Undergraduate Course Hued Natalie Krivas 2016

HUED 101: Humane Education Krivas, 2016
Valparaiso University
Institute for Humane Education
HUED 101 Humane Education: An Essential
Tool for Today’s Teachers
3 credits
Humane Education: An Essential Tool for Today’s

Teachers
Syllabus
Part 1: Course Information and Materials

Instructor Information
Instructor: Natalie Krivas
Phone: (219) 476-6131
Email: natalie.krivas@valpo.edu
Course Description
Humane Education: An Essential Tool for Today’s Teachers (3
credits)
An introduction to the field of Humane Education through exploration of
innovative educational approaches, effective ways to approach teaching and
learning, positive communication skills, critical analysis, collaboration, and
conflict resolution. Students examine how they can bring the underlying
concepts of good communication and teaching to bear on important issues of
human rights, environmental ethics, animal protection, and change-making.
In this course, students learn to become solutionaries – to face
interconnected problems with interconnected solutions and to combat
despair and apathy with hope and action.
No prerequisites.
Books & Course Materials
Required Book
Weil, Z. (2016). The world becomes what we teach: Educating a

generation of solutionaries. Brooklyn, New York: Lantern Books.
Available for purchase through amazon.com or through the
Valparaiso Interlibrary Loan system.
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Required Texts
Crawford, E. (2016). Introducing elementary teachers to Humane

Education. In Humane connection. Retrieved from
http://humaneeducation.org/blog/2016/04/14/introducing-
elementary-teachers-humane-education/
Gorski, Paul. (2009). Cognitive Dissonance: A Critical Tool in Social

Justice Teaching. EdChange.org. Retrieved from
http://edchange.org/publications/cognitive-dissonance.pdf
McWilliams, M. (2013, July 30). Why fish no longer escape our

conscience. Free From Harm. Retrieved from
http://freefromharm.org/farm-animal-intelligence/why-we- haveno-
compassion-for-fish/
The Solutionary Curriculum Team. (2016). Dead zones and diet-related

diseases: A solutionary unit. Retrieved from
http://humaneeducation.org/?wpdmdl=20758
Required Films
Throughout the session, you will be asked to view films, talks, and
interviews. We refer to these as “film festivals.” As you watch each film,
reflect on the Guiding Questions below to exercise your best critical thinking
skills. Use these moments for reflection as a means to expand your
understanding and test your knowledge, bias, and ability to see the world
from a perspective that is different than yours.
Guiding Questions –These questions help to develop critical analysis skills.

Do not answer these questions in your posts for each film festival. These
questions are rhetorical and meant for reflection only.
 How do you know whether the information presented was accurate and
true?
 Were there any moments where opinions were presented as facts?
 Did you discover bias? If so, was it hidden or obvious?
 Did you feel manipulated? If so, how?
 Which of these films would you use in your classes?
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Film Festival A
Current Voices in Education
Cardinali, D. (2015). Why most students are getting the least out of
school. [video file. 16 min.]. Retrieved from
https://www.youtube.com/watch?v=qzALINIvYNQ
President of Communities in Schools Dan Cardinali makes a
passionate plea to redesign public education to drive students’
holistic development while negating poverty’s predictive effect on
lower academic performance.
Hunter, H. (2011). John Hunter on the World Peace game. [video file. 20
min]. Retrieved from
http://www.ted.com/talks/john_hunter_on_the_world_peace_ga
me.html
Educator John Hunter created a World Peace Game for his 4th grade
students to enable them to think critically and creatively to solve
global problems.
Robinson, K. (2006). Ken Robinson: Do schools kill creativity? [video file.

19 mins.]. Retrieved from
https://www.ted.com/talks/ken_robinson_says_schools_kill_crea
tivity?language=en
Sir Ken Robinson makes an entertaining and profoundly moving case
for creating an education system that nurtures creativity.
Sicat, O. (2014). The real experts of education reform – Oliver Sicat –

TEDxOrangeCoast. [video file. 13 min.]. Retrieved from
https://www.youtube.com/watch?v=NqCGzmaMx70
Weil, Z. (2011). The world becomes what you teach. [video file. 17 min].
Retrieved from http://www.youtube.com/watch?v=t5HEV96dIuY
IHE president, Zoe Weil, presents her vision for the solution to all
our problems: Humane Education.
Film Festival B
Global Challenges
ACT Responsible. (2012). We are all connected. [video file. 40 sec.].

