Two books that are helping me with the way I teach are Mind Over Mind by Chris Berdick and http://www.chrisberdik.com/ and The Righteous Mind by Jonathan Haidt http://people.stern.nyu.edu/jhaidt/home.html. In these books the main topic is that we are not really rational humans but instead we use rationality to justify our feelings and desires. So pedagogically what would be the implications of these thoughts? More so as we teach science that is supposed to be the epitome of objectivity an rationality. True one thing is the object of study, the content in a science class and another how do we approach pedagogically the students both individuality and as a group. Based on what Haidt said we are dealing with emotional beings that will only go where their emotions lead them, so the pedagogical question then becomes how can the teacher influence the student's emotions? Or as Berdick postulates it is all about "expectations"! So, can the teacher establish or modify the student's expectations? One has to say "yes" to the last question if one is on the mission of education; and for the first question one has to say that "art" the art of teaching that includes compassion and empathy.
This art of teaching that is based on empathy is not new but has evolved in recent years as students come to class with a strong sense of entitlement, more so in the United States where parents have done everything in their power to be complacent, they will say supportive of their inheritors. The teacher in this situation must continue with support without diminishing the need that students have for affirmation but with the knowledge that the educator is not only a gate keeper for later studies but a guarantor, certifier of studies and degrees.
How can the educator provide the safe context for the student's emotions? How can the educator establish the frame of reference for the expectations for the course? One must acknowledge that these have to be done since before the class, one has to start with the design of the course i.e the syllabus.
The critics of long syllabi may state that students don't read the syllabus, therefore is dangerous to write a long one that discourages reading. One can argue that a long syllabus aka syllabook is a document that can be read in sections and can be read during the course of the class. The other avenue for the syllabook to be a living document is to have it online in the course management system where students have access and will be using practically every day during the course of the term.