Although I found the first portion of the Ellsworth reading verbose and repetitative, I found the last few pages much more provocative in response to the materiality of pedagogy. The idea of completely immersing one’s self into this transitional space and the prospects of it serving as a birthing ground for an emergent self, conceptually stands to be a strong paradigm for pedagogical experimentation. The idea of removing one from one’s self is a complicated yet necessary process for a non-biased means of teaching. The fact that one could facilitate and moderate learning concurrent with his/her own learning is necessary in order to break from conventional methods of learning regurgitation.
I was also intrigued by Dewey’s writings on Criteria of Experience, particularly in the concept of negative or positive continuity. It seemed to me that he has generated a conceptual agenda lacking distinct resolution. I understand the concept of perpetual learning but question the concept of value of experience. To say that learning a particular skill set enhances prescribed future learning but consequently prohibits other means of advancement seems counterintuitive in generating pedagogical theory.
“There is no paradox in the fact that the principle of the continuity of experience may operate so as to leave a person arrested on a low plane of development, in a way which limits later capacity for growth.” (p.37)
I feel that any skill set attained be it political corruption, thievery or any other moral deviance, does not and cannot deprive a pupil from further learning. I would even argue that the experience could enhance their understanding and act as a catalyst to the emergence of new methods.
Angelo, I’m sorry to hear about your Piano teacher abandoning you. The only advice I can give is “The most important attitude that can be formed is the desire to go on learning. If impetus in this direction is weakened instead of being intensified, something much more than mere lack of preperation takes place.” HA
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