The work aims to comprehend, share and “build memory” around an educational practice experienced in a municipality of the earthquake zone of Abruzzo, therefore, in a context of social crisis by means the storytelling of a social and community theatre experience. The focus is more specifically on the nexus between the artistic and pedagogical work and the potentialities of a functional development of the community which spreads out, in a perspective of applicativity. The educationalist, as educational process and relationship (...) professional, can offer his/her specific contribution to such above mentioned processes in attempt to recover and/or strengthen both individual and common well-being. (shrink)

Working in academia is challenging, even more so for those with limited resources and opportunities. Researchers around the world do not have equal working conditions. The paper presents the structure, operation method, and conceptual framework of the SM3D Portal's community coaching method, which is built to help Early Career Researchers (ECRs) and researchers in low-resource settings overcome the obstacle of inequality and start their career progress. The community coaching method is envisioned by three science philosophies (cost-effectiveness, transparency spirit, and proactive (...) attitude) and established and operated based on the Serendipity-Mindsponge-3D knowledge (SM3D) management framework (i.e., mindsponge thinking and Bayesian Mindsponge Framework analytics serve as the coaching program's foundational theory and analytical tools). The coaching method also embraces Open Science's values for lowering the cost of doing science and encouraging the trainees to be transparent, which is expected to facilitate the self-correcting mechanism of science through open data, open review, and open dialogue. Throughout the training process, members are central beneficiaries by gaining research knowledge and skills, acquiring publication as the training's product, and shifting their mindsets from “I can't do it” to “I can do it,” and at the same time transforming a mentee to be ready for a future mentor's role. The coaching method is thus one of the members, for the member, by the members. -/- • The paper provides the structure, operation method, and conceptual framework of the SM3D Portal's community coaching method, which is built to help Early Career Researchers (ECRs) and researchers in low-resource settings overcome the obstacle of inequality and start their career progress. • The paper presents three major science philosophies envisioning the establishment and operation of scholarly community coaching. • The paper employs the mindsponge theory and BMF analytics to construct a conceptual framework explaining how an environment is created to help shift members’ mindsets from “I can't do it” to “I can do it.”. (shrink)

This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept of the (...) dissociation of the will and the intellect, which is treated here as conceptual complement to the existing interpretation of pedagogical authority as understood and practiced by scholars in the field of P4C. (shrink)

The current heated debate on the deteriorating status of the university raises a range of pertinent questions, including: What role can the humanities play in culture today in the face of the crisis of higher education? To answer this question, the authors begin by problematizing the relationship between culture, the humanities, and education. In the second part of the paper, they examine the changing role of the humanities in conjunction with the understandings of culture, and outline three salient ways in (...) which culture is conceived of today. Subsequently, they focus on the loss of the dominant status that culture suffered when everyday life was discovered in modernity. In the third part, they argue that everyday life, or rather social representations of everyday life and its practices, are currently becoming the chief criterion for assessing culture, the humanities, and education. However, everyday life remains complex both in theoretical conceptualizations and in research observations. For example, everyday life harbors a range of risks and anxieties which are veiled by its own obviousness and reinforced by socialization. The authors conclude that, given this, everyday life in democratic societies calls for the work of understanding, support, affirmation, and criticism, in which the humanities can retain their superior status. In the fourth part, the authors discuss non-consensual democracy, critical community, and the pedagogy of asylum as the forms of organization and action that promote an auspicious interconnection of culture, the humanities, and education. (shrink)

This book theorizes and applies critical communication pedagogy in mediated contexts, including social justice-oriented approaches, to the use of both traditional and new media in the classroom.

The concepts of inquiry, reasonableness, open-mindedness, critical thinking, creativity, caring, self-correction and democracy, as they relate to the community of philosophical inquiry practiced in Philosophy for Children, are analyzed in terms of behaviors, procedures and habits.

