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 Photo by Stephen Marklew
Cael D. Zorn, PhD

CURRICULUM VITAE

Current Positions

YORK UNIVERSITY
Course Director, Modes of Reasoning, Humanities
Course Instructor, Law, Ethics, Governance Area, School of Administrative Studies
Course Coordinator, Ethics, Social Responsibility, and Sustainability, Schulich School of Business
Course Developer, Law and Ethics, Bridging Program for Internationally Educated Professionals

Areas of Specialization

Philosophy of education, enactive cognitive science, philosophy of embodiment, phenomenology; philosophy of John Dewey.

Areas of Competence

Ethics, Business Ethics and Buddhist Psycholog

Education

2003 – Present       Ph.D. Candidate, Philosophy of Education, Ontario                                    Institute for Studies in Education, University of Toronto,                                    Toronto, Ontario
1995 – 2002            Ph.D. in Philosophy [All but dissertation],
                                   York University, Toronto, Ontario
1995                          M.A. Philosophy, McMaster University, Hamilton, Ontario
1992                          B.A. Philosophy (Hons.), Distinction, University of Toronto

PHD Thesis

Thesis Title:              Enactive Education: Emergence, Embodiment and                                     Complexity in Teaching and Learning
Projected Defense: December 2009
Abstract:

The main point of this thesis is to develop an educational theory and pedagogy, called enactive education, based on the view that mind, body and world are radically intertwined in the form of structural coupling. This interdisciplinary thesis draws from enactive cognitive science or enactivism, emergence theories, complexity science, Continental European Phenomenology, Buddhist psychology and practices of mindfulness awareness, and feminist epistemology and philosophies of emotion. The main conclusion of this thesis is that teaching and learning emerge from the interactions between body/minds and learning environments. I argue that John Dewey’s philosophy provides a foundation for developing Enactive Education by presupposing an enactivist approach to philosophy of education and an enactivist view of the mind. I extend James Garrison’s interpretation of Dewey as a holistic functional transactionalist further into the realm of dynamic sensorimotor subjectivity and enactive selfhood showing that the theory and practice of teaching and learning is not in the head, but rather extends throughout the living body and includes the world of the organism, especially the interpersonal, social world of self and other. A central aspect of this thesis is the development of an Enactive Ethics. This thesis offers important somatic and practical resources for making headway on understanding how relations of power and domination are enacted and for addressing dualisms in education by extending Megan Boler’s work on philosophy of emotions, in particular, Boler’s pedagogy of discomfort. 

Awards & Grants

Awards

2009: Atkinson Dean’s Award for Excellence in Teaching

2008: United States Distance Learning Association Silver Award for Excellence in Distance Learning Teaching

2007: York University-Wide Teaching Award for Teaching Excellence

Nominations

2007-08: The Commonwealth of Learning Excellence in Distance Education Teaching Award for Distance Education Materials

2007-08: Atkinson Dean’s Award for Excellence in Teaching

2006: The Council of Ontario Universities Award for Excellence in Teaching with Technology

Grants

2005: CUPE/York University Major Teaching Development Grant (.5 course release and $12,664 research funding),

2005: CUPE/York University Travel Grant ($1,900), Conference: “Unmasking the Impostor Phenomenon,” 3rd Annual International Conference of Education, Honolulu, Hawaii, January 4.

1999: Margot Franssen Bursary ($250)

1995-96: York University Scholarship ($3,000)

1995-96: Ethel Treble & F. Louis Barber Travelling Scholarship, University of Toronto ($3000)

1992: McMaster Graduate Scholarship ($2,000)

1992: Hoeniger Prize, University of Toronto ($250)

1991: Linden Clark Harvey Prize, University of Toronto ($300)

1990 & 1991: Margaret Hallman Memorial Bursary, University of Toronto ($1000)

Publications

Refereed Articles

Zorn, Diane and Megan Boler. 2007. “Rethinking Emotions and Educational Leadership.” International Journal of Leadership in Education. Vol. 10, No. 2: 137-151.

