussion that aims to identify questions about the the meaning of texts and pursue their resolution through group conversation. After an introductory session, there will be three classes that focus upon discussion preparation, three that focus upon discussion leading, and three that focus upon reflection and relating the interpretive discussion paradigm to the entire curriculum. Texts for the course will include readings on interpretive discussion and related topics, as well as interpretation theory. The texts will be discussed in class using the interpretive approach. Class members will be asked to lead discussions both in and outside of class, and to share video tape of their leading with class members. Intended for graduate students (MA, MS, Ph.D) and teachers.

LRN_SCI 451		Topics in Learning Sciences Current research topics in the learning sciences. Topics vary. May be repeated for credit with change in topic.

Teach Ed 313		Philosophy of Education (seniors only) Classical and mordern philosophies of education. Text interpretation, anlysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.

MS_ED 413		Problems in the Philosophy of Education Classical and modern philosophies of education. Text interpretation, analysis of ideas, and argument construction; the relation of philosophy to educational issues. Students develop their own philosophy of education in the course.

MS_ED 406		Research and Analysis in Teaching and Learning I: Discussion and Question Development The course aims to help students meet three goals that will advance the progress of the Master's Project and, at the same time, develop skills of questioning and discussion that are useful in many teaching-learning contexts. The three goals include: the formation of a question which the Master's Project will address; a description of the rationale for the question; and the start of a literature review on the topic. In order to meet the goals, students will develop questions about the meaning of texts, refine these through small-group discussion, and develop skills of effective discussion participation and leading, including preparation for discussion. Taken together, these skills permit not only the cultivation of meaningful questions but progress toward their resolution, as they develop habits of careful reading and reflection. Texts for the course will include classic works related to discussion and questioning and the domain of the Master's Project. Each student will lead a discussion on a text germane to the question chosen for the Master's Project.