About the position
We are seeking outstanding part-time lecturers who can teach or co-teach EDUC 125: Psychedelics Education and the Persistent Taboo on Alternative Ways of Knowing. This introductory course uses psychedelics as a three-part case study to examine: How educational institutions and broader society have adjudicated among competing ways of knowing (i.e., epistemologies, or worldviews). How this process of adjudication has limited psychedelics education and risk reduction efforts that stand to equip students with critical knowledge and scientifically-based tools. How comprehensive knowledge and appropriate campus-based and other tools might support the navigation of complex, real-world contexts safely, rather than assuming pure avoidance of psychedelic substances. Knowledge about and knowledge from psychedelics resides at the intersection of many epistemic traditions and communities of practice, each with their own set of debates, shared agreements, and norms for producing knowledge: neuroscientists, clinical researchers, Indigenous and spiritual collectives, policymakers, and educators. All members of educational institutions - students, families, instructors, curriculum designers, and educational decision-makers - have to decide which communal knowledge traditions they will embrace and which they will reject and, in the ideal cases, reflect on why some traditions count more than others. This course ultimately identifies the unique epistemic, legal, ideological, and practical tensions and alignments that shape teaching and learning about psychedelics. Much like the perennial debates about whether schools should teach abstinence or comprehensive, evidence-based curricula with respect to sex education, alcohol and cannabis education, suicide education, and most recently, digital literacy education, this course is premised on the belief that evidence-based, risk-reduction curricula increase safe decision-making. It is education in the public interest - one of the central tenets of the mission of a public university. In addition to teaching responsibilities, duties include holding office hours, assigning grades, advising students, preparing course materials, and collaborating with program leadership, and other BSE Faculty members. School : https://bse.berkeley.edu/ Program : https://psychedelics.berkeley.edu/facilitation-certificate-program/
Qualifications
Basic qualifications (required at time of application) Master's Degree, or equivalent international degree. Additional qualifications (required at time of start) Five or more years of experience in facilitating pychadelic care in a professional setting.
How to apply
Document requirements Curriculum Vitae - Your most recently updated C.V. Teaching Statement - Please discuss prior teaching experience, teaching approach, and future teaching interests. This can include, for example, specific efforts, accomplishments, and future plans to support the success of all students through inclusive curriculum, classroom environment, and pedagogy. Reference requirements 3 required (contact information only) Reference names are collected but may not be contacted depending on the size of the recruitment pool and needs of the review committee. If references are requested, they will be requested for all applicants who are still under consideration at that time. Apply link: https://aprecruit.berkeley.edu/JPF05493 Help contact: bse_academicpersonnel@berkeley.edu
This listing was collected from a public source and is reproduced here for
information only. Always confirm the details on the original posting before applying.
View the original posting