Retrieved from https://www.youtube.com/watch?v=DPyE4-
raGxg
In this short film without words, similarities between people and
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other animals are highlighted through images alone.
TEDEd (Producer). (2015). What happens to the plastic you throw away –
Emma Bryce. [video file. 4 min.]. Retrieved from
https://www.youtube.com/watch?v=_6xlNyWPpB8
United Nations (Producer). (2015). United Nations – Year in review.

[video file. 16 min.]. Retrieved from
https://www.youtube.com/watch?v=M0_kxsCFZOQ
Wollen, P. (2012). Ethics in a meat-free world – Philip Wollen at

TEDxMelbourne. [video file. 20 min.]. Retrieved from
https://www.youtube.com/watch?v=ApeIUzKLkuo
Ex-VP of Citibank Philip Wollen talks about why at 40 years old he
decided to give all of his wealth away with warm hands and die broke.
Zixan (Producer). (2008). Freedom hero: Iqbal Masih. [video file. 5

min.]. Retrieved from
https://www.youtube.com/watch?v=t0D6K18wq8A
Film Festival C
Solutionaries
Fresh Air (Producer). (2016). Today’s slaves often work for enterprises
that destroy the environment. In Daily life. [audio file. 37 min.].
Retrieved from
http://www.npr.org/sections/goatsandsoda/2016/01/20/463600
820/todays-slaves-often-work-for-enterprises-that-destroy-the-
environment
An interview with Kevin Bales about his most current book Blood
and Earth that reveals the interconnection between slavery and
environmental devastation.
Datar, I. (2013). Re-thinking meat: Isha Datar at TEDxToronto. [video

file. 9 min.]. Retrieved from
https://www.youtube.com/watch?v=TFL3P89T1Hk
Frankson, G. (2012). BeSpokeCity presents: Ritallin. [video file. 3

https://www.youtube.com/watch?v=EO5IrKWe5i8
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Canadian national spoken word poetry champion and educator Greg

Frankson speaks out against regularly being asked “where he’s from”
and the challenges of living in Canada as a person of minority.
Mander, D. (2013). Damien Mander: Modern warrior [video file. 13

http://www.youtube.com/watch?v=9FCsyK4aRXQ&feature=ems
hare_video_user
Damien Mander, a US special operations sniper who served
multiple tours in Iraq, uses his military background to protect
wild animals from poaching. Mander describes the connection between
protecting wild animals and protecting all animals.
Singer, L. (2015). Why I live a zero waste life – Lauren Singer – TEDxTeen.
[video file. 14 min.]. Retrieved from
https://www.youtube.com/watch?v=pF72px2R3Hg
In this TEDxTeen presentation, Lauren Singer talks about her zero
waste life and how she is living in direct alignment with her values.
Weil, Z. (2012). Solutionaries: Zoe Weil at TEDxConejo. [video file. 19

mins.]. Retrieved from
https://www.youtube.com/watch?v=ImOi9YnMau8
Zoe Weil describes a generation of people who learn about challenging
issues and collaborate to find solutions.
Required Blog
The Humane Connection: www.humaneeducation.org
Course Requirements
Microsoft Word
Reliable Internet connection
Ability to participate in a Google Hangout or “Zoom” videoconference
To access Valpo’s databases in the online library, you will need to
setup an account on the EBSCO database (if you do not currently
have one)
Course Structure
This course will be delivered online through the course management system
Blackboard. You will use your VU username and password to access the
course.
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In Blackboard, you will access the online syllabus, course materials, and
Valpo/IHE resources. At designated times throughout the session you (we)
will participate in film festivals, video-conferencing salons via Google
Hangout, chats, possible phone mentoring and discussion board
conversations. This course includes a blend of self-paced and group-paced
activities consisting of video conferencing “salons”, discussion forums, email,
written assignments, and web posting.
Technical Assistance
If you need technical assistance at any time during the course or to report a
problem with Blackboard you may:
Contact your instructor for guidance

Contact the Valparaiso IT department. You may reach the department
by phone at 219.464.5678, by email at it.helpdesk@valpo.edu or
online via Web Help Desk.

