About the course "The Principles of Learning"

 

    The course The Principles of Learning provided us with an engaging introduction to the various perspectives on human learning within educational contexts. It examined theories and research about learning through the lenses of education, psychology, and neuroscience, offering a holistic view of how people learn. For us, the course emphasized connecting theoretical approaches to personal experiences and practical applications, encouraging us to critically reflect on our knowledge and practices. As a foundational course, it was required for all MEd and MA students, underscoring its importance in developing a strong academic and practical understanding of learning principles.

    The learning outcomes of the course were transformative, aiming to foster in us a critical awareness of learning theories and educational research, including their scopes and limitations. Through a culture of disciplined inquiry, we participated in collaborative and independent practices, reflecting deeply on the boundaries of our knowledge. The course challenged us to interrogate our identities and beliefs about education, learning, and knowledge while recognizing the cyclical and recursive nature of learning itself. By producing and analyzing artifacts, we gained a profound understanding of our own developmental processes as learners. This course not only deepened our theoretical knowledge but also enhanced our ability to create sound and reflective environments for learning.    

    On a personal level, I believe I have successfully achieved both the course objectives and the personal goals I set for myself. Through active engagement with the course materials, discussions, and practical applications, I have developed a deeper understanding of learning theories and educational research. This process allowed me to critically reflect on my own knowledge, question my assumptions about education, and enhance my ability to create effective learning environments. The opportunities to apply theoretical concepts to my own experiences and practices have been especially rewarding, solidifying my confidence in my growth as both a learner and an educator.

    Our instructor for The Principles of Learning was Dr. Robyn Ruttenberg-Rozen, a highly accomplished educator and researcher with a wealth of experience in inclusive education. Prior to joining Ontario Tech University, Dr. Robyn worked as a classroom teacher, administrator, and inclusion consultant. At Ontario Tech, her research focuses on inclusion in STEAM education, particularly on the tensions and possibilities of fostering belonging and inclusion in learning environments. Her work emphasizes the needs of underserved, culturally diverse, and exceptional populations of learners and their teachers, aiming to create equitable and supportive educational experiences.

    Dr. Robyn designed this course to help us explore learning in its many forms, using our experiences as a foundation for understanding. Through her guidance, we delved into the theories of major thinkers in the field and engaged in meaningful discussions to challenge assumptions about learning and teaching. She encouraged us to use ourselves as examples, fostering a collaborative and reflective space for everyone. Her goal was to create an environment of belonging while supporting deep, critical engagement with the material. Her passion for teaching and her dedication to inclusive education made this course an inspiring and transformative journey for all of us. 

   I would like to express my sincere gratitude for all the incredible support she provided to us throughout the course. Her guidance, encouragement, and dedication were truly invaluable, making our learning journey both enriching and inspiring.

About me

    

My name is Thi Nga Nguyen, but you can call me Fiona. I come from Vietnam, a beautiful and hospitable country in Southeast Asia. For over 20 years, I have devoted my life to education as a teacher, an editor for a scientific journal, and an educational manager. I take pride in inspiring young educators and helping them discover their passion for teaching. I am pursuing a Master’s degree in Education at Ontario Tech University, a decision driven by my desire to grow and make a greater impact.

Despite my experience, I recognize my limitations. My knowledge and expertise have been shaped entirely within the Vietnamese education system, which has left me with a narrow perspective of global education and its philosophies. This has held back both my growth and my ability to contribute more meaningfully. Another challenge I face is adapting to the integration of technology in teaching. For years, I was content with traditional methods, but I have realized that clinging to the familiar means falling behind in a rapidly transforming world through innovation.

​What truly drives me is my love for education, my students, and my commitment to nurturing young teachers. This passion has grown stronger over the years, and although I once contemplated leaving this profession, I now know that education is my life’s calling. To honour this, I made the bold decision to leave my comfort zone and pursue a second Master’s degree in Canada. I wanted to challenge myself, broaden my horizons, and discover new ways to make a difference.

​After nearly one semester at Ontario Tech University, I can say with confidence that this journey has been one of the best decisions of my life. It hasn’t been easy, but every moment has been worth it. I am learning so much, not just from the lectures and assignments, but from the professors, my classmates, and the Canadian education system as a whole. This year is a gift, and I am determined to make the most of it, to grow, and to return home stronger, wiser, and more inspired than ever before.

Artefact 2: Learning through Behaviorism

    While learning about the theory of behaviorism, our teacher showed us two videos on traditional teaching methods, where the teacher was the sole speaker, delivering information from start to finish, and students were passive listeners, not allowed to speak or ask questions. Instead, they were expected to take notes in their notebooks. This approach aligns with the behaviorism theory. So, what does learning happen in behaviorism theory?