This article provides a philosophical account of love in relation to contemporary Marxist and post-structuralist conceptions of politics. Shifting the emphasis away from both the ontological question, “what is love?,” and the epistemological question, “how do we acquire certainty about love?,” this article advances a pedagogical question: how might love enable us to learn? To answer this question we turn to the work of Michael Hardt and Antonio Negri, and Gilles Deleuze and Félix Guattari. After examining the tensions between (...) ontological and ideological conceptions of love, we explore Hardt and Negri’s work on love as part of the affective labour of the “multitude.” We then trace the development of Deleuze’s early work on love as an apprenticeship to signs to his later exploration of love in relation to multiplicity. In doing so, this article seeks to renovate the concept of love itself, framing it in terms of difference rather than merging and unity, and locating it outside the confines of the heterosexual couple and nuclear family. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.2 (2003) 1-18 [Access article in PDF] Aesthetic Inquiry in Education:Community,Transcendence, and the Meaning of Pedagogy Hanan A. Alexander What does it mean to understand education as an art, to conceive inquiry in education aesthetically, or to assess pedagogy artistically? Answers to these queries are often grounded in Deweyan instrumentalism, neo-Marxist critical theory, or postmodern skepticism that tend to fall prey to the paradoxes (...) of radical relativism and extreme subjectivism. 1 This essay offers an alternative, communitarian account of education as an art and a neo-Kantian approach to aesthetic inquiry in education that avoids these difficulties.I begin by examining the emergence of aesthetic inquiry in education in the context of the larger qualitative revolution in educational research. The struggle to justify the qualitative turn in educational thought was initially framed in terms of two influential doctrines: that cognition and affect on the one hand, and truth, beauty, and goodness on the other, can be clearly distinguished from one another. Qualitative methods were conceived as an alternative research paradigm — a new epistemology — in keeping with Thomas Kuhn's influential book The Structure of Scientific Revolutions. 2 Qualitative research, on this account, is a cognitive endeavor aimed at discovering a form of knowledge no less valid and reliable than that produced by quantitative methodologies. This way of framing the discussion led to the dichotomizing of positivist and postpositivist epistemologies, one embracing absolutism, objectivism, and rationalism, the other relativism, subjectivism, and romanticism. 3 This approach succeeded in pointing to some serious flaws in the prevailing positivist account of social research, yet it left qualitative inquiry dependent on versions of epistemological relativism and subjectivism that philosophers of knowledge have shown to be self-contradictory and incoherent. 4 [End Page 1]Conceiving of pedagogy in aesthetic terms challenges the prevailing positivist epistemology on a deeper level because it questions the accepted distinctions between thinking and feeling, and between truth, beauty, and goodness. If art can be conceived as a form of cognitive inquiry in addition to affective expression, then the appreciation and assessment of education as art requires not merely a new research paradigm or an alternative epistemology. Rather, it entails a reshuffling of our very conception of the relations between science, art, and ethics.These concepts can be reconceived to avoid the paradoxes of radical relativism and extreme subjectivism if we recognize with Iris Murdoch that sovereignty belongs to communal conceptions of a transcendent good. Educational arts empower people to express, appreciate, and critique collective conceptions of goodness, and artistic criticism of pedagogy celebrates a sacred dimension in educational thought and practice. 5 This approach occasions a fresh look not only at the practice, appreciation, and assessment of pedagogy, but also at the very meaning of the concept of education and the sorts of inquiry that can fruitfully inform its practice. Two Dogmas of Educational Research Two dogmas have dominated educational research for most of this century: the idea that there exists a clear disjunction between the cognitive and affective domains; and the supposed radical independence from one another of truth, beauty, and goodness. 6 According to a popular view rooted in these doctrines, the search for truth is a cognitive affair governed by science, while ethics and the arts are tied to the emotions and the humanities. Inquiry into the former is objective — reliability depends on method not researcher — and into the latter, subjective — results can vary according to interpreter. In this attitude, the cognitive domain dominates the public arena through the influence and prestige of science and measurement. 7Until the middle 1970s, behavioral and social research in education expressed these dichotomies in the distinction made between quantitative and qualitative research. The former was thought to be scientific and objective, the latter, humanistic and subjective. As qualitative inquiry came into its own in the 1980s, its proponents sought justification and legitimization in accord with cognitive dominance. 8 First, they argued that qualitative research methods had checks against error as rigorous as its quantitative counterparts. 9 Later, the cognitive domain... (shrink)