Teachers
Syllabus
Part 2: Learning Outcomes and Learning Activities

Learning Outcomes
By the end of this course, students will able to:
 identify current voices in education;

 use basic elements of Humane Education in a lesson plan;
 connect global issues that include animals, people, and the
environment to relevant systems;
 develop solutionary curricula (or an aspect thereof);
 effectively mentor peers online.
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INTRODUCTION TO THE COURSE
As a humane educator, I believe it is critical that we learn about real-world

issues from an educational perspective. This course provides you with
background information on teaching, learning, schooling, and a range of
interconnected real-world topics that will help you develop and manifest your
vision for a just, healthy, and humane world. You will spend much time in
this course observing, self-reflecting, and considering different educational
approaches. You will decide what makes sense to you as an educator, and
you will seek to understand the personal and professional truth that is at the
core of your vocation. This important effort will help strengthen and guide
you when it comes time to incorporate what you’ve learned into your work
educating about the complex and connected issues of environmental ethics,
animal protection, human rights and culture.
This course is designed not only to offer you different perspectives on

education, teaching, sharing ideas, and schooling, but also to encourage you
to consider how you can be instrumental in improving education through
your work as a humane educator. It is critical to be aware at all times that
educational opportunities and changes are happening at a rapid pace.
Keeping up to date, flexible, and knowledgeable about these changes will
enable you to innovate, revise, and develop your own educational initiatives,
approaches, curricula, and outlook as a teacher. This is why the course
includes so many recent TED talks; it’s important to sample a variety of
approaches, while keeping your higher purpose in education in mind.
As you read the texts in this course and watch the films, ask yourself the
following:
- In what ways can I be a positive force in the lives of

students/learners/people?
- Which books, articles, or films would I use in my classroom?
- How can I “model my message” of lifelong learning, compassion, and
collaboration? What does it mean to me to be a humane educator?
- What have I learned throughout this course that has developed my
thought process, changed my perspective, or inspired me?
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Learning Activities and Assignments
IMPORTANT: When completing assignments, please include the assignment

number, and then copy the instructions before writing your response. All
page limits are based on single-spaced, 12-point font.
Though not required, you may find it useful to begin a "Humane Education
Notebook." This can be your book of ideas, inspirations, questions,
confusions, and suggestions, big and small.
Introduction on Blackboard
Getting to know you. Approximately 100-200 words. Post on BB.
 How do you think your family, school, environment, and

experiences have shaped you as an educator and learner?
 Do you feel prepared to teach?
 Do you feel prepared to take on today’s challenges?
 Tell us about you – where you are from, where you are now, your
goal in taking this course or why you chose this course, something
unique about you or something you would like to share, etc. Feel
free to share a photo!
Assignment 1 – Exploring Your Knowledge of Humane Education
Thoughts, ideas, questions and analogies. Approximately 1 page, single

spaced.
After having read Crawford’s article Introducing Elementary Teachers to

Humane Education, complete the 3-2-1 Bridge exercise by giving 3
thoughts/ideas, 2 questions, and 1 analogy in regards to what you currently
know (or can guess) about Humane Education.
Assignment 2 – Defining Humane Education
After reading Zoe Weil’s The World Becomes What We Teach, challenge
yourself to reflect on the perspectives shared and to make personal
connections with the texts. Respond to the following questions in point form.
Approximately 2 pages, single-spaced.
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 What do you feel are the most challenging issues that confront the
field of education today? Perhaps draw on your observation or
experience in your current field or location.
 How does solutionary education diverge from standard education? How
is it the same?
 Are there any aspects of the book that ring true for you and/or with
which you disagree?
 On page 5 of the introduction, Weil presents four stories. Is there a
story with which you personally connected? If not, are there any
characteristics of these four stories with you which you connect?
 Explore your childhood or current passions and reflect how you might
transform them into a “meaningful and highly valuable career”, just
like Keisha’s.
 What would you personally need to learn in order to be a solutionary
educator?
Assignment 3 - Exploring Cognitive Dissonance
After having read Gorski’s article Cognitive Dissonance: A Critical Tool in

