Chapter 1 - Engaged Pedagogy by

Question #1

kaytlinwilson1 — 2024-06-13 15:21:55 UTC

In Chapter 1 Engaged Pedagogy the author talks about the idea that people believe that intelligence is the most important part of one’s identity as long as you are succeeding in the classroom (Hooks 1994). Have you ever embodied this idea in your own academic career? Has there been a time in your life where you felt like intelligence was the only thing that mattered? What are the negative outcomes of only caring about intelligence and not well being? What are the positive outcomes?

Question #2

kaytlinwilson1 — 2024-06-13 15:22:18 UTC

In Chapter 1 Engaged Pedagogy the author wrote “Most of my professors were not the slightest bit interested in enlightenment. More than anything they seemed enthralled by the exercise of power and authority within their mini-kingdom, the classroom” (Hooks 1994). Thinking about your previous academic experiences, have you ever witnessed a professor who seemed to only care about power and authority? How did this affect your learning experience? If not, how do you think a disinterested, authoritative professor would have affected your academics?

Question #3

kaytlinwilson1 — 2024-06-13 15:22:45 UTC

Throughout Chapter 1 the author talks about “holistic education” and “engaged pedagogy.” The author then mentions that teachers who practice these ideas concern themselves with their own well-being and make connections with their students and the outside world. In your future classroom what approaches and strategies would you use to create a progressive, holistic education for your students? How would understanding yourself and others as human-beings affect your classroom community? Do you have any concerns about a holistic education (think about teacher-student relationships and boundaries)?