Epistemology and pedagogy re-examined. The unsuspected potential of John Elliott’s «liberal» pedagogy for teaching content-goals in the social and human sciences
Abstract In an attempt to provide an in-depth analysis of John Elliott’s prolonged contribution to the field of educational and curricular studies, the following paper starts by locating this pedagogue’s work in the context of key ideological debates of the 20th century, whose consequences shaped the realm of the social and the human sciences. Elliott’s stand at this ideological crossroads is defined as liberal, on account of the way he tied his own educational philosophy to the ethical sphere and to the means of education, in opposition to the learning of objective knowledge. The second part of the paper explores Elliott’s pedagogy from the point of view of the potential it may have to suggest a curricular approach that, contrary to his, defends the objectivity of the social and human sciences and the need for students to fulfil and attain certain content-goals. In contrast to Elliott’s intentions, the paper arrives at the conclusion that the fact that students participate in the same social reality they must come to understand and obtain a knowledge of, poses specific pedagogical (emotional and interactional) obstacles that Elliott’s principles would be particularly well suited to overcome.
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DEL QUEST, A.; FULLERTON, A.; GREENEN, S. and POWERS, L. (2012) Voices of youth in foster care and special education regarding their educational experiences and transition to adulthood. Children and Youth Services Review, 34 (9), 1604-1615. http://dx.doi.org/10.1016/j.childyouth.2012.04.018
ELFFERS, L.; OORT, F. and KARSTEN, S. (2012) Making the connection: The role of social and academic school experiences in students’ emotional engagement with school in postsecondary vocational education. Learning and Individual Differences, 22, 242-250. http://dx.doi.org/10.1016/j.lindif.2011.08.005
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BANKS, J. (1995) Transformative challenges to the social-science disciplines: Implications for social-studies teaching and learning. Theory and Research in Social Education, 23 (1), 2-20. <http://dx.doi.org/10.1080/00933104.1995.10505739>
BECKETT, K. S. (2013) Paolo Freire and the Concept of Education. Educational Philosophy and Theory, 45 (1), 49-62. <http://dx.doi.org/10.1080/00131857.2012.715385>
BENGTSSON, J. (2013) Embodied experience in educational practice and research. Studies in Philosophy and Education, 32 (1), 39-53. <http://dx.doi.org/10.1007/s11217-012-9328-1>
BIESTA, G. (2010) A New Logic of Emancipation: The methodology of Jacques Rànciere. Educational Theory, 60 (1), 39-59.
BIESTA, G. (2011) Disciplines and theory in the academic study of education: a comparative analysis of the Anglo-American and Continental construction of the field. Pedagogy, Culture and Pedagogy, 19 (2), 175-192. <http://dx.doi.org/10.1080/14681366.2011.582255>
BIGELOW, B. (2008) A People’s History for the Classroom. Milwaukee, Rethinking SchoolsTeaching for Change. <http://dx.doi.org/10.1111/j.1741-5446.2009.00345.x>
CAMANGIAN, P. R. (2013) Seeing Through Lies: Teaching Ideological Literacy as a Corrective Lens. Equity & Excellence in Education, 46 (1), 119-134. <http://dx.doi.org/10.1080/10665684.2013.750185>
CHO, D. K. (2009) Psychopedagogy: Freud, Lacan, and the Psychoanalytic Theory of Education. New York, Palgrave Macmillan. <http://dx.doi.org/10.1057/9780230622210>
CHRISTENSEN, L. (2000) Reading, Writing, and Rising Up. Teaching About Social Justice and the Power of the Written Word. Milwaukee, Rethinking Schools.
CRUICKSHANK, M. (2010) Teaching research methods in the social sciences. Higher Education Research & Development, 29 (3), 336-337.
CUMMINS, J. (2001) From Multicultural to Anti-racist Education: An Analysis of Programmes and Policies in Ontario, in BAKER, C. and HORNBERGER, N. H. (eds.) An Introductory Reader to the Writings of Jim Cummins. Clevedon, Multilingual Matters, 215-239.
CUMMINS, J. (2004) Knowledge, power, and identity in teaching English as a second language, in GENESEE, F. (ed.) Educating Second Language Children. The Whole Child, the Whole Curriculum, the Whole Community (2.nd edition). Cambridge, Cambridge University Press, 33-58.
DEL QUEST, A.; FULLERTON, A.; GREENEN, S. and POWERS, L. (2012) Voices of youth in foster care and special education regarding their educational experiences and transition to adulthood. Children and Youth Services Review, 34 (9), 1604-1615. http://dx.doi.org/10.1016/j.childyouth.2012.04.018
ELFFERS, L.; OORT, F. and KARSTEN, S. (2012) Making the connection: The role of social and academic school experiences in students’ emotional engagement with school in postsecondary vocational education. Learning and Individual Differences, 22, 242-250. http://dx.doi.org/10.1016/j.lindif.2011.08.005
ELLIOTT, J. (1991) Action Research for Educational Change. Milton Keynes, Open University Press.
ELLIOTT, J. (1998) The Curriculum Experiment. Meeting the Challenge of Social Change. Buckingham, Open University Press.
ELLIOTT, J. (2007) Reflecting Where the Action Is. The Selected Works of John Elliott. London, Routledge.
FEYERABEND, P. (1975) Against Method. London, Verso.