Social Justice Teaching, write a self-reflection. Approximately 2 pages,
single-spaced.
Reflect on the following questions and interweave your answers into your
self-reflection:
 Talk about a time when you have experienced cognitive dissonance

and how did you reconcile it?
 How might you educate others about controversial topics?
 In what ways can we overcome dissonance that keeps us from
embracing new ideas?
Assignment 4 - Film Festivals
Each Film Festival has a set of Driving Questions. Answer at least one from
each festival and post your answers on Blackboard. Approximately 500
words per festival.
FFA: Current Voices in Education (Week 1)

Driving questions:
 As you watch these films, you might notice the diversity of voices.
Who is missing?
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 How can you bring your ideas and creativity to the classroom and in
ways that model a system of peace and sustainability?
FFB: Global Challenges (Week 3)

Driving questions:
 How can we make connections between global issues and the systems
involved in those issues?
 Given the number of systems involved in making a hamburger, how is
it possible that its cost is comparable to the cost of a single apple?
 How are you contributing to those systems?
FFC: Solutionaries (Week 5)

Driving questions:
 How can we bring about positive change and make an impact on the
world through collaboration when we met with resistance and conflict?
 In what ways can the efforts of the few make a truly global impact?
How do they find their voice, identity, and courage to act on their
values?
Assignment 5 – Global Challenges and Solutionaries

(Required Salon)
After having watched the Film Festivals, read the course materials and
reviewed the Dead Zone unit, build a solutionary-based unit overview or
lesson plan and present it to the class. Once you have completed the lesson
plan, engage in self-assessment by indicating your “To Glow” (your
successes/what made you proud) and your “To Grow” (what you would like
to improve). In the salon, you will have ten minutes to present a summary
of your unit or lesson plan, and five minutes to discuss your self-assessment
and take any questions from your peers.
If you choose a lesson plan, refer to the week-by-week lessons provided in

Dead Zone for examples. A sample lesson plan template will be provided on
Blackboard as well. Feel free to create a “True Price” lesson plan. Use pages
36-44 of The World Becomes What We Teach as a guide or as inspiration.
If you choose a unit, you are not required to develop a detailed unit as
observed with Dead Zone, but an overview. In this unit, you must:
 Identify two seemingly disparate issues are in fact connected

 Write up an outline for a solutionary unit that helps your students see
the connections
 Summarize how you would develop the unit
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Goals for the unit and lesson plan include but are not exclusive to:
 Displaying knowledge of the interconnection between issues of

environmental ethics, animal protection, and human rights and
relevant systems
 Providing accurate information
 Displaying relative comfort and confidence in presenting the lesson or
unit as a result of preparation and practice
 Making the lesson plan or unit teachable (must be realistic)
 Making the unit or lesson plan presentation interactive in some way,
so as to engage your audience
 Indicating the grade level of your students
 Providing instructor with a copy of your work prior to the presentation
Presentation of your work can vary according to your creative will, as long as
you are reaching the goals listed above. Platforms like Prezi work great, and
feel free to present your project using uncommon forms of presentation,
such as a video, a blog or website. But keep in mind that the focus of this
assignment is content, not presentation style. If you’re not sure, ask your
instructor, who will be happy to advise. What is important is to think about
what will most effectively engage your students.
Here are some aspects of lesson/unit planning that teachers generally keep
in mind. These items are not required but are meant to inspire and/or guide
you when preparing your solutionary unit or lesson plan:
 Differentiation – remember to consider your students’ various abilities,
level and maturity of understanding, age, and learning styles and
preferences
 Key elements of HUED, as described above and in Weil’s book
 Model through the lesson plan solutionary solutions (Weil, 2016, pp.
45-46, specifically, footnote 35)
 Opportunities for collaboration, discussion, and reflection
 Evaluation criteria/assessment – at least an idea
 A call to action
o How might you present this to community?
o How might your students fulfilling the unit reach out to the
community to affect positive change?
 Listing sources to back up information/images/claims quoted
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Assignment 6 – Questions, Reflections, and Inspirations
Peer-to-peer mentoring through Blackboard.
Using the Blackboard, pose a question to your classmates that you would
like answered in relation to a challenge you might be dealing with or
anticipate as a classroom teacher and/or future Humane Educator.
Answer at least one question posed by another classmate. Keep careful

attention to answer in a kind and genuine way with the goal to guide,
support, or inspire. This is the opportunity to share, collaborate, and benefit
from dialogue.
This assignment is due by the last day of the session.

