“Lecturing” pedagogy puts teachers’ lecturing at the core of education. Both knowledge and norms become the “goods” waiting to be transmitted to students. This pedagogy keeps a control based axiology and mirror-based epistemology. The “listening” pedagogy puts teachers’ listening and mutual listening between teachers and students, among students as the core of education. On the level of axiology, it makes “good listeners” i.e. persons with freedom as the aim of education, who integrate morality and creativity. On the level of epistemology, it sees educational process as the cooperative creation of knowledge. On the level of methodology, it integrates listening, description, interpretation, and action as a whole. In conclusion, the four aspects of “listening” pedagogy are fused together and in a “four-in-one” relationship, instead of lineally sequenced and non-regressive. In practice, they present themselves not independently, but from within a complex and dynamic organic totality. However, these aspects can only stand for a part of the whole picture of a “listening” pedagogy, the reasons for respective illustrations here is to deepen our understanding of particular elements, and to demonstrate that “listening” pedagogy is not only a new theoretical paradigm of pedagogy, but a reflective educational practice and action aiming to reform education.
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