This article studies the proposal of the twentieth-century anticaste scholar and writer Iyothee Thass of a millennial anticaste communitas (community) in creative opposition to caste immunitas (immunity). It argues that Thass’s casteless community makes an appeal as it withdraws from caste and Brahminism by differentiating itself from enclosure. Thass’s works sought to conceive and construct a community against caste in the vernacular both in the global and local context by way of a highly scholarly as well as creative engagement with (...) Buddhism and the Tamil literary archive. In the colonial and nationalist context of the nineteenth century in the Indian subcontinent, his interpretative imaginaire of the history of India—Indhira Dhesa Sarithiram—was a pedagogy that establishes a belonging to world community and, at the same time, to one’s own vernacular communities. (shrink)

This article considers two of the methodological steps in a Community of Philosophical Enquiry: developing the questions and voting on the questions. Both of these practices are enacted by the 8-9 year old children who are the participants in a philosophical enquiry, which I facilitated at a government primary school in South Africa. Matthews (1994) reminds us that children as philosophical thinkers/doers have been left out of the dominant narratives about children and childhood. A question that guides this research is (...) where is the place for philosophical questions (developed by children) and the kind of philosophical thinking/drawing/creating/being for child (and adults) in schools? How do we make space for such questioning–so that the richness of these pedagogical encounters can really matter and make a difference to the teaching and learning taking place? Gandorfer in an interview with Barad (2021), suggests that critical thought “is to encounter what is unrecognizable and imperceptible, yet sensible and constructive of sense without separating it from the physical world” (p. 20). I would agree and apply this to the critical thoughts of child. This thinking is not located in the child, in their mind and does not emerge only through the thoughts, child verbalises. A critical posthumanism theory/practice analysis ensures that as researcher, I do not stand outside of the research peering in at a distance. Similarly the children, the questions, the voting and the enquiries are not separate from the world, they are all already entangled with the world. When the children are voting on the questions, this performs as a pedagogy of interruption (Michaud, 2020). As the facilitator, I do not know which question will receive the largest number of votes for the philosophical enquiry. This makes possible an emergent curriculum in its be(com)ing. Toby Rollo’s (2016) formulations about child as political agent and not just moral agent and the implications for more democratic and just schooling are theorised in this paper through the act of the children voting on the questions. I argue that children are not just excluded from participating in decisions about what and even how they are learning at school but from most pedagogical practices in classrooms and schools. I show how the children creating the questions and voting on the questions can be democratic practices with political and moral implications in a community of philosophical enquiry. (shrink)

This research drew on the authors’ long experience in the implementation of the “_Hikmah_ Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “_Hikmah_ Feedback (...) Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the _ḥikmah_ pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education. (shrink)

In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this (...) paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups. (shrink)

This paper presents a model for the implementation of educational activities involving musical improvisation that is based on a review of the literature on the psychology of music. Psychology of music is a complex field of research in which quantitative and qualitative methods have been employed involving participants ranging from novices to expert performers. The cognitive research has been analyzed to propose a pedagogical approach to the development of processes rather than products that focus on an expert’s use of (...) improvisation. The intention is to delineate a reflective approach that goes beyond the mere instruction of some current practices of teaching improvisation in jazz pedagogy. The review highlights that improvisation is a complex, multidimensional act that involves creative and performance behaviors in real-time in addition to processes such as sensory and perceptual encoding, motor control, performance monitoring, and memory storage and recall. Educational applications for the following processes are outlined: anticipation, use of repertoire, emotive communication, feedback, and flow. These characteristics are discussed in relation to the design of a pedagogical approach to musical improvisation based on reflection and metacognition development. (shrink)