Bloemhof, Barb and Cael D. Zorn. 1999. “Leading a Workshop for Teaching Assistants on Conflict Management.” Journal of Graduate Teaching Assistant Development, Vol. 7, No. 1: 39-62. 

Zorn, Diane. 1991. “Heidegger’s Philosophy of Death.” Akademia, Vol. 2, No. 2: 10-11.

Book Chapters

Zorn, Diane and Kelly Parke. Forthcoming December 2009. “Creating highly- interactive, student-centered, rich media, online learning environments that promote deep and durable learning while educating for social change.” Streaming Media in Higher Education. Saxon Mills.

Conference Proceedings

Zorn, Diane. 2008. “Rich Media Instruction: The Top Six Reasons Faculty Teach Online.” Proceedings of the 24th Annual Conference on Distance Teaching and Learning, Madison, Wisconsin, Aug. 5-8.

Zorn, Diane. 2005. “Unmasking the Impostor Phenomenon.” Proceedings of the 3rd International Conference on Education, Honolulu, Hawaii, Jan. 4 -7: 5310-5320.

Book Reviews

Zorn, Diane. 2000. Eric Griffin-Shelley, “Sex and Love Addiction: Treatment and Recovery.” Philosophy of the Social Sciences, Vol. 30, No. 3: 451-456.

Non-refereed Articles/Academic Newsletters

Zorn, Diane. 1999. Guest Editor, York University’s Newsletter on University Teaching. Core, December.

Zorn, Diane. 1999. “Balancing Teaching Tensions.” Core, December: 1-2 & 4.

Miller, E., and Cael D. Zorn. 1998. “Teaching and Learning with Different Voices.” Core, April: 14-16.

Selected Newspaper Articles

Zorn, Diane. 1990. “Reasoning About Feminism.” The Strand.

Zorn, Diane. 1990. “Sexual Bias in the Classroom.” The Strand, February.

Presentations

Conferences

“The Top Six Reasons Faculty Choose to Teach Online.” 24th Annual Conference on Distance Teaching and Learning. Monona Terrace. Madison, Wisconsin, August 7, 2008.

“Rich Media Instruction: The Top Six Reasons Faculty Choose to Teach Online.” Sloan-C International Symposium: Emerging Technology Applications for Online Learning, Carefree Resort and Villas, Carefree, AZ, May 8, 2008.

“Going far beyond what is Possible in a Conventional Classroom using Mediasite V-Streaming and Video and Audio Podcasting.” EDUCAUSE 2007 Annual Conference, Washington State Convention and Trade Center, Seattle, Washington, October 24, 2007.

“Designing Student-Centered, Highly Interactive, Rich Media Courses Using V-Streaming and Video and Audio Podcasting.” Co-presented with Kelly Parke, Senior Multimedia Designer, York University. Technology Enhanced Learning Conference 2007: Partnership to Enhance Student Engagement, May 2, 2007.

“Going Far Beyond What is Possible in a Conventional Classroom: Designing Student-Centered, Highly Interactive, Rich Media Courses Using V-Streaming with Mediasite and Video and Audio Podcasting.” V-Stream Symposium for Ontario Educators, Faculty of Education, University of Western Ontario, March 22, 2007.

“The Politics of Impostor Feelings in Higher Education.” Canadian Society for Studies in Education Annual Meeting held at the 2006 Congress for the Humanities and Social Sciences, York University, Toronto, May 30, 2006.

“Enactivism and Education.” Canadian Society for Studies in Education Annual Meeting held at the 2006 Congress for the Humanities and Social Sciences, York University, Toronto, May 29, 2006.

“Evaluating an Online Rich-Media Course: Developing a Partnership.” Canadian Association for Distance Education Conference, Montreal, Quebec, May 24, 2006.

