Category Archives: Pedagogy

Inside-Out Pedagogy – Theorising Pedagogical Transformation Through Teaching Philosophy

This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman’s tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semistructured interviews were conducted to document the impact … Continue reading

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Turning to the Pedagogy of “Listening”

“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 … Continue reading

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Different Images of Knowledge and Perspectives of Pedagogy in Confucius and Socrates

Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know.” Confucius said, “Am I indeed possessed of knowledge? I do not know.” Socrates said, “As for me, all I know is that I … Continue reading

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Language learning as Dialogue and Participation

Today, we see how globalization, with its cultural flows, and technology with its new developments constantly create new types of contexts and new kinds of language practices. Thus it would not be unreasonable to say that language itself is changing. … Continue reading

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Innovating Pedagogy 2013

This series of reports explores new forms of teaching, learning and assessment for an interactive world, in order to guide teachers and policy makers in productive innovation. This second report proposes ten innovations that are already in currencybut have not … Continue reading

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Toward a Theory of Culturally Relevant Pedagogy

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely … Continue reading

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Education as Re-Embedding

How we know, is at least as important as what we know: Before educationalists can begin to teach sustainability, we need to explore our own views of the world and how these  are  formed. The paper  explores the ontological assumptions … Continue reading

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Collaborative Environments to Foster Creativity, Reuse and Sharing of OER

The popularity of ICT within teachers has operated a shift between an individual way of producing resources to be used in class and a social way of doing it. Nowadays teachers do not have to be passive users, but reflective … Continue reading

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Social Pedagogy

The term social pedagogy has been used to describe a range of work straddling social work and education. Often more holistic and group-oriented than dominant forms of social work and schooling, social pedagogy (sozial pädagogik) has its roots in German … Continue reading

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A Pedagogy of Difficulty – Preparing Teachers to Understand and Integrate Complexity in Teaching and Learning

In this article we explore the notion of difficulty and the vital role it can play in the learning journey of student teachers, both with respect to their own and their students’ educational maturation. Confronting today’s popular but flawed reductionist … Continue reading

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