Pedagogy of Life takes its readers through the echoing stories of the half-century, historical Cultural Revolution of China to the literate lifeworld today. Rosa Hong Chen offers a gripping array of personal and kindred stories woven into the power of words and empathy of art through the volutes of writing and dancing for life, expressing genera of warm melancholy, weighty sensations, compulsive sobs, and refrained elation. It is for the existential history of individual lives and communal sharing that life creates (...) a pedagogical condition of possible experiences. Life itself forms a historical and social path of human growth and maturation. In a philosophical and educational autoethnographical inquiry, the author examines the nature of literacy for those marginalized and oppressed; Chen explores how one's name and the ways in which that name is used affect a person's self-knowing and knowing of the world. This book exemplifies the idea that individuals' autobiographical stories are importantly connected to wider cultural, political, and social meaning and understanding. Pedagogy of Life echoes readers' musings, affects, relations, imagination, choice, learning, teaching, and much more, because we, each and all, have our own names, ways of uttering, writing, and dancing, and, ultimately, our own ways of living, knowing, and becoming. (shrink)

The Pedagogical Contract explores the relationship between teacher and student and argues for ways of reconceiving pedagogy. It discloses this relationship as one that since antiquity has been regarded as a scene of give-and-take, where the teacher exchanges knowledge for some sort of payment by the student and where pedagogy always runs the risk of becoming a broken contract. The book seeks to liberate teaching and learning from this historical scene and the anxieties that it engenders, arguing that there (...) are alternative ways of conceiving the economy underlying pedagogical activities. Reading ancient material together with contemporary representations of teaching and learning, Yun Lee Too shows that apart from being conceived as a scene of self-interest in which a professional teacher, or sophist, is the charlatan who cheats his pupil, pedagogy might also purport to be a disinterested process of socialization or a scene in which lack and neediness are redeemed through the realization that they are required precisely to stimulate the desire to learn. The author also argues that pedagogy ideally ignores the imperative of the conventional marketplace for relevance, utility, and productivity, inasmuch as teaching and learning most enrich a community when they disregard the immediate material concerns of the community. The book will appeal to all those who understand scholarship as having an important social and/or political role to play; it will also be of interest to literary scholars, literary and cultural theorists, philosophers, historians, legal theorists, feminists, scholars of education, sociologists, and political theorists. Yun Lee Too is Assistant Professor of Classics, Columbia University. She is the author of Rethinking Sexual Harassment;The Rhetoric of Identity in Socrates: Text, Power, Pedagogy; and The Idea of Ancient Literary Criticism, forthcoming; and coeditor, with Niall Livingstone, of Pedagogy and Power: Rhetorics of Classical Learning. (shrink)

In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. Dahlbeck (...) suggests that such an account can help us overcome the problem of assuming that reason needs to be enlisted as an instrument in the educational endeavor to live according to the guidance of reason. The reason this is so is that fictions can use passive affects that are prosocial and that thereby strengthen the sense of community necessary for laying a cooperative foundation for successful joint striving. Dahlbeck suggests further that exemplary teachers are crucial to this endeavor insofar as they can offer educational fictions as imaginative and temporary placeholders for the truth, allowing students to act “as if” they were already guided by reason. (shrink)

This essay is a discussion of effective teaching in the science‐and‐religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e‐mail and class‐based listserves to achieve some of these outcomes.

This article aims to analyze how the so-called ‘pedagogy of work’ attempts to answer the challenges of unemployment and job insecurity characterizing the labor market in contemporary society. The authors reflect on the concepts of nihilist pedagogies and the ‘end of work’ by distinguishing two approaches: an active and a passive nihilist pedagogy. The passive approach, based on resignation, is opposed to an active attitude in which labor pedagogy offers tools to address current challenges. The authors support the idea that (...) pedagogy as a human-improving science cannot adopt the position of passive nihilism in interpreting work in contemporary society. To better understand the dynamics related to job insecurity and corrective solutions by pedagogy, the authors analyzed the thoughts of three contemporary philosophers: Zygmunt Bauman, Jeremy Rifkin, and Dominique Méda. These authors redefined the concept of work in connection with the transformations because of globalization, the advent of new communication technologies, and digital work. These changes have redefined not only the concept of work but also the models of work pedagogy in the Western world: capitalism and Marxism. Considering the current challenges, the pedagogy of work needs to be rethought, starting from the problem of employability and focusing on the new occupations in demand in the Internet age. By integrating ideas on interpreting work from the theories of Bauman, Rifkin, and Méda, it is possible to propose a pedagogy of work in the age of change and to outline possible values of education inspired by it. (shrink)

This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors? analysis of results from an oral history project they conducted into how Black Bermudian men (...) utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (shrink)

This paper offers a framework for teaching and learning Catholic social thought. Drawing upon theories of community engagement and justice education, the paper observes stages of student learning related to Catholic social thought. Finally, it draws upon Ignatian principles and pedagogy as an approach to teaching Catholic social thought to college students.