“Teaching and Learning Critical Skills Online: Lessons Learned and Best Practices.” Technology Enhanced Learning Conference 2006, York University, April 25, 2006.

“Enactivism in Education.” New England Philosophy of Education Society Annual Meeting, Framingham, Massachusetts, October 8, 2005.

“Enactivist Ethics & Boler’s Pedagogy of Discomfort.” Ohio Valley Philosophy of Education Society Annual Meeting, Dayton, Ohio, September 30, 2005.

“Teaching and Learning to Prevent the Student Experience of the Impostor Syndrome.” 25th Annual Conference of the Meeting of the Society for Teaching and Learning in Higher Education,  Charlottetown, Prince Edward Island, June 11, 2005.

“Understanding the Impostor Phenomenon.” Graduate Student Conference on Philosophy and Education, Columbia University, New York, April 2, 2005.

“Unmasking the Impostor Phenomenon.” 3rd Annual International Conference of Education. Honolulu, Hawaii, January 4, 2005.

“Muscling in on Feminist Bodybuilding.”  Canadian Society for Women in Philosophy Conference: Knowing Bodies: Situating, Embedding, Theorizing, McMaster University, October 1999.

“How to Manage Conflict, Anger and Emotion in the Classroom.”  19th Annual Conference of the Meeting of the Society for Teaching and Learning in Higher Education, University of Calgary, June 1999.

“Unmasking the Impostor Phenomenon.” Research Conference and International Forum of the Graduate School of Education, Harvard University, February 1999.

“Foucault and Baudrilliard Out on a Ledge with the World Wildlife Fund and Environment Canada.”  Annual Meeting of the Ontario Philosophical Society Conference, Brock University, October 1996.

“Hermeneutics and Psychotherapy.” Annual Meeting of the Ontario Philosophical Society Conference, Brock University, October 1993.

“Does the Phenomenological Method Exclude Ethics?”  Meeting of the Trinity College Philosophical Society, University of Toronto, April 1992.

“Heidegger’s Philosophy of Death:  Platitude or Insight?”  Meeting of the Trinity College Philosophical Society, University of Toronto, November 1991.

Keynote Speeches

Enactive Learning through Application of Advanced Internet Technologies.” Advancing Learning: This is IT 2009! 14th annual conference organized by the Educational Technology Committee which is a sub-committee of the Academic VP's of Colleges Ontario. All of the Community Colleges in Ontario have representation on the Educational Technology Committee whose purpose is to expand networks and knowledge related to the practice and applied research of educational technologies. George Brown College, May 21, 2009.

“Unmasking the Impostor Phenomenon.” University of Toronto Life Science Career Day, Medical Sciences Building, University of Toronto, June 21, 2007.

Comments

Commentary on “Educational Lessons from the Iliad” presented by Howard Cannatella & “Here Be Dragons: Exploring Cartography in Educational Theory” presented by Claudia Ruitenberg. Canadian Society for Studies in Education Annual Meeting held at the 2006 Congress for the Humanities and Social Sciences, York University, Toronto, May 28, 2006.

Commentary on “Value as Noun and Verb: A Criticism of the Metabolism Repair Argument in Environmental Philosophy.”  Meeting of the Ontario Philosophical Society Conference, Brock University, October 1996.

Webinars/Podcasts

Mature Student Success.” Four-part webinar V-streamed at the Atkinson Faculty of Liberal and Professional Studies.

The Top Six Reasons Faculty Teach Online.” Live Webinar webcast from Sonic Foundry, Madison, Wisconsin, December 5, 2007.

Designing Student-Centered, Highly Interactive, Rich Media Courses using
V-Streaming and Podcasting
.” Live Webinar webcast from Ryerson University, Toronto, April 10, 2007.