Teachers
Syllabus
Part 3: Course Schedule

Please refer to the “Salon” and “Study Guide” tabs in Blackboard for video
conferencing dates and times and assignment deadlines.

Teachers
Syllabus
Part 4: Grading Policy

Students will receive oral and/or written feedback within one week of
submitted work. Because this course is a six-week, intensive course, it is
strongly recommended to maintain regular communication with your
instructor. I have a 24-hour response for emails and calls. Do not hesitate to
contact me; sooner than later is always best. This course assessment
includes evaluation of participation and collaboration (through video
conferences and Blackboard discussion), reflections and reports, lesson plan
development and presentation, and critical analysis of texts. In the Study
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Guide, you will be provided with deadlines for assignment submission. It is

expected that you participate in discussion boards in a timely manner. See
the next section (Part 5) for more information regarding
participation.
If you are unable to submit an assignment or participate in the expected

time, it is your responsibility to contact the instructor and make alternative
arrangements.
Letter Grade Key

A Exceptional work and acquisition of learning objectives
A- Very good work and acquisition of learning objectives
B+ Good work and acquisition of learning objectives
B Passing work and acquisition of learning objectives
- Weak work and acquisition of learning objectives
C Very weak work and acquisition of learning objectives
(Unacceptable)
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A+/A A-/B+ B B- or lower

Participation Student excels at Student engages Some struggle is Student makes little
& engaging genuinely and actively in observed. Student or no attempt to
Collaboration actively in discussions. discussions and attempts to participate in
Student listens models, and engage in discussions or
attentively to provides the discussion, but engage with peers
presentations, asks opportunity for participation is and/or instructor.
clarification questions others to engage, either insufficient,
to better understand listening attentively or not genuine. Or,
perspectives and ideas to other There may be
presented. Student perspectives and confrontational Student shows little
engages with peers and opinions. speech, or no improvement in
instructor respectfully, Occasionally, insufficient conflict resolution,
diplomatically. Student student struggles, improvement in active listening,
excels in discussions, but overall, conflict resolution collaboration, or
and allows others the maintains clear skills, active participation.
opportunity to give their communication and listening,
input. respectful collaboration, or Or,
conversation. participation.
Student is regularly
confrontational,
disrespectful, and
shows little or no
improvement in
interactions with
peers and/or
instructor.
Student
Teacher
Comments
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Ideas Excels in responding to A solid work, Adequate but weaker Does not have a
assignment. Interesting, responding and less effective, clear central idea or
demonstrates sophistication of appropriately to possibly responding does not respond
thought. Central idea/thesis is assignment. Clearly less well to appropriately to the
clearly communicated, worth states a thesis/central assignment. Presents assignment. Thesis
developing; limited enough to idea, but may have central idea in may be too vague or
be manageable. Work minor lapses in general terms, often obvious to be
recognizes some complexity of development. Begins depending on developed
its thesis: may acknowledge its to acknowledge the platitudes or clichés. effectively. Work
contradictions, qualifications, complexity of central Usually does not may misunderstand
or limits and follow out their idea and the acknowledge other sources.
logical implications. possibility of other views. Shows basic
Understands and critically points of view. Shows comprehension of
evaluates its sources, careful reading of sources, perhaps with
appropriately limits and sources, but may not lapses in
defines terms. evaluate them understanding. If it
critically. Attempts to defines terms, often
define terms, not depends on
always successfully. dictionary
definitions. May list
ideas or arrange them
randomly rather than
using any evident
logical structure.
Student
Teacher
Comments
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Organization Uses a logical Shows a logical May use transitions, May have random
& Coherence structure appropriate progression of ideas but they are likely to organization, lacking
to work’s subject, and uses fairly be sequential (first, internal paragraph
purpose, audience, sophisticated second, third) rather coherence and using
thesis, and transitional devices; than logic-based. few or inappropriate
disciplinary field. e.g., may move from While each paragraph transitions.
Sophisticated least to more may relate to central Paragraphs may lack
transitional important idea. Some idea, logic is not topic sentences or
sentences often logical links may be always clear. main ideas, or may be
develop one idea faulty, but each Paragraphs have too general or too
from the previous paragraph clearly topic sentences but specific to be
one or identify their relates to paper's may be overly effective. Paragraphs
logical relations. It central idea. general, and may not all relate to
guides the reader arrangement of paper's thesis.
through the chain of sentences within
reasoning or paragraphs may lack
progression of ideas. coherence.
Student
Teacher
Comments
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Support & Uses evidence Begins to offer Often uses Depends on clichés
Style appropriately and reasons to support its generalizations to or over-generalizati
effectively, points, perhaps using support its points. ons for support, or
providing sufficient varied kinds of May use examples, offers little evidence
evidence and evidence. Begins to but they may be of any kind. May be
explanation to interpret the evidence obvious or not personal narrative
convince. Style: and explain relevant. Often rather than essay, or
Chooses words for connections between depends on summary rather than
their precise evidence and main unsupported opinion analysis. Style: May
meaning and uses an ideas. Its examples or personal be too vague and
appropriate level of bear some relevance. experience, or abstract, or very
specificity. Sentence Style: Generally uses assumes that personal and specific.
style fits paper's words accurately and evidence speaks for Usually contains
audience and effectively, but may itself and needs no several awkward or
purpose. Sentences sometimes be too application to the ungrammatical
are varied, yet general. Sentences point being sentences; sentence
clearly structured generally clear, well discussed. Often have structure is simple or
and carefully structured, and lapses in logic. Style: monotonous.
focused, not long focused, though some Uses relatively vague
and rambling. may be awkward or and general words,
ineffective. some inappropriate
language. Sentence
structure generally
correct; sentences
may be wordy,
unfocused, repetitive,
or confusing
Student
Teacher
Comments
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Mechanics Almost entirely free May contain a few Student shows some Usually contains
of spelling, errors, which may improvement from either many
punctuation, and annoy or confuse the one draft to another, mechanical errors or
grammatical errors. reader but not impede but the final draft a few important
understanding. contains several errors that block the
mechanical errors, reader's
Student shows which may understanding and
improvement from one temporarily confuse ability to see
draft to another. the reader but not connections between
impede the overall thoughts.
understanding.
Or,
Student shows little

