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Pedagogical Praxis: The Professions as Models for Postindustrial Education

Pedagogical Praxis: The Professions as Models for Postindustrial Education <jats:p> In this article, I propose a theory of pedagogical praxis. Pedagogical praxis begins with the premise that under the right conditions, computers and other information technologies can make it easier for students to become active participants in meaningful projects and practices in the life of their community and suggests that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a bridge that allows young people to participate in the learning practices of professionals; in the process, they develop epistemological frameworks that organize the skills, habits, and understandings they need to thrive in a complex, postindustrial society. Although further work needs to be done to explore the processes through which such learning can take place, studies suggest that this perspective may be a productive avenue for continuing research. This article presents an overview of the theories and methods that inform such work. </jats:p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teachers College Record: The Voice of Scholarship in Education CrossRef

Pedagogical Praxis: The Professions as Models for Postindustrial Education

Teachers College Record: The Voice of Scholarship in Education , Volume 106 (7): 1401-1421 – Jul 1, 2004

Pedagogical Praxis: The Professions as Models for Postindustrial Education


Abstract

<jats:p> In this article, I propose a theory of pedagogical praxis. Pedagogical praxis begins with the premise that under the right conditions, computers and other information technologies can make it easier for students to become active participants in meaningful projects and practices in the life of their community and suggests that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a bridge that allows young people to participate in the learning practices of professionals; in the process, they develop epistemological frameworks that organize the skills, habits, and understandings they need to thrive in a complex, postindustrial society. Although further work needs to be done to explore the processes through which such learning can take place, studies suggest that this perspective may be a productive avenue for continuing research. This article presents an overview of the theories and methods that inform such work. </jats:p>

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Publisher
CrossRef
ISSN
0161-4681
DOI
10.1177/016146810410600701
Publisher site
See Article on Publisher Site

Abstract

<jats:p> In this article, I propose a theory of pedagogical praxis. Pedagogical praxis begins with the premise that under the right conditions, computers and other information technologies can make it easier for students to become active participants in meaningful projects and practices in the life of their community and suggests that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a bridge that allows young people to participate in the learning practices of professionals; in the process, they develop epistemological frameworks that organize the skills, habits, and understandings they need to thrive in a complex, postindustrial society. Although further work needs to be done to explore the processes through which such learning can take place, studies suggest that this perspective may be a productive avenue for continuing research. This article presents an overview of the theories and methods that inform such work. </jats:p>

Journal

Teachers College Record: The Voice of Scholarship in EducationCrossRef

Published: Jul 1, 2004

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