Invited Lectures/Presentations

“Unmasking the Impostor Phenomenon: The Enactment of Impostor Feelings and The Politics of Emotional Expression in Higher Education.” Brown Bag Presentation Series. Ontario University of Information Technology, Oshawa, Ontario. Forthcoming, Sept. 29, 2009.

“Mature, College and Transfer Students: It’s All About Your Success.” Co-presented with Brian Poser from the Atkinson Centre for Mature and Part Time Students. Faculty of Liberal Arts and Professional Studies Community Day, -----, 2009.

“Great Teachers in Action” Teaching Demonstrations by Award Winning Faculty Members. New Faculty Teaching at York Summer Institute 2007, York University, August 7 & 22.

“Creating Rich-Media, Online Learning Environments that Promote Deep and Durable Learning.” College of Pharmacology and Health Sciences, Butler University, Indianapolis, Indiana, December 7, 2007.

“Course Design Using Technological Innovation.” Co-presented with Kelly Parke, Senior Multimedia Designer, York University. Cape Breton University, Nov. 24, 2006.

“The Impostor Phenomenon: An Introduction.” Faculty of Environmental Studies, York University, September 2004 & 2005.

“How to Take Notes in Lectures.”  Colleges’ Orientation Program, York University, September 1998 and 1999.

“Ethics, Technology and the Case of the Barbie Clone.” The Student School, Toronto Board of Education, Secondary School, March 1997.

“A Bird in Hand is Worth Two on the Net.” Inglenook Community School, Toronto Board of Education, Secondary School, January 1997.

“Homer Simpson, Madonna and Transvestites: Nietzsche’s Solution in the Birth of Tragedy Told in Today’s Terms.”  Introduction to Philosophy, Course Director, J. Gonda, March 1996, York University.

“Insider Information on How to Succeed at College and University.” Aurora High School, York Region Board of Education, Secondary School, May 1997.

Poster Session

“Six Ways to Promote Deep and Durable Learning in Rich Media Online Learning Environments.” Campus Technology 2008 Conference. Westin Boston Waterfront Hotel, Boston, MA, July 30th, 2008.

Workshops

Brock University - TA Training Workshops
 
“The Impostor Syndrome: What it is, How it Affects Graduate Students, Strategies for Coping and Change.” April 2006; January 2000; March 1999.

“How to Handle Conflict, Anger and Emotions in the Classroom.” January 2000; March 1999.

McGill University
 
“The Impostor Phenomenon: What it is, how it Affects Graduate Students, Strategies for Coping and Change.” Presented to Graduate Students & Counselors, April 25, 2006; Forthcoming March 14, 2007.

“The Enactment of Impostor Feelings in Higher Education.” Training workshop presented to Career Services and Counseling Centre employees, April 26, 2006.

McMaster University - TA Orientation Day

“The Impostor Phenomenon: What it is, How it Affects Graduate Students, Strategies for Coping and Change.” September 1998, 1999, 2000, 2003.

“How to Manage Conflict, Anger and Emotions in the Classroom.”  September 1999.

York University - Centre for the Support of Teaching

“Running a Successful Tutorial.”  October 1999.

“The Impostor Phenomenon: The Role of the University.” January 1999.

“Preparing a Teaching Dossier.” January 1999.

“Handling Conflict, Anger and Emotion in the Classroom.” October 21, 1997, TA Day 1996, 97, 98, 99, 2003, 2004, 2005, 2006, October 14th, 2008.

“The Impostor Phenomenon: What It Is, How It Affects Graduate Students, Strategies for Coping and Change.” January 1997, TA Day September 1997, 98, 99, 2003, 2004, 2005.

“The Impostor Phenomenon for Teaching Assistants.” September 12, 2007; September 25th, 2008.

“Everything that You Always Wanted to Know about becoming a philosophy professor, but were afraid to ask” – An Undergraduate Professional Development Workshop. The Undergraduate Philosophy Association, The Minerva Lecture Series Co-presented with David Jopling, Department of Philosophy, Arts, February 3rd, 1999.