FINE, B. and MILONAKIS, D. (2011) «Useless but True»: Economic Crisis and the Peculiarities of Economic Science. Historical Materialism, 19 (2), 3-31. <http://dx.doi.org/10.1163/156920611X573770>
FREIRE, P. (1973) Education for Critical Consciousness. New York, Seabury.
FREIRE, P. and MACEDO, D. (1987) Literacy: Reading the Word and the World. London, Routledge.
GALLO, H. (2012) Acerca de la experiencia, en CORTÉS, M.; FLÓREZ, E.; GALLO, H. et al. Sujeto, saber y educación. Bogotá, NEL Medellín, 11-22.
GIBBONS, P. (2006) Bridging Discourses in the ESL Classroom. Students, Teachers and Researchers. London, Continuum.
GIROUX, H. A. (1987) Literacy and the Pedagogy of Political Empowerment: Introduction, in FREIRE, F. and MACEDO, D. Literacy: Reading the Word and the World. London, Routledge, 1-27.
GONTARCZYK-WESOLA, E. (1995) Toward a space of our own. Feminist Research and Teaching in the Social Sciences. Women’s Studies International Forum, 18 (1), 65-71. <http://dx.doi.org/10.1016/S0277-5395(96)00080-5>
GONZÁLEZ MARTÍN, M. D. and FUENTES, J. L. (2012) Los límites de las modas educativas y la condición humana: un hueco para la educación de las grandes experiencias: el perdón. Revista Española de Pedagogía, 70 (253), 479-493.
HABERMAS, J. (1984) The Theory of Communicative Action. Boston, Beacon Press Books.
HEIDEGGER, M. (1993) Basic Writings. San Francisco, Harper Collins.
JAMESON, F. (1990) Postmodernism, or, The Cultural Logic of Late Capitalism. Durham, Duke University Press.
KIM, J.-H. (2012) Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the pedagogy of hermeneutical phenomenology in education. Educational Philosophy and Theory, 44 (6), 630-648. <http://dx.doi.org/10.1111/j.1469-5812.2010.00733.x>
KUHN, T. (1970) The Structure of Scientific Revolutions. Second Editon with Postcript. London, The University of Chicago Press.
LEWIS, T. E. (2009) Too Little, Too Late: Reflections on Fredric Jameson’s Pedagogy of Form. Rethinking Marxism, 21 (3), 438-452. <http://dx.doi.org/10.1080/08935690902955146>
LYOTARD, J.-F. (1984) The Postmodern Condition: A Report on Knowledge. Manchester, Manchester University Press.
MARX, K. (2007) El Capital. Crítica de la economía política. Madrid, Akal.
MARX, K. and ENGELS, F. (1978) The German Ideology. Part 1, in TUCKER, R. C. (ed.) The MarxEngels Reader. New York, Norton, 146-200.
MATEOS BLANCO, T. and NÚÑEZ CUBERO, L. (2011) Narrativa y educación: indagar la experiencia escolar a través de los relatos. Teoría de la Educación, 23 (2), 111-128.
MCLAREN, P. (2011) Critical Pedagogy as Revolutionary Practice, in JONES, P. E. (ed.) Marxism and Education. Renewing the Dialogue, Pedagogy, and Culture. New York, Palgrave Macmillan, 215-234.
MULCAHY, D. (2012) Affective assemblages: body matters in the pedagogic practices of contemporary school classrooms. Pedagogy, culture and society, 20 (1), 9-27. <http://dx.doi.org/10.1080/14681366.2012.649413>
RAWLS, J. (1971) A Theory of Justice. Cambridge, The Belknap Press of Harvard University Press. ROMERO, A.; CAMMAROTA, J. and DOMÍNGUEZ, K. et al. (2008) «The opportunity if not the right to see». The Social justice Education Project, in CAMMAROTA, J. and FINE, M. (eds.) Revolutionizing education. Youth participatory action research in motion. New York, Routledge, 131-151.
STENHOUSE, L. (1970) The Humanities Project. An Introduction. London, Heinemann Educational Books.
THRIFT, N. (2011) Non-representational theory: space, politics, affect. New York, Routledge.
WAGNER, C. M. and KAWULICH, B. (2011) The state of the art of teaching research methods in the social sciences: towards a pedagogical culture. Studies in Higher Education, 36 (1), 75-88. <http://dx.doi.org/10.1080/03075070903452594>
WEBER, M. (2004) Science as a Vocation, in WEBER, M. The Vocation Lectures. Indianapolis and Cambridge, Hackett Publishing Company, 1-31.
WHITE, H. (1978) The Historical Text as Literary Artefact, in WHITE, H. Tropics of Discourse. Essays in Cultural Criticism. Baltimore, The John Hopkins University Press, 81-100.
WRIGLEY, T. (2011) Culture, Class, and Curriculum: A Reflective Essay, in JONES, P. E. (ed.) Marxism and Education: Renewing the Dialogue. New York, Palgrave Macmillan, 11-38.
Villacañas De Castro, L. S. (2014). Epistemology and pedagogy re-examined. The unsuspected potential of John Elliott’s «liberal» pedagogy for teaching content-goals in the social and human sciences. Teoría De La Educación. Revista Interuniversitaria, 26(2), 93–113. https://doi.org/10.14201/teoredu201426193113
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