improvement from
one draft to another.
Student
Teacher
Comments
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Teachers
Syllabus
Part 5: Course Policies
Participation
Moments for discussion and collaboration on Blackboard and in salons are
considered safe-spaces for students to engage respectfully, collaborate on
ideas, provide peer-mentoring, and support each other. Being a humane
educator means being able to communicate effectively, respectfully, and
authentically. It is vital that we speak in respectful and diplomatic ways with
one another, even in moments where one might experience conflict.
Remember, discussions throughout this course provide opportunities for
learning; learning to collaborate, learning new information and new
perspectives, and learning essential conflict resolution skills. Choose words
carefully and be cautious in responding; words have the power to guide,
support, and inspire, but they also have the power to hurt. If you experience
a moment that you find challenging, practice your active listening skills, try
to put yourself in another’s shoes, and ask for clarification before
responding. Asking for clarification helps us to take a step back, understand
another person’s perspective, and provide them the opportunity to elaborate
on a comment. I have personally experienced a much better reaction – and
result – in conversation when the tone is set in such a way. Remember, use
these discussions as opportunities to learn and improve. If you have any
questions or wish to clarify, do not hesitate to contact me at any time.
Build Rapport
If you find that you have any trouble keeping up with assignments or other
aspects of the course, make sure you let your instructor know as early as
possible. As you will find, building rapport and effective relationships are key
to being the best educator you can be. Make sure that you are proactive in
informing your instructor when difficulties arise during the semester so that
we can help you find a solution.
Complete Assignments
I ask that all discussion assignments be completed by the assignment due
date in order to create ongoing, meaningful and timely discourse with peers
in the cohort.
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Understand When You May Drop This Course

Please review Valparaiso University’s policies regarding the adding and
dropping of courses. To avoid financial penalty, it is necessary that you add
or withdraw from a course prior to the semester’s “add/drop” date, which is
generally within a week of the semester start date.
If you have a documented disability and wish to discuss academic

accommodations, please contact your instructor as soon as possible. Your
instructor will make any and all possible accommodation to help you succeed
in the course.
Commit to Integrity
As the principles of truth and honesty are recognized as fundamental to a
community of scholars and teachers, The Honor Code will apply in this class.
The Honor Code requires each student to attest that he or she has neither
given nor received unauthorized aid in the completion of work submitted for
credit under his or her name. For this course, unauthorized aid shall consist
of cheating, copying another student’s work and turning it in as your own,
any form of plagiarism, or submitting work completed for another course as
original work for this course. If you are unsure whether work you are
planning to submit violates the Honor Code, check with the instructor before
submitting the work.