University of Toronto

“The Impostor Phenomenon: What it is, How it Affects Graduate Students, Strategies for Coping and Change.” Presented as part of the Teaching Assistant Training Program, January 1998.

Academic Employment

(See Teaching Portfolio for further details)

Summary of Teaching Positions:

Course Director/Instructor

Introduction to Philosophy of Education
Introduction to Philosophy
Applied Business Ethics
Ethics of Administration
Ethics, Social Responsibility & Sustainability
Business Ethics & Corporate Social Responsibility
Business History
Reasoning about Morality & Values
Reasoning about Social Issues
Techniques of Persuasion
The Meaning of Life

Teaching Assistant

Practical Ethics
Reasoning about Social Issues
Critical Reasoning
Introduction to Ethics
Introduction to Philosophy
Introduction to Law & Justice
Problems of Philosophy

Course Director/Instructor Positions

University Service

Senator – Senate, York University, 2008 - 09

Chair – Senate Committee on Teaching and Learning, York University, 2008 – 09

Member – Senate Committee on Teaching and Learning, York University, 2007 - 08

Ex Officio Member – Senate Committee on Curriculum and Academic Standards, 2008 – 09

Course Coordinator – 12-sections, first-year, “Applied Business Ethics” course (MGMT1040 BBA), Schulich School of Business, York University, 2007 - present

Member – Senate Committee on Teaching and Learning, York University, 2007 - 08

Workshop Presenter - Centre for the Support of Teaching, York University, 1999 – Present

Coordinator - Ontario Secondary School Philosophy Teaching Program, York University, 1998 – 2000

Graduate Representative - York Assessment Forum on Teaching and Learning, York University, 1999

Graduate Teaching Associate - Centre for the Support of Teaching, York University, 1998 – 1999

Facilitator - Teaching Assistant Resource Group, Centre for the Support of Teaching, York University, 1998 –1999

Graduate Representative - Advisory Board, Centre for the Support of Teaching, York University, 1997–98

Steering Committee Member - Teaching Assistant Resource Group, Centre for the Support of Teaching, York University, 1997 – 1998

Workshop Organizer and Contributor - Teaching Assistant Day, York University, 1996 – 1999

Steering and Curriculum Committee Member - Philosophy Department, University of Toronto, 1988 – 1989

Research & Related Academic Experience

Course Developer – Ethics and Law, Bridging Program for Internationally Educated Professionals, York University

Graduate Assistant Position - Department of Philosophy, York University, Winter 2001: Constructed bibliographies

Graduate Assistant Position - Department of Philosophy, York University, 1998: Indexed Luc Brisson’s, Plato the Mythmaker, Chicago: The University of Chicago Press, 1999

Research Assistant - Department of Organizational Behaviour, Schulich School of Business, York University, 1997-1998; Investigated gender and diversity issues in business organizational theory; Developed business cases and teaching module on organizational theory and practice

Research Assistant - Department of Philosophy, York University, 1996 – 1997; Analyzed transcripts and mapped Canadian values; Focused on Canadian perspectives on Aboriginal and environmental issues

Teaching Development

(See Teaching Portfolio for further details)

YorkUniversity, Atkinson Faculty Workshop
“The Duty to Accommodate: Implications for the Classroom,” May 3, 2006
• Facilitated by York’s Office of the Ombudsperson and Centre for Human Rights

YorkUniversity
Course Design Institute, Centre for the Support of Teaching, 2005
• The Course Design Institute supports participants who are developing new courses or programs, or who are modifying existing courses. The Institute will guide participants through the four stages of course development, focusing on strategies and approaches that will enhance student learning. The Institute will also explore ways to enhance learning and accomplishment of the new OCAV Guidelines for Degree Level Expectations by integrating student inquiry into courses. By the end of the Institute, participants will have made substantive progress on their course outlines, and received extensive feedback from colleagues and members of the CST staff.