How can educators create space for students to practice making the worlds we are trying to collectively build? Inspired by genealogies that are grounded in and emerge from social movements, this paper uplifts the possibilities, tensions, and new questions that emerge when we take seriously the role of our classroom pedagogies. The authors offer a reflexive, methodological approach that pushes against the theory/practice divide and that stays with the importance of inhabiting theory through practice. They reflect on the role their (...) classroom pedagogies in enacting their commitments to justice, organizing their offerings around the following themes: (1) Enter, or how their learnings from previous teaching experiences shape praxis through the pauses, recalibrations, and persistent questions they provoke; (2) how they Open and create space in their classrooms through rituals and routines, and toward what ends; and finally, (3) how they aim to Build with their students within and beyond the bounds of the classroom. The authors share the guiding questions that prompted these reflections, as well as the echoes across their offerings, inviting readers to reflect on their own teaching practice in community. (shrink)

This paper traces an expanded ethical perspective for youth and community work (YCW) practice in response to the climate and biodiversity crises. Discussing ecological ethics, we problematise the liberal humanist emphasis on utilitarianism and reject it as inappropriate for YCW in these times. Instead, we argue for an ecocentric practice ethic which intrinsically values the non-human world. To advance an ecocentric ethical perspective for YCW we draw on decolonial and posthuman theory. Inspired by a Freirean dialogical approach, we apply these (...) theoretical domains as lenses to problematise YCW practice, seeking a generative dialogue between perspectives. Through this, we identify three emergent tasks for ecocentric YCW: (a) thinking and acting beyond the individual; (b) cultivating reciprocal care and connection and (c) practicing critical pedagogies of place. This third element builds on YCW's social pedagogic tradition and provides a practical means to incorporate ecocentric ideas into practice. We conclude that, given the unprecedented implications of climate crises and biodiversity collapse, a YCW ethics that does not consider these implications for young people is insufficient for the context of practice today. Enacting an ecocentric YCW ethics requires ongoing collective praxis and dialogue between young people, practitioners, educators, managers and students. (shrink)

This book positions itself at the intersection of the key areas of the modern humanities. Different authors from a variety of countries take innovative approaches to investigating multimodal communication, adapting pedagogical design to digital environments and enhancing cognitive skills through transformations in teaching and learning practices. The eclectic forms under study require eclectic approaches and methodologies, and the authors cross disciplinary boundaries drawing on philosophy, linguistics, semiotics, computational linguistics, mathematics, cognitive studies and neuroaesthetics. Part I presents methods of (...) analysing multimodal communication in its different displays, covering promotional video in crowdfunding project presentations, multimodal public signs of prohibition and visuals as arguments. Part II explores varied teaching methodologies that have emerged as a result of and in response to modern technological changes and contains some practical hints for educators. It demonstrates the pedagogical potential of video games, virtual worlds, linguistic corpora and online dictionaries. Part III focuses on psychological and cognitive factors influencing success in the classroom, primarily, ways of developing students’ and teachers’ personalities. The volume sits at the intersection between Communication Studies, Digital Humanities, Discourse Analysis, Education Theory and Cognitive Studies and is useful to scholars and students of communication, languages, education and other areas of the humanities. This book should trigger scholarly discussions as well as stimulating practitioners’ interest in these fields. (shrink)

This paper offers an overview of Grace Lee Boggs's community-based and person-centered philosophy and pedagogy, highlighting how education can foster social responsibility and create democratic habits in students, better equipping them to create radical change within their communities. The essay demonstrates Boggs's commitment to philosophical-activist pedagogy and its alignment with a feminist-pragmatist approach, which emphasizes lived experience, pluralism, complexity, and equality, as well as praxis. The essay then considers how Boggs's philosophical activism can be enacted inside and outside the traditional (...) classroom, concluding by describing an educational and activist project called Narrative 4. (shrink)

