An Experimental Hope: The Case for Emergent Pedagogy
| dc.contributor.author | Stoller, Aaron | en |
| dc.contributor.committeechair | Sax, Benjamin E. | en |
| dc.contributor.committeemember | Brunsma, David L. | en |
| dc.contributor.committeemember | Garrison, James W. | en |
| dc.contributor.committeemember | Watson, Ronda J. | en |
| dc.contributor.department | Political Science | en |
| dc.date.accessioned | 2015-05-01T06:00:11Z | en |
| dc.date.available | 2015-05-01T06:00:11Z | en |
| dc.date.issued | 2013-11-06 | en |
| dc.description.abstract | This dissertation will make the case that education at the post-secondary level must be reimagined. Rather than being organized around abstract bodies of information, it must be centered on moments of transformation out of which teaching, learning, knowing and -- in fact -- democratic individuals emerge. This reconstruction of education takes place through two primary moves. First, I make the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of the world, which are contained in the epistemological proposition: "S knows that p." In doing so, I argue that the German conception of Bildung must replace "S knows that p" as the guiding paradigm of knowing within educational practice. In doing so, I develop a theory of creative inquiry in order to claim that knowledge emerges from embodied, social action and is a form of artistic practice. Second, I develop a pedagogy, which I call emergent pedagogy, based on the theory of inquiry articulated in the first half. Here, I argue that post-secondary pedagogy must emerge out of the contexts, situations, and communities in which students and faculty are embedded. In this way, pedagogy must be considered a kind of artistic practice in which methods are adapted to and intuited from unique problems experienced by the university community. Ultimately, I show that pedagogy must shift from being viewed as a kind of telling and hearing to a form of participatory making. | en |
| dc.description.degree | Ph. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:1597 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/51952 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Pedagogy | en |
| dc.subject | Education, Higher | en |
| dc.subject | Pragmatism | en |
| dc.subject | Hermeneutics | en |
| dc.subject | Aesthetics | en |
| dc.subject | Epistemology | en |
| dc.title | An Experimental Hope: The Case for Emergent Pedagogy | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Social, Political, Ethical, and Cultural Thought | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ph. D. | en |
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