Teachers
Syllabus
Part 6: My Webpages
http://tobehumane.weebly.com/ This website provides an insight into

Humane Education from my eyes. Provides lesson plans and
useful links. Here’s the corresponding Facebook page:
https://www.facebook.com/tobehumanedu/
https://www.facebook.com/heartnightvalpo/ A project I started as a

graduate student. I look forward to continuing it.
http://prezi.com/v_pbbkfmzkev/?utm_campaign=share&utm_medium=copy
&rc=ex0share A Prezi presentation of my graduate work.
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HUED 101: Humane Education Krivas, 2016

Humane Education: An Essential Tool for Today’s

Part 1: Course Information and Materials

Books & Course Materials

Weil, Z. (2016). The world becomes what we teach: Educating a

Crawford, E. (2016). Introducing elementary teachers to Humane

Gorski, Paul. (2009). Cognitive Dissonance: A Critical Tool in Social

McWilliams, M. (2013, July 30). Why fish no longer escape our

The Solutionary Curriculum Team. (2016). Dead zones and diet-related

Guiding Questions –These questions help to develop critical analysis skills.

Robinson, K. (2006). Ken Robinson: Do schools kill creativity? [video file.

Sicat, O. (2014). The real experts of education reform – Oliver Sicat –

ACT Responsible. (2012). We are all connected. [video file. 40 sec.].

other animals are highlighted through images alone.

United Nations (Producer). (2015). United Nations – Year in review.

Wollen, P. (2012). Ethics in a meat-free world – Philip Wollen at

Zixan (Producer). (2008). Freedom hero: Iqbal Masih. [video file. 5

Datar, I. (2013). Re-thinking meat: Isha Datar at TEDxToronto. [video

Frankson, G. (2012). BeSpokeCity presents: Ritallin. [video file. 3

Canadian national spoken word poetry champion and educator Greg

Mander, D. (2013). Damien Mander: Modern warrior [video file. 13

Weil, Z. (2012). Solutionaries: Zoe Weil at TEDxConejo. [video file. 19

The Humane Connection: www.humaneeducation.org

Contact your instructor for guidance

Humane Education: An Essential Tool for Today’s

Part 2: Learning Outcomes and Learning Activities

By the end of this course, students will able to:

 identify current voices in education;

INTRODUCTION TO THE COURSE

As a humane educator, I believe it is critical that we learn about real-world

This course is designed not only to offer you different perspectives on

- In what ways can I be a positive force in the lives of

Learning Activities and Assignments

IMPORTANT: When completing assignments, please include the assignment

Getting to know you. Approximately 100-200 words. Post on BB.

 How do you think your family, school, environment, and

Assignment 1 – Exploring Your Knowledge of Humane Education

Thoughts, ideas, questions and analogies. Approximately 1 page, single

After having read Crawford’s article Introducing Elementary Teachers to

Assignment 2 – Defining Humane Education

Assignment 3 - Exploring Cognitive Dissonance

After having read Gorski’s article Cognitive Dissonance: A Critical Tool in

 Talk about a time when you have experienced cognitive dissonance

Assignment 4 - Film Festivals

FFA: Current Voices in Education (Week 1)

FFB: Global Challenges (Week 3)

FFC: Solutionaries (Week 5)

Assignment 5 – Global Challenges and Solutionaries

If you choose a lesson plan, refer to the week-by-week lessons provided in

 Identify two seemingly disparate issues are in fact connected

 Displaying knowledge of the interconnection between issues of

Assignment 6 – Questions, Reflections, and Inspirations

Peer-to-peer mentoring through Blackboard.

Answer at least one question posed by another classmate. Keep careful

This assignment is due by the last day of the session.

Humane Education: An Essential Tool for Today’s

Part 3: Course Schedule

Humane Education: An Essential Tool for Today’s

Part 4: Grading Policy

Guide, you will be provided with deadlines for assignment submission. It is

If you are unable to submit an assignment or participate in the expected

Letter Grade Key

A+/A A-/B+ B B- or lower