AISC 2024

Critical thinking in schools is largely based on a 'progress' model. It relies on us all saying that something in the past was 'NOT' a satisfactory way to conduct our lives, and that we need to correct our weaknesses. Karl Popper, Nassim Taleb and others lead this critical thinking paradigm.

My presentation recognises the strength in this position AND states that it is inadequate as a framework. The word 'AND' is also critical to learners. The words 'OR' and 'WITH' also matter.

Using the work of Michael Polanyi and Hans Georg Gadamer I argue that students lose a sense of meaning and purpose in themselves if the focus of critical pedagogy is only on identfying problems and correcting them.

I refer to three powerful metaphors: Education as an act of translation, education as a personal pilgrimmage and education as being like a tree - with many branches to traverse.

Expected Outcomes:
I wish to challenge the predominant framework in critical pedagogy. In one sense I wish to laud it and recognise its strengths, but also to help educators think beyond it.
I am hopeful for a more generous and open pedagogy that is based in human agency but not human autonomy.
Practically, such a pedagogy improves student well-being and creates better schools.
Our school is one example.