, Education and Social Policy
618 Garrett Place
Evanston, IL 60208-4135
Phone: (847) 467-1999
Fax: (847) 467-2495
Office Hours: By appt.
BiographySophie Haroutunian-Gordon began her teaching career in the Glencoe, Illinois, schools, where she taught sixth grade for five years. After leaving the faculty of the department of education at the 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 in the High School, received an American Educational Studies Association Critics Choice Award in 1994. Her latest book, Learning to Teach Through Discussion: The Art of Turning the Soul, was published by Yale University Press in August 2009, and has been favorably reviewed. Haroutunian-Gordon is a past president of the Philosophy of Education Society (2003).
|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 PublicationsSophie Haroutunian-Gordon (August, 2009). Learning to Teach Through Discussion: The Art of Turning the Soul. Yale University Press.
Haroutunian-Gordon, S. (September, 2007). Cultivating Questions: A Focus for Schooling in the Twenty-First Century. Yale Press.
Haroutunian-Gordon, Sophie (April, 2005). In Search 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 Democratic 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 n/a.
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 SUNY Press.
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 Springer-Verlag.
Selected PresentationsSophie 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.
ProjectsElementary Education Science Partnership (E2SP)
Research InterestsPhilosophy of education, teacher education, interpretive discussion, philosophy of psychology.
|HDSP 451||Problems in the Philosophy of Education cross listed w/LS 451, TEACHED 313, MSED 413|
|LRN_SCI 451||Topics: Readings in Philosophy of Education This course is open to all doctoral students in LS and HDSP. Its goal is to give students historical and philosophical perspective on the foundations of current educational and psychological theories. Readings will include Books I-VII of Plato's Republic, Rousseau's Emile (Books 1-3, portion of Book IV), Dewey's Democracy and Education (Books 1-8, ) Aristotle's Nicomachean Ethics (Books 1-4,6, 10). The course will be run as a series of interpretive discussions that feature close reading of these classic texts. In addition to reading, discussing, and preparing questions about meaning of the texts, students will write a final paper in which they relate the philosophies to their own research and/or issues of concern to them. Discussion of current, relevant theory will take place throughout the course.|
|MS_ED 413||Problems in the Philosophy of Education The course explores classical and modern philosophies of education using text interpretation, analysis of ideas and argument construction. Philosophies are applied to educational issues. Students develop their own philosophy of education in the course. Course participants prepare for and lead discussion about philosophical works.|
|MS_ED 430||Seminar on Interpretive Discussion|
|MS_ED 451||Topics in Teaching and Learning: Seminar on Discussion In the last ten years, analyzing teacher and student work has become an important tool for teachers. Both pre-service and in-service programs require teachers to analyze teacher and student work from their own or from other teachers’ classrooms. In this course, we examine several different ways that analyzing teacher and student work can inform and improve practice. For each of these ways, we explore differences in the teacher and student work itself as well as in the protocols that are used to analyze the work. In addition, we move towards creating new protocols that are geared to helping teachers examine their own practices. A portion of each class session is devoted to investigating a research-based framework for the analysis of teacher and student work. In the second half of each class, participants have an opportunity to share and discuss teacher and student work that they bring and the techniques they use to analyze their practices. This course is intended for practicing teachers or student teachers.|
|MS_ED 499||Independent Study|
|TEACH_ED 313||Problems in the Philosophy of Education Classical and modern philosophies of education. Text interpretation, analysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.|
Last Updated: 2013-10-24 13:03:13