    Behavioral learning theory is a branch of psychology that focuses on how people learn through their interactions with the environment. It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment. According to this theory, learning is a change in observable behavior that results from experience. The theory of behaviorism assumes that human and animal behavior can be understood solely through conditioning. 

                                         

    Behaviorists argue that human and animal behavior can be fully explained through conditioning and observable physical actions, emphasizing that psychology should focus on measurable behaviors rather than internal thoughts or emotions (Watson, 1913). They assert that changes in the external environment, such as stimuli, can manipulate these behaviors, establishing stimulus-response relationships as the core concept of behaviorism (Skinner, 1953). This approach excludes subjective elements like thoughts and emotions, which are central to other psychological theories.

    Behaviorism provides a systematic approach to understanding and modifying behavior through conditioning, making it effective in environments like classrooms and therapeutic settings. The focus on observable and measurable behavior allows for clear and practical applications, such as reinforcement and punishment to encourage desired actions and discourage unwanted ones (Watson, 1913). The scientific approach of behaviorism, rooted in empirical research, offers a foundation for developing and testing interventions, ensuring they are effective and replicable (Skinner, 1953). Additionally, behaviorism has been used successfully in behavior modification programs, educational strategies, and training environments where specific behaviors need to be learned or changed. Its simplicity in explaining cause-and-effect relationships is beneficial for designing targeted interventions.

    However, behaviorism also has significant limitations. It exclusively focuses on external behavior, neglecting the internal processes that influence learning and behavior, such as thoughts, emotions, and cognitive functions (Chomsky, 1959). This omission makes it inadequate for understanding more complex human experiences, like creativity, problem-solving, and personal development. Behaviorism’s one-dimensional view fails to consider individual differences in learning, where personal background, motivations, and internal experiences play a critical role. It also adopts a deterministic perspective, implying that behavior is shaped entirely by external stimuli, which disregards personal agency and the role of free will in shaping behavior (Bandura, 1977). This reductionist approach limits its ability to fully capture the richness and complexity of human psychology.

In large classes, behavioral learning theory still works well

    As a teacher, I constantly explore various teaching methods and learning theories, carefully examining the strengths and weaknesses of each. I strive to creatively adapt these theories to the specific context of my classroom and the unique needs of my students. My goal is to encourage active student engagement and foster a love for learning, ensuring they achieve the desired educational outcomes. No single method or theory is perfect for all situations or educational conditions. Therefore, teachers must be proactive and thoughtful in selecting teaching strategies that align with the characteristics, needs, and interests of their students. In large classes, behavioral learning theory can still be highly effective. Its focus on observable behaviors and structured reinforcement strategies allows teachers to manage and guide student behavior efficiently. Techniques such as positive reinforcement, clear instructions, and consistent consequences can help maintain order, promote participation, and encourage desired actions even in settings with many students. Moreover, the straightforward nature of this approach makes it scalable, enabling educators to implement it uniformly across a large group.

Photo of a teaching training course (2022)

References:

Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

Chomsky, N. (1959). Review of B.F. Skinner's Verbal Behavior. Language, 35(1), 26-58.

Skinner, B. F. (1953). Science and Human Behavior. Free Press.

Watson, J. B. (1913). Psychological Care of Infant and Child. W.W. Norton & Company

Artefact 1: The learning theories illustrated by the story of learning to ride a bike

 

The image of the bicycle I learned to ride when I was 6

    That was the first class of The Principles of Learning course when Dr. Robyn asked us to share a story about how we learned to ride a bicycle. When a classmate shared that they were taught by their parents, while I learned by watching adults and mimicking their actions, trying, practicing, and eventually mastering it after several falls and injuries. I learned to ride a bicycle at the age of 6. Back then, 37 years ago, there were no bicycles for children in my country, so you can imagine how challenging it was to learn such a skill. After sharing this story, the teacher connected it to the theoretical knowledge we had learned in class, highlighting the importance of self-discovery, learning from experience, and personal significance in the learning process.

    From the example, Dr. Robyn introduced us to the theories of learning which appeared to be quite new to many of us. 

