Rethinking pedagogy of engagement: looking beyond the technical view

• In Event: New Avenues of (Re)Consideration in Curriculum Theory

Abstract

In this presentation, I use philosophical analysis to problematize the technical view of pedagogy of engagement. My argument is that, a technical view, while necessary and useful, is limited and probably harmful. Based on this argument, I suggest taking a further step by viewing pedagogy of engagement via the lens of philosophy and spirituality. To begin with, I am going to talk about pedagogy of engagement and the technical view of it. Then, I point out why this technical view is problematic before switching to the sociopolitical and spiritual views. Sociopolitically, pedagogy of engagement relates to progressive education and emancipatory education, which are associated with such well known scholars as Jean-Jacques Rousseau, John Dewey, A. S. Neill, Paulo Freire, bell hooks, Jacques Rancière, etc. In this sense, pedagogy of engagement is not limited within classroom techniques and strategies but is expanded to curricular models and educational aims. What models of curriculum and educational aims are to be compatible or incompatible with pedagogy of engagement? Pedagogy of engagement is also closely related to spiritual traditions. By engaging students in educational experiences, the teacher invites the student to not only prepare for future professions but also to contemplate their lives inside and outside of schools. In particular, I am going to use the Buddhist concept of mindfulness to delve into the phenomenological, spiritual aspects of education. I conclude the paper by responding to a number of anticipated reservations against the implementation of pedagogy of engagement in education.

Author

• Cuong Nguyen, Michigan State University & University of Education Ho Chi Minh City