Teachers’ folk pedagogies

Searching for Disruptive Pedagogies: Matching Pedagogies to the Technologies

(Im)material Pedagogies

Rowena Harris’ recent work presents carefully composed constellations of materials and almost-repeated images. These constellations inhabit both physical, tangible space (in the form of sculptural elements and digital prints) and digital realms in the form of a video reel and an e-book. Welded steel lines extend from the gallery floor and walls, providing a formal and physical support structure...

Signature pedagogies in the professions

Dædalus Summer 2005 The psychoanalyst Erik Erikson once observed that if you wish to understand a culture, study its nurseries. There is a similar principle for the understanding of professions: if you wish to understand why professions develop as they do, study their nurseries, in this case, their forms of professional preparation. When you do, you will generally detect the characteristic form...

Pedagogies of Engagement in Science

Thomas Eberlein‡, Jack Kampmeier§, Vicky Minderhout¶, Richard S. Moog||, Terry Platt‡‡, Pratibha Varma-Nelson§§, and Harold B. White¶¶|||| From the School of Science, Engineering, and Technology, Pennsylvania State University-Harrisburg, Middletown, Pennsylvania 17057-4898, §Department of Chemistry, University of Rochester, Rochester, New York 14627-0216, ¶Department of Chemistry, Seattle Unive...

‘Folk psychology’ is not folk psychology

This paper disputes the claim that our understanding of others is enabled by a commonsense or ‘folk’ psychology, whose ‘core’ involves the attribution of intentional states in order to predict and explain behaviour. I argue that interpersonal understanding is seldom, if ever, a matter of two people assigning intentional states to each other but emerges out of a context of interaction between th...