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. _Publishing Pedagogies for the Doctorate and Beyond_ is a timely and informative collection (...) of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’ documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. _Publishing Pedagogies for the Doctorate and Beyond_ explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education. (shrink)

This article explores the darker side of appeals to justice and social justice within liberal settings, particularly the US academy, where these terms are frequently mobilized to counter decolonial knowledge formations and aspirations. The authors draw from Frantz Fanon's critique of justice in colonial settings to demonstrate ways in which the coloniality of justice appears in the context of debates regarding the design and implementation of an Ethnic Studies requirement at the California State University and the California Community College Systems. (...) They view the decolonial pedagogy and epistemology of Ethnic Studies as an important dimension of the search for decolonial justice. (shrink)

In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of (...) political and pedagogical authority that can more powerfully realize the imaginative potential of educators and students alike as global democratic actors. In this effort, familiar progressive educational ideas (e.g. the importance of the continuity of the curriculum, and the meaning and purpose of experimentalism) are interrogated and rearticulated. The article concludes with a discussion of the unique ways in which education can contribute to constructing a democratic society in the global era, and how the central aspects of such a pedagogy in common can also suggest essential principles for the organization of social movements in this context. (shrink)

From early in childhood, humans exhibit sophisticated intuitions about how to share knowledge efficiently in simple controlled studies. Yet, untrained adults often fail to teach effectively in real‐world situations. Here, we explored what causes adults to struggle in informal pedagogical exchanges. In Experiment 1, we first showed evidence of this effect, finding that adult participants failed to communicate their knowledge to naïve learners in a simple teaching task, despite reporting high confidence that they taught effectively. Using a computational model (...) of rational teaching, we found that adults assigned to our teaching condition provided highly informative examples but failed to teach effectively because their examples were tailored to learners who were only considering a small set of possible explanations. In Experiment 2, we then found experimental evidence for this possibility, showing that knowledgeable participants systematically misunderstand the beliefs of naïve participants. Specifically, knowledgeable participants assumed naïve agents would primarily consider hypotheses close to the correct one. Finally, in Experiment 3, we aligned learners’ beliefs to knowledgeable agents’ expectations and showed learners the same examples selected by participants assigned to teach in Experiment 1. We found that these same examples were significantly more informative once learners’ hypothesis spaces were constrained to match teachers’ expectations. Our findings show that, in informal settings, adult pedagogical failures result from an inaccurate representation of what naïve learners believe is plausible and not an inability to select informative data in a rational way. (shrink)

The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...) appeared in abridged form in the Asia-Pacific Philosophy Education Network for Democracy (APPEND) Philosophy Series, Volume 4: Philosophy, Democracy and Education, edited by Philip Cam. It was once again revised, but also expanded, and appeared in Chapter 5 of Ethics and the community of inquiry: Education for deliberative democracy, a collaborative authorship with Terri Field and Mark Freakley (2006). Some sections have been further revised and appear in other publications (Burgh 2009, 2010; Burgh & Yorshansky 2011). These revisions would suggest that my thoughts on these matters are constantly changing. To some degree this is true, but each time the changes have built on previous ideas rather than new ideas replacing old ones. I welcomed the invitation to revise the original paper, which includes sections not included in later versions. However, with almost 11 years passing since the original publication, I found myself deleting sections and replacing others. Subsequently, this paper is a culmination of all the revisions and incorporates ideas from each. (shrink)

In this study, we present the experiences of three educational projects with over thirty years of pedagogical innovation in the Basque Country: ‘The Amara Berri System’, ‘Eskola Txikiak’ and ‘The Antzuola Project’. These include innovations with an inclusive focus as well as practices that affect the curriculum and school organisation for the purpose of satisfying community demands and fulfilling objectives related to diversity and school well-being. The results obtained in the fieldwork have encouraged us to think about how barriers (...) such as curriculum and school organization can be overcome through educational projects that cater to the diversity and needs of the educational community. (shrink)

Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive learning environments. This paper synthesizes 32 literature sources systematically highlighting the importance of recognizing cultural backgrounds, building relationships, adapting instruction, and promoting critical consciousness. Recognition of students' backgrounds enhances academic achievement and engagement, while positive relationships foster belonging and well-being. Adapting instruction meets diverse needs and improves outcomes. Promoting critical consciousness empowers students to challenge stereotypes and address social injustices. Ongoing professional development and support are essential for (...) effective implementation. By addressing these areas, educational institutions can create equitable and inclusive environments. Further research is needed to explore effective strategies for recognizing cultural backgrounds, investigate the impact of inclusive communities, study strategies for diverse learning needs, and examine the outcomes of promoting critical consciousness. Addressing these gaps enhances understanding and informs evidence-based practices in culturally responsive teaching. -/- . (shrink)

Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; (...) it also has to encompass negativity in the approach to the other. I also argue that the quality of deliberation can be analysed through a deliberative pedagogical approach, which takes into account structural features of deliberation and required dispositions of the participants, and that our knowledge of conflicts emerges holistically and is interpersonal and objective. I begin by giving an account of some institutional responses to conflicts. Then I discuss the notion of conflict and define it, inter alia, in terms of incompatibility, disagreement and negativity. Finally, I discuss ideas for analysing the quality of deliberation in communication when handling or solving conflicts in education. (shrink)

Photo by Thought Catalog on Unsplash INTRODUCTION The coronavirus pandemic is a challenge to educators, policy makers, and ordinary people. In facing the threat from COVID-19, school systems and global institutions need “to address the essential matter of each human being and how they are interacting with, and affected by, a much wider set of biological and technical conditions.”[1] Educators must grapple with the societal issues that come with the intent of ensuring the safety of the public. To some, “these (...) are actually as important as the biological concerns of people.”[2] The current global crisis shows that “scientifically, socially, and politically the economy and technosphere are not just related, they are integral to a comprehensive response to major challenges.”[3] In developing these responses, scientists, government leaders, and policy makers need to consider the vulnerabilities of people, especially those in “thrown away” groups.[4] Jerome Ravetz explains that “microscopic viral predators cull our populations, as ever, but with a selection that is not natural but social and political.”[5] Educators must address the underlying vulnerabilities and evaluate the virus as a threat to academic experiences and access to a fair education. ANALYSIS • Critical Pedagogy By definition, the critical approach to teaching is about the problem-posing method of education developed by Paolo Freire. In his Pedagogy of the Oppressed, he proposed a paradigm shift away from the banking method of learning wherein teachers deposit knowledge into the minds of students. Critical pedagogy is an educational approach that challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social context. Teachers press students to recognize oppression and try to remedy oppression in their culture.[6] Despite the lack of in-person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical pedagogy should continue. Online learning is not just about the use of technology, although the internet is crucial in the delivery of content. Since human beings are creators of value, they determine the meaning and purpose of technology. In this way, the set of values people have will influence online learning. Teachers cannot be more concerned about outcomes than about the process itself. The process is crucial since the ability of the student to think critically is developed in the exchange between the student and the teacher. The teacher cannot simply dump loads of information (deposit knowledge) but must pose problems to test the analytical and critical skills of students.[7] Education is about how people humanize the world. Policy makers miss the point when they focus on the delivery but do not pay attention to the substantive aspect of learning, which is human empowerment. Education is meant to expand the freedom of people. Education should be seen as an integrative activity. Learning is a formative process that aims to develop the human person. Without the face-to-face encounter between teacher and students, the challenge is finding ways to make learning an effective means to mold the values of young people. • Online Critical Pedagogy & the Role of Technology Physical distance appears to be an impediment in realizing the ideals of learning. The lack of contact between the teacher and the students may prevent a more meaningful interaction since online instruction is impersonal. It can be argued that there is no alternative to some classroom activities, especially laboratory experiments in science courses. The total classroom environment naturally influences the behavior of students when it comes to academic work: the look in the eyes of the professor, the caring ways of a teacher, or the pressure while taking exams contribute to an experience that only a classroom setting can provide. If implemented properly, technology can facilitate the personal relationships between teachers and students while providing meaningful experiences. With the current need for online learning during the COVID-19 pandemic, gadgets are indispensable. Some would even consider gadgets an extension of the human body. A mobile phone is not just any instrument; it has evolved into a novel way of being in the world. Our gadgets are a means of seeing how the outside world unfolds. Modern technological tools allow the interface of people in many fields of experience in a globalized environment. Computers and other digital devices extend the meaning and value of human freedom. For example, a laptop provided to a poor child can redefine the meaning of and what the future might hold for that child. The device is crucial to the whole learning process. Modern tools are critical to self-discovery and greater freedom. The values that people embrace will matter in the new normal. The internet has provided a new democratic space that empowers groups and individuals to express themselves and to understand the world.[8] In an online class, students and teachers alike need to analyze big picture questions and layers of information. For example, the student in an ethics or philosophy class can reflect on the realities of life. With the proper guidance, online education should help define the meaning of moral commitment and human responsibility. CONCLUSION Before the pandemic, policy makers had been pursuing the goals of a globalized economy. They had been fashioning and promoting programs that cater to the interests of a consumer-driven world that has deprived the poor of opportunity. When the pandemic struck, globalization suddenly came to a halt and people realized the things that truly matter in life – family, love, and life itself. The new normal must now emphasize the role of education as a source of inner strength that can empower the person to live well reinforcing values based on a social consciousness. Critical pedagogy is possible under the new normal. The distance between the teacher and student does not make the educational process less real and in the absence of a vaccine, online learning is the safest strategy. Governments cannot freeze an entire school year since education is the only way out from poverty for millions. The COVID-19 pandemic provides a reason to re-imagine teaching using technology to encourage all students to question systems of oppression or greed, as the persistent pursuit of the truth is what education is all about. [1] Hartsell, Layne, Krabbe, Alexander, & Pastreich, Emmanuel. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene.” Social Ethics Society Journal of Applied Philosophy 6, no. 2 (2020), 3. [2] Ravetz, Jerome. “Science for a Proper Recovery: Post-Normal, not New Normal.” Issues in Science and Technology [Internet] July 15, 2020. https://issues.org/post-normal-science-for-pandemic-recovery/ [3] Hartsell, et al. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene,” 6. [4] Ravetz, “Science for a Proper Recovery: Post-Normal, not New Normal.” [5] Ibid. [6] Freire, Paolo. Pedagogy of the Oppressed. (New York: Continuum Books, 1993). [7] Freire writes that in such a situation “instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat.” See his Pedagogy of the Oppressed. [8] Bakardjieva, Maria. Internet Society. (London: Sage Publications, 2005). (shrink)

