Pedagogy Of Experience Research Articles

In the Intersection of Art-Pedagogy-Psychology

The study is about presenting the first experiences of the development course that was introduced at János Selye University as an optional subject. Using the tools of the three sciences indicated in the title, in the classes used developmental procedures that bring about positive changes in students' personalities: increasing self-confidence, increasing the effectiveness of social cooperation, strengthening their positive outlook on life, increasing conflict resolution and communication skills, and result in more efficient time management. Experience pedagogy, pedagogical communication, pedagogical-psychology, positive psychology, art therapy and experience therapy applied at the overlap of the disciplines of art, pedagogy and psychology provide opportunities for the enrichment of knowledge and the development of the personality of young adults attending the course. The study summarizes the teacher experience about the first semester implemented using the co-teaching method. It introduces the topics of the lessons and analyzes the students' production. This essay examined the participants’ written expressions, and analyzes their visual creations and collects information about self-expression, thus serving the goals of the research.

INTRODUCTION OF THE COEXISTENCE EXPERIENCE INTO AN INCLUSIVE LEARNING ENVIRONMENT: PHILOSOPHICAL-ANTHROPOLOGICAL AND SOCIO-CULTURAL ANALYSIS

The article aims to improve the interaction between society and persons with disabilities. The author has found the interrelation between a person with a disability and Paul Tillich’s “the courage to be”. The research attempts to convince the public of the need to involve persons with disabilities, as representatives who are aware of a disability, in inclusive education. As a result of the re-use of L. Wittgenstein’s method and “pedagogy of experience” by V. Bederkhanova and I. Shustova, a mutually beneficial synthesis between experience and practice in the dimension of coexistence has been established. The objective necessity of simultaneous use of performance and performativity in pedagogical practice has been analyzed and described. The definition of “bilateral” or “double” inclusion has been formulated. The use of “bilateral inclusion” will expand the social boundaries for persons with disabilities and provide the necessary experience in the pedagogical realm for both children with disabilities and healthy children. The analysis and conclusions prove the effectiveness of involving persons who have faced a disability in an inclusive environment.

The possibilities of concert pedagogy in Hungary

AbstractIn public education the main emphasis is on conveying lexical knowledge instead of making students love music, play music together and do creative musical exercises. Teaching music has become too theoretical, and it is almost entirely dominated by literary data. Although teachers have some freedom to make slight changes in the curriculum, the number of music lessons is very low. Concert pedagogy is a progressive pedagogical initiative of the 20th–21st century, which aims to present the values of art at the original location of artistic activity, in an experience-filled environment, just as other branches of experience pedagogy do. The educational activity of experience pedagogy takes place in an extracurricular framework to complement public education. Art education is based on going through and enjoying an experience, which, however, cannot be taught, only explored and reinforced. In the traditional approach, intellectual education comprises two tasks: intellectual informing and formation (Bábosik, 1997). Intellectual development occurs through the process of transferring and internalising scientific knowledge, which is presented in the form of subjects. Bábosik highlights that intellectual and cultural needs can evolve when it is achieved that children like to learn, which generates the desire for novel knowledge.

Education Through Play

In the article the autor focuses on the educational nature of fun, not only during lessons, but also sports exercises. The autor refers to the principles of positive pedagogy and pedagogy of experience.

Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy

Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers’ agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy.

Introduction: Modernism and/as Pedagogy

Literary modernism co-developed with modern pedagogy, particularly progressive education's pedagogy of experience. But although many modernists were teachers, the deep relationship between the writer and the classroom has not had the critical attention it deserves. Since the 1970s, progressivism has been caricatured as an individualist affirmation of the given self at the expense of learning from tradition. But its real roots, like much of modernism's, lie in the process ontologies of Bergson, James and Dewey, which essay an interactive, environment-dependent account of persons as developing systems. During the 1920s and 30s, both modernist experiments in narrative and progressive experiments in the classroom let characters, selves and meanings emerge from their environmental situations. Both drew attention to the processes of the mind in formation, to the way language mediates the self to itself, and to the unfinished nature of all understanding. ‘Education’, remarked Dewey, ‘must be considered as a continuing reconstruction of experience’, and the same is true for the reader of modernism, who is continually faced with the gap between experience in the happening and the words to make sense of it.

A field trip in the first week at university: perspectives from our LLB students

ABSTRACTField trips are a major part of the pedagogy of experience. Generally, core theoretical knowledge is developed in class before a practical field application is facilitated to link knowledge. Field trips are both observational and participatory. This paper describes how the Bachelor of Laws students at an Australian university undertook a field trip to the Parliament during their first week at university. In contrast to traditional transmission of content knowledge and teaching legal rules, this field trip was purposefully designed as an early memorable, motivating experience for students to reflect on personal learning by connecting theory and context. This structured program had supporting activities and an aligned summative assessment. Findings of this qualitative study suggested that students and academics concurred that field trips are important for learning though their perceptions about it differed. For the students, it was a valuable learning experience which contextualised learning, developed an appreciation of different learning approaches, provided networking opportunities and set them thinking about potential future careers. Study outcomes indicate that curriculum designs that integrate experiential learning and linkage activities to professional settings across the entire law course are worth exploring and embedding into the curriculum.

Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia

The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.

Educación y democracia: la escuela como “espacio” de participación

La democracia en la escuela implica una consideración de la infancia como competente y capaz, concretada en el presente (en su presente), en posibilitar el desarrollo de sus derechos y en crear espacios de vida (en nuestro caso la escuela) en los que pueda participar. El constructo sobre el que se desarrolla este texto son los ejes pedagógicos: las identidades, la participación, la experiencia y el significado. Así, la identidad se fundamenta en la forma en cómo la infancia elabora su propia identidad en consonancia con el otro cuando comparten acciones. La pedagogía de la participación aborda cómo la escuela es capaz de posibilitar una infancia protagónica de su propia realidad, cómo hacemos una verdadera pedagogía de la escucha o qué tipo de oportunidades para la participación brindamos a los niños. La pedagogía de la experiencia, nos habla de los lenguajes, de las posibilidades ofertadas a la comunicación y las técnicas utilizadas para ello. Por último, la pedagogía del significado, nos sitúa ante la manera en cómo se elabora el pensamiento de forma colectiva, favorecedor de en un discurso compartido.Todo este constructo teórico, inspira un proyecto de innovación docente desarrollado en colaboración universidad-escuela que teniendo como foco temático “los espacios escolares” plantea potenciar la participación, entendiendo el espacio escolar como generador de procesos participativos que lleve a reconocer y valorar las diferentes identidades que están presentes en la escuela y que posibilite una verdadera transformación del territorio escolar en base a las prácticas que en él se realicen.

Under the Umbrella: Pedagogy, knowledge production, and video from the margins of the movement

In September 2014, students and Hong Kong citizens took to the streets demanding universal suffrage. Cell phones and video cameras in hand, amateur student filmmakers were some of the first to capture the police tear-gassing young people that brought the city to its feet. Young people were positioning themselves as storytellers and knowledge producers on the streets. How has this restructured hierarchy of knowledge production often found in university education in Hong Kong? How too has being active participants and/or passive observers of the events of the Umbrella Movement translated into a pedagogy of experience in student’s daily lives, and how has this knowledge returned to the classroom? Specifically, I am interested in ways that young women who are not Cantonese first-language speakers understand their role in the movement and the kinds of knowledge they produced. Through interviews with these diverse students, and visual data from the footage they shot during the protests, we gain a rare glimpse into the multicultural world gathered beneath the umbrella of Hong Kong’s pro-democracy movement, and how a new generation of young female filmmakers are using video to share their changing perspectives on democratic reform, education, and everyday life.

Ecology, Ontology, and Pedagogy at Camp Coorong

Ecology, Ontology, and Pedagogy at Camp Coorong

The Group Experience

Knowledge of group dynamics and leadership activities is a component of the CORE Standards for the Master's degree curriculum in Rehabilitation Counseling. A group experience is often included as a learning activity in rehabilitation counselor education curricula as an instructional method of imparting knowledge of group dynamics. Group experience pedagogy may include process-observer methods, T-groups, demonstration groups, role-play groups, and activity groups. The choice of group experience method must balance the needs of the counselor-in-training with protection of the public and fellow trainees from harm. Harm can be reduced through the choice of a method congruent with the type of groups rehabilitation counselors are expected to lead.

Urban pedagogy: a proposal for the twenty-first century

The urban has been studied by students of geography, politics, aesthetics/culture, architects and politicians. Educational researchers in defining the urban as a field of research and practice have looked at schooling and its institutionalized role in cities. A wider discussion of the very character of urban experience and its relevance for pedagogic reflection and practice is a topic that still has to be explored. There are of course some exceptions, such as the Center for Urban Pedagogy in the US and its interest in environmental experiences in an urban context and researchers looking at the community–school relationship or the role of the family and locality. This essay makes an argument for urban pedagogy in the twenty-first century. The inspiration for this proposal is taken from psycho-geographers, both classical (the dialectical imagery of Walter Benjamin) and contemporary (Iain Sinclair) and their emphasis on erfaringspedagogikk (the pedagogy of experience). A number of topics are covered: the movement of pedagogy to informal, less institutionalized arenas, the flâneur, educating the senses (emotions, acoustic, visual/optic, taste, tactile), signifiers and commodity culture. It is argued that these topics can share a concern with living and learning to live in the urban. Towards the end of the essay, how to realize urban pedagogy is raised as a topic for discussion.

Planas ir tikrovė išgyvenimo pedagogikoje

The outcomes of experience pedagogy are analysed in the paper. The possible outcomes of experience pedagogy are defined in the first part. The role of the teacher is discussed in the second part. The author states the weave between plan and improvisation in the pedagogical process. In order to deal with not foreseen and unseen outcomes, it is effective to use the reflective improvisation methods. The reflective improvisation method is described in the last part of the paper.

Experience and the Limits of Governmentality

Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing (and reading) of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not in need of pastoral care but requires generosity, presence and attention. As such it demands a pedagogy of experience which is to be invented in order to ‘make’ oneself into a question, to transgress the limits of a governmental regime.