YorkUniversity
University Teaching Practicum, Faculty of Graduate Studies, 1998
• This program of professional development in university teaching and learning aims to provide opportunities for participants to develop knowledge and engage in practices required for effective university teaching.

YorkUniversity
University Teaching and Learning Course, Faculty of Graduate Studies, 1997
• This course examined the theory and practice of university teaching.  Topics included philosophy and goals of higher education, ethics, learning theories and learning differences, critical pedagogy, and teaching strategies. 

University of Toronto
Ontario Academic Credit in Philosophy Teaching Practicum, 1997
• The purpose of the practicum is to provide graduate students with experience teaching secondary school-level philosophy classes and the opportunity to be mentored by high school philosophy teachers.

Instructional Technologies

• Rich-Media design and presentation
• Publishing audio and video podcasts of lectures
• WebCT, including advanced features
• Lotus Learning Space
• Some HTML

Rich-Media, E-Learning Consulting

Academic Advisor, Curriculum DesignEverest E-Learning Centre

Consultant/PresenterSonic Foundry, Inc., 222 West Washington Avenue, Madison, WI 53703

Affiliations

Ethics Practitioners Association of Canada
Association for Practical and Professional Ethics      
Canadian Society for Studies in Practical Ethics
Canadian Centre for Policy Alternatives
Canadian Centre for Ethics and Corporate Policy
John Dewey Society
Merleau-Ponty Circle
Philosophy of Education Society (U.S.)
Canadian Association for Studies in Education
Society for Phenomenology and the Human Sciences
Society for Philosophy and Technology
Society for Phenomenology and Existential Philosophy
Ontario Field Ornithologists

Media Coverage

2008

Short and Sweet: Technology Shrinks the Lecture,” The Chronicle of Higher Education, June 20, 2008

2007

CTV News Clip, aired on 6 p.m. news

The Clicker Revolution,” YorkU Magazine, December 2007

“Are You an Impostor? Why So Many of Us Feel like frauds – and some of us really are,” The Peer Review, Winter 2007

‘Zorn No Impostor,” Encore, Atkinson Faculty of Liberal & Professional Studies Alumni News, Autumn 2007

“Feeling like a fraud,” YorkU Magazine Special Research Edition 2007, pg. 14

Teaching the iGeneration,” Globe & Mail’s, Report on Business, University Report Card 2007, October 16, 2007

What’s New,” York University, Maclean’s Guide to Canadian Universities 2007 Edition

The Impostor Phenomenon: Behind the Mask,” The Toronto Star, July 4, 2007

2006

McDevitt, Neale. “Unmasking the Impostor Phenomenon: Fear of Failure Paralyzes Students and Faculty.” McGill Reporter. May 18, 2006 - Volume 38 Number 17. Available online at:

“Feel Like an Impostor? You Are Not Alone.” Academic Matters: The Journal of Higher Education. Spring 2006: pg. 30

Hughes, Greg. “Feeling Like a Fraud.” University Affairs. March 2006: pg. 8.

2005

Galt, Virginia. “Feel Like a Fraud?: Workplace Might be to Blame.” Globe and Mail. December 24, 2005: pg. B8.

Walls, Janice. “York U instructor probes "imposter phenomenon" in academics.” YorkUniversity Media Relations Release, December 13, 2005.

D'Agostino, Chris. “York Researcher Unmasks the Impostor.” Y-File, December 5, 2005.

’I only paint fakes’ and Offended People.” What is the (Next) Message? Blog Site. November 30, 2005.

Academic Culture Feeds the Impostor Phenomenon.” Faculty Focus: A Free Electronic Newsletter for those involved with Teaching in Higher Education. Volume 2, Issue 7: July 20, 2005.

Academic Culture Feeds the Impostor Phenomenon.” Academic Leader: The Newsletter for Academic Deans and Department Chairs. July 18, 2005.