Beyond a pedagogy of reason: exploring a pedagogical approach for a non-Western context

Aamna Pasha
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引用次数: 1

Abstract

Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations – specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of rahma (compassion and mercy) and adl (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social change.
超越理性教学法:探索非西方背景下的教学方法
全球教育是一个广泛的领域,其教育传统植根于培养学习者参与复杂和相互依存的世界,并对地球的需求作出反应的目标。本文探讨了现有的教学方法,以证明在非西方背景下,需要与现有的宗教文化取向建立更大的联系——特别是,超越理性教育学,即理性的、线性的、逻辑的方法,低估了一系列人类经验,在非西方背景下,在发展联系感和对社会正义问题的承诺方面是独立不足的。通过考察另一种教学模式,本文认为,在巴基斯坦这样的背景下,以伊斯兰价值观rahma(同情和仁慈)和adl(正义)为指导的全球教育框架,可以证明在发展承诺和鼓励社会变革行动方面是有价值的。
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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59 weeks
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