Educational Pedagogy
What is called Pedagogy?
The theory and practice of learning, as well as how this process influences and is influenced by the social, political, and psychological development of learners, is what is referred to as pedagogy, or the approach to teaching.
The study of how knowledge and skills are imparted in an educational setting is known as pedagogy, and it takes into account the interactions that occur during learning. The social, political, and cultural contexts in which pedagogy is practiced and theory differ greatly.
Similarly, the practice of teaching is frequently referred to as pedagogy. By taking into account theories of learning, understanding students and their needs, and the backgrounds and interests of individual students, teachers pedagogy shape their actions, judgments, and teaching strategies.
It may have a variety of goals, from broadening liberal education (which focuses on the development of human potential in general) to more specific vocational education (which focuses on the teaching and acquiring of specific skills).
According to Paulo Freire's "banking methods," conventional western pedagogies view the teacher as the knowledge holder and the student as the recipient of knowledge. However, theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator.
The context, situation, and environment of the student, as well as the learning objectives established by the student and the teacher, govern instructional strategies. The Socratic method is one example of this. However, as far as approaches are concerned, there are 5 pedagogical approaches. They include;
- Constructivist,
- Collaborative,
- Integrative,
- Reflective and
- Inquiry-Based Learning
What is called Critical Padagogy?
Critical pedagogy is both a broader social movement and a pedagogical approach. According to critical pedagogy, teaching is political, educational practices are contested and shaped by history, and schools are not politically neutral spaces.
Students can be empowered or disempowered by decisions about the curriculum, disciplinary procedures, student testing, textbook selection, and teacher language. It asserts that some educational practices harm all students and favor some students more than others.
Similarly, it also asserts that educational practices frequently marginalize or ignore some voices and perspectives while favoring others. The repercussions of the teacher's influence over students are another topic of discussion. It aims to give students the tools they need to become active, engaged citizens who can make positive changes in their own lives and in their communities.
Additionally, making connections between the school and the broader community, listening to and including students' knowledge and perspectives in the classroom, and posing problems to encourage students to question assumed knowledge and understandings are examples of critical pedagogical practices.
The purpose of posing problems to students is to encourage them to start thinking of their own problems. Through their actions that support students, teachers demonstrate their authority and acknowledge their position of authority.
What is Western Pedagogy?
In the Western world, the teaching method is related to the Greek practice of philosophical discourse, especially the Socratic technique for request. According to a more general account of its development, it originated from the active concept of humanity as distinct from a fatalistic one and the belief that human history and destiny are the outcomes of human actions. The Renaissance, the Reformation, and the Age of Enlightenment further developed this concept, which originated in ancient Greece.
Socrates' Pedagogical Approach
The Socratic method was used by Socrates (470-399 BCE) when he was having a conversation with a student or a peer. This approach does not impart knowledge; rather, it aims to strengthen the student's logic by revealing the student's statements' conclusions as incorrect or supported.
In this learning environment, the instructor is aware that the students need to think for themselves in order to help them think about problems and issues. In the Socratic Dialogues, Plato was the first to describe it.
Plato's Pedagogical Approach
In The Republic (375 BCE), Plato describes a system of education in which individual and family rights are sacrificed for the state. He talks about three castes: one to acquire skill; one to learn aesthetic and literary concepts; as well as one who will be educated in literary, aesthetic, scientific, and philosophical concepts.
According to Plato, education is a means of bringing one's soul to its fullest potential, which in turn benefits one's body. Plato believed that everyone should get physical education to keep society stable.
Aristotle's Pedagogical Approach
Aristotle wrote a treatise called "On Education," but it was lost. However, in later works, he rejected Plato's perspective and advocated for the State to mandate a common education for all citizens.
At the time, only a small number of people living in Greek city-states were considered citizens, so Aristotle kept education to a small number of people in Greece. Physical education should come before intellectual studies, according to Aristotle.
John Dewey's Pedagogical Approach
My Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916), Schools of Tomorrow (1915) with Evelyn Dewey, and Experience and Education (1938) all present John Dewey's pedagogy.
According to My Pedagogic Creed, Dewey (1897), the goal of education should not be the acquisition of a predetermined set of skills, but rather the realization of one's full potential and the capacity to use those skills for the greater good.
Dewey argued (The Child and the Curriculum, Dewey, 1902) for an educational system that struck a balance between imparting knowledge and taking into account the student's interests and experiences.
Not only did Dewey rethink the way learning should be done, but he also rethought the role teachers should play in it. He envisioned a shift from the cultivation of autonomy and critical thinking in both the teacher and the student to the mastery of a predetermined set of skills.
Howard Gardner's Pedagogical Approach
Through his Multiple Intelligences Theory, Howard Gardner rose to prominence in the educational field. In 1983, he identified seven of these bits of intelligence: Logical and mathematical, linguistic, spatial, visual, and kinesthetic; body and kinesthetic; rhythmic and musical; intrapersonal; and interpersonal. The theory, according to critics, relies solely on Gardner's intuition rather than actual data. Another criticism is that intelligence is too similar to distinguish between different personalities.
According to the Howard Gardner theory, intelligence aids in "knowing the world, understanding themselves, and other people," according to cognitive research.
These differences challenge an educational system that relies on the assumption that students "understand the same materials in the same manner" and that a standardized, collective measure is "very much impartial towards linguistic approaches in instruction and assessment as well as to some extent logical and quantitative styles."
Modern Pedagogical Approach
The typical first day of school in an academic calendar was described in an article from the Kathmandu Post that was published on June 3, 2018. Different characteristics distinguish teachers from students. Children's and teens' attributions are more diverse than they are similar.
Students from a variety of social, cultural, and religious backgrounds must be taught by educators. In order for teachers to effectively achieve their objectives, this situation necessitates a differentiated approach to pedagogy rather than the standard one.
Differentiated instruction, according to American author and educator Carol Ann Tomlinson, is "teachers' efforts in responding to inconsistencies among students in the classroom."Methods of teaching are referred to as differentiation.
She explained that Differentiated Instruction provides students with a variety of information acquisition options. Formative and ongoing assessment, group collaboration, recognition of students' varying levels of knowledge, problem-solving, and choice in reading and writing experiences are some of the fundamental tenets that make up the structure of differentiated instruction.
Conclusion
Teachers benefit from pedagogy because it provides them with insight into classroom best practices. It enables them to tailor their lessons to meet the needs of different students by allowing them to comprehend how they learn. As a result, students will appreciate it, which will improve the quality of their instruction.
You may also read more MCQs by clicking the following given links.
First Educational Policy of Pakistan
Second Educational Policy of Pakistan
Third Educational Policy of Pakistan
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