learning

RADICAL AUTONOMY

autonomy

The philosophical foundations of discipline

Monday, 27 July 2015

What is clear in reviewing the different theorists of classroom discipline is that for the most part they are all addressing different aspects of human behavior for the ultimate purpose of creating a positive learning environment, which is why a strong argument can be made that each theorist is simply highlighting a different side of an infinitely-sided die. This is in part due to the schizophrenic nature of educational theory in general, but also speaks to the historical moment we are currently experiencing, where the individual and collective socio-cultural and economic realities are driving a great deal of the shift in students’ behavior. Because human behavior is to a large extent environmentally mediated, it is not surprising to see constant shifts in philosophy and approach about what are the most effective ways to create a cooperative learning environment.

Over the years, classroom discipline has been influenced in a number of ways by various theorists, creating a hodgepodge of philosophical approaches that all seem to agree on at least one fundamental point: (more…)

Advertisements

MAIEUTIC AWAKENING

the awakening

An interlocution between teacher and student about what it means to teach social justice within the context of the study of history, government, and ethics.

Friday, 26 June 2015

Student: What is teaching?
Teacher: It is the act of deconstruction and transgression between teacher and student.

Student: What is its purpose?
Teacher: Knowledge that leads to growth, expansion of awareness, and action, i.e., wisdom.

Student: What does teaching social justice mean?
Teacher: Teaching social justice means teaching and speaking to the historical moment, it means exploring the “mechanisms of power which establish inequality, through the systematic analysis of political discourse,” and contextualizing that moment within the arc if history.1 Teaching social justice begins with throwing oneself, and later your students, into an epistemological and existential crisis where everything you think you know about who and what you are needs to be deconstructed then reconstructed from the ground up (more…)