Metacognition’s potential for Existentialism in classrooms

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2023-12-01 DOI:10.2478/jped-2023-0014

Nesrin Ozturk

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引用次数: 0

Abstract

Abstract The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.

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元认知在课堂存在主义中的潜力

摘要教育的工具性和标准化对于当代社会的运作可能很重要。然而，将教育简化为可衡量的能力可能会导致人类价值的丧失。事实上，当教育与个人的现实相关联时，它才变得真实。存在主义教育注重学生的自由和能动性，但也有人批评它没有连贯和令人信服的教育指导。这篇分析比较论文认为，存在主义的前提和元认知的组成部分可以相互作用。元认知意识和对本质的思考为个性和自主性奠定了基础，而元认知知识则与自我认识有关，通过自我质疑和对话性接触，不接受现成的概念。此外，元认知体验可能会模仿生存危机，在危机中，个体进行高度自觉的思考，元认知知识和调节同时帮助个体应对失败或焦虑。在这种体验中，元认知调节可能有助于个体在建设自我或处理困难时做出自由选择和负责任的参与。从这个意义上说，加强元认知可以通过建立充分的自我认知和调节思维，帮助个体过渡到现有阶段。最后，本文介绍了一套培养元认知的教学法，有可能在主流课堂上促进存在主义态度或行为。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.