A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners' interest in Goldilocks and the Three Bears, (...) Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers' trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom. (shrink)

In classrooms, museums, health clinics and beyond, the educational uses of visual media have proliferated over the past fifty years. Film, video, television, and digital media have been integral to the development of new pedagogical theories and practices, globalization processes, and identity and community formation. Yet, Brian Goldfarb argues, the educational roles of visual technologies have not been fully understood or appreciated. He contends that in order to understand the intersections of new media and learning, we need to recognize (...) the sweeping scope of the technologically infused visual pedagogy—both in and outside the classroom. From Samoa to the United States mainland to Africa and Brazil, from museums to city streets, _Visual Pedagogy_ explores the educational applications of visual media in different institutional settings during the past half century. Looking beyond the popular media texts and mainstream classroom technologies that are the objects of most analyses of media and education, Goldfarb encourages readers to see a range of media subcultures as pedagogical tools. The projects he analyzes include media produced by AIDS/HIV advocacy groups and social services agencies for classroom use in the 1990s; documentary and fictional cinemas of West Africa used by the French government and then by those resisting it; museum exhibitions; and TV Anhembi, a municipally sponsored collaboration between the television industry and community-based videographers in São Paolo, Brazil. Combining media studies, pedagogical theory, and art history, and including an appendix of visual media resources and ideas about the most productive ways to utilize visual technologies for educational purposes, _Visual Pedagogy_ will be useful to educators, administrators, and activists. (shrink)