A new role-model for the future humanities?

TY - ABST

T1 - A new role-model for the future humanities?

AU - Caviglia, Francesco

AU - Pedersen, Alex Young

PY - 2017/11/6

Y1 - 2017/11/6

N2 - The Knowledge Building approach (henceforth, KB) is a constructionist approach to learn-ing that builds on a Popperian epistemology and the idea of bringing to education “both the goals and the processes of knowledge-creating organizations – as represented, for instance, in scientific research groups and industrial design teams” (Scardamalia & Bereiter, 2014). KB is becoming a signature pedagogy (Shulman, 2005) for scientific disciplines, with nearly all educational interventions quoted by Scardamalia & Bereiter (2014) or presented at con-ferences focusing on natural sciences. Although Bereiter and Scardamalia provide examples and suggestions for doing KB activities in the Humanities and social sciences (Bereiter & Scardamalia, 2012), this potential seems still largely unfulfilled and the KB approach seems slow to make its way into the teaching of Humanities. There are however practices - both in educational settings and real-life - which build on the notion of shared cognitive responsi-bility and fostering of dialogic literacy in close resemblance with the principles and practices of KB, but in contexts that pertain to the Humanities. These practices build on the idea of a “community of citizens” who work together to design solutions for living better together, which the authors suggest being an equally productive role-model as the idea of a “scientific research groups and industrial design teams”, which is the standard role-model for KB prac-tice. The authors sees this alternative model as an important contribution and supplement for the future Humanities in the university.

AB - The Knowledge Building approach (henceforth, KB) is a constructionist approach to learn-ing that builds on a Popperian epistemology and the idea of bringing to education “both the goals and the processes of knowledge-creating organizations – as represented, for instance, in scientific research groups and industrial design teams” (Scardamalia & Bereiter, 2014). KB is becoming a signature pedagogy (Shulman, 2005) for scientific disciplines, with nearly all educational interventions quoted by Scardamalia & Bereiter (2014) or presented at con-ferences focusing on natural sciences. Although Bereiter and Scardamalia provide examples and suggestions for doing KB activities in the Humanities and social sciences (Bereiter & Scardamalia, 2012), this potential seems still largely unfulfilled and the KB approach seems slow to make its way into the teaching of Humanities. There are however practices - both in educational settings and real-life - which build on the notion of shared cognitive responsi-bility and fostering of dialogic literacy in close resemblance with the principles and practices of KB, but in contexts that pertain to the Humanities. These practices build on the idea of a “community of citizens” who work together to design solutions for living better together, which the authors suggest being an equally productive role-model as the idea of a “scientific research groups and industrial design teams”, which is the standard role-model for KB prac-tice. The authors sees this alternative model as an important contribution and supplement for the future Humanities in the university.

M3 - Conference abstract for conference

T2 - The Purpose of the Future University

Y2 - 6 November 2017 through 8 November 2017

ER -