Exploring Humanising Pedagogy in University Teaching
Delve into the concept of humanising pedagogy to evaluate if our current university teaching practices are truly humane. Consider ways in which policies, supervision, and teaching methods may alienate students. Reflect on fostering pedagogical relationships that express student consciousness and explore the need for structural changes to encourage dialogue and inquiry. Drawing insights from thinkers like Freire, ponder on the relevance of humanising education in your university context or discipline.
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Presentation Transcript
Phase 2 Theme I Humanising Pedagogy
Is our current pedagogy humane? In what ways might university policies and practices make students feel alienated or unwelcome? In what ways might our own supervision practices make students feel alienated or unwelcome? Are there aspects to current PG teaching and learning practice that might exacerbate our low throughput at PG level? Are there aspects to current PG processes and stages that might exacerbate our low throughput at PG level?
A humanising pedagogy expresses the consciousness of the students . (Freire, 1970) How might you foster a pedagogical relationship that expresses the consciousness of students?
Do our structures need changing? If the structure does not permit dialogue the structure must be changed Paulo Freire
For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. Paulo Freire, Pedagogy of the Oppressed
Any situation in which some men prevent others from engaging in the process of inquiry is one of violence; to alienate humans from their own decision making is to change them into objects. Paulo Freire
What might a humanising pedagogy look like? Liberating education consists in acts of cognition, not transferals of information. Paulo Freire In what ways might your PG supervision approach already be or become part of a humanising pedagogy?
Does this mean anything? Nussbaum, Sen, Freire, Giroux, Gramsci and many others have written about the ways in which education systems and approaches can de-humanise or, alternatively, can humanise. Do you think these notions are pertinent in your university context or for your discipline?
References Freire, P (1970) Pedagogy of the Oppressed Giroux, H (2012) The University in Chains Gramsci, A (1971) Selections from the Prison Notebooks Nussbaum, M (1997) Cultivating Humanity Nussbaum, M (2010) Not for Profit: Why society needs the Humanities Nussbaum, M (2013) Creating Capabilities Sen, A (1992) Inequality re-examined Sen, A (2010) The idea of justice
