Countering the Pedagogy of Extremism: Reflective Narratives and Critiques of Problem-Based Learning

Chris W. H. Woo, Kumar Laxman

Abstract


This paper is a critique against “purist” pedagogies found in the literature of student-centred learning. The article reproves extremism in education and questions the absolutism and teleological truths expounded in exclusive problem-based learning. The paper articulates the framework of a unifying pedagogical practice through Eve Kosofsky Sedgwick’s conceptual use of beside and leverages upon translation theory to counter argue against a pedagogy of extremism. The teaching and learning narratives of the authors are invoked in critiquing student-centred learning approaches that attempt to minimize the authority of the teacher/educators and advocate unguided learning.

Full Text: PDF DOI: 10.5539/ies.v6n1p46

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International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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