Blog Post #3: Philosophical Foundations of Teaching and Learning: Intersection of Innovation, Creativity, Teaching, and Learning (Part 1)
Two articles that resonated with me around the discussion on the philosophical and historical foundations of teaching and learning are Thomas Falkenberg’s “Teaching as Contemplative Professional Practice” (2012) and Douglas Bourn’s “Pedagogy of Hope: Global Learning and the Future of Education, (2021). These articles provide similar yet alternate insights into the philosophy of teaching and learning, particularly about innovation, creativity, teaching, and learning. Both works challenge traditional paradigms and provide new approaches that could transform the way we think about the future of education.
Falkenberg’s work starts with the idea that what we pay attention to is important for how we act in our world (Falkenberg, 2012). He views teaching as a contemplative professional practice, a paradigm shifts from a focus on the traditional teacher-centred approach to an introspective one, where educators are encouraged to be mindful of their inner life while teaching (Falkenberg, 2012).
On the other hand, Bourn’s “Pedagogy of hope: global learning and the future of education” addresses the concept of hope in education, (Bourn, 2012). He suggests that hope is a challenge for educators based on current real-life issues, which can provide an approach to learning about global issues, building off two current events: COVID-19 and climate change (Bourn, 2021). This idea is creative as it introduces the concept of hope as a pedagogical tool, encouraging learners to engage with global issues in a hopeful and positive manner (Bourn, 2021). This view challenges us as educators to reflect on addressing challenges in a global and interconnected world with students, given that our work is future-oriented (Bourn, 2012).
Linking Ideas to Working Definitions from Module 2
In the context of our glossary definitions, Falkenberg’s contemplative practice aligns with an understanding of teaching and learning as a reflective and introspective process. It also connects with learning as a journey of personal and professional development (Falkenberg, 2012).
Bourn’s pedagogy of hope represents innovation and creativity as a novel way of approaching global learning that fosters a hopeful perspective that inspires creative problem-solving and innovative thinking (Bourn, 2021).
Questions for the Authors
After reading these articles, several questions arise. How can teachers practically implement contemplative practices in diverse classroom settings for Falkenberg? How can this approach be integrated into existing curriculums and teaching methodologies?
For Bourn, how can educators effectively instill a sense of hope in students amidst the often overwhelming news on global challenges, such as the idea of eco-anxiety in relation to climate change news? How can this pedagogy of hope be adapted to different educational contexts and age groups?
References:
Bourn, D. (2021). Pedagogy of hope: global learning and the future of education. International
Journal of Development Education and Global Learning, 13 (2), 65–78. DOI:
https://doi.org/10.14324/IJDEGL.13.2.01
Falkenberg, T. (2012). Teaching as Contemplative Professional Practice. Philosophical Inquiry in
Education, 20(2), 25–35. https://journals.sfu.ca/pie/index.php/pie/article/view/283