Constructivism

    Knowledge is the scope of possible experiences and meanings. Learning to ride a bike is not just about mastering a physical skill but also integrating personal insights and experiences. It illustrates how knowledge is not a static collection of facts but a dynamic framework that evolves through interactions with the environment, cultural contexts, and individual understanding (Piaget, 1952). I learned to ride by watching others, experimenting, and adjusting my actions based on feedback and personal experience. This process reflects how knowledge is constructed actively, integrating new experiences with existing understanding. The knowledge gained was not merely about staying upright on a bicycle, but about making meaning from the physical process, adapting my techniques as I learned to navigate the bike. This is consistent with the constructivist view that knowledge grows through interaction and personal experience.

    The process of learning to ride a bike illustrates how learning is about making meaning from one’s own actions and from feedback. This process involves adjusting my technique based on trial and error, as well as from observing and receiving guidance from others (Vygotsky, 1978). It shows the importance of reflective practice and how new knowledge is constructed through active engagement with the environment. In the classroom, the teacher’s role in prompting students to share their stories, like learning to ride a bike, illustrates how teaching is less about information delivery and more about creating opportunities for students to connect their personal experiences to new learning. This approach aligns with constructivist views that learning is not just the acquisition of facts but an active process of integrating new knowledge into one’s existing framework of understanding.

Phenomenology

    Learner as an experiencer. My story about learning to ride a bike demonstrates that learning is a deeply personal process influenced by social interactions such as observing and mimicking adults. This process is not just about acquiring a new skill but understanding and internalizing new ways of interacting with the world through embodied practice (Husserl, 1983). The experience underscores the role of social relationships in learning, where observing others provides a scaffold for your practice. When I shared my story, explaining how I learned through trial and error and by mimicking others, it highlighted the importance of these social relationships in learning. This reflects a phenomenological approach where the self learns through interaction and the embodiment of new skills within a social context.

Author & The Research Methods Consortium. (Year). Doctoral Research Methods in Social Work (R. L. Mauldin, Ed.)

    Additionally, teaching is prompting reflection of meaning-making. In the classroom example, where Dr. Robyn asked students to share their stories of learning to ride a bike, it highlights the importance of reflection in learning. The teacher’s role was not merely to present facts but to create a space for students to connect their experiences with new knowledge (Van Manen 1991). This approach emphasizes the need for educators to prompt students to reflect on their personal experiences and integrate them into broader knowledge frameworks. Your story of learning to ride a bike provided a reflection on the challenges, adjustments, and insights gained from personal experience. This illustrates how learning is not just about receiving information but about making meaning from it and contextualizing it within personal and social experiences.

References:

Author & The Research Methods Consortium. (Year). Doctoral Research Methods in Social Work (R. L. Mauldin, Ed.). Mavs Open Press. https://uta.pressbooks.pub/advancedresearchmethodsinsw

Husserl, E. (1983). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy: First book, General introduction to a pure phenomenology. Kluwer Academic Publishers. 

Merleau-Ponty, M. (1945). Phenomenology of perception. Routledge.

Piaget, J. (1952). The origins of intelligence in children. W.W. Norton & Company.

Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. SUNY Press. 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Artefact 4: Learning through Teaching

 

    In this course, we were asked to independently learn a technology and then teach or guide a classmate. I chose Miro for this task because the software offers a wide range of useful applications such as mind maps, flow charts, Kanban boards, and many other tools. Previously, when working in my organization, I had to use different applications to work with these tools. However, in this lesson, my teacher introduced me to Miro, a platform that integrates all the tools I had used before. This was very convenient and helped me save time and effort when collaborating, organizing, and sharing information effectively. making it more convenient for managing and sharing information.

    Miro is a collaborative online software that facilitates effective teamwork through a digital whiteboard. Designed to support virtual meetings, workshops, and group projects, Miro provides a creative and flexible workspace with a variety of visual tools. Using Miro, users can create, share, and edit digital whiteboards, brainstorm ideas, organize plans, and store information. Its drag-and-drop interface makes it easy to add text, images, videos, sticky notes, and various visual diagrams to illustrate ideas. Miro also integrates with many other tools such as Google Drive, making it more convenient for managing and sharing information.

    Moreover, Miro offers features like mind mapping, flow diagrams, and group notes, making it a valuable tool for remote teams who need to interact and collaborate effectively in an online environment. This makes it especially useful for teams working on complex projects that require visual organization, brainstorming, and real-time collaboration. For me, I particularly like the Kanban tool because it aligns with my work habits both in my personal life and in the office, where I guide my staff in maintaining transparent workflows. My company has implemented this method in our operations, and it has been very effective. The challenge was using sticky notes of various colors and placing them on large boards at the office. However, using this tool on Miro would have been very beneficial because it would have saved a lot of effort and time by leveraging technology more effectively.

    Before guiding a classmate on how to use this software, I documented the use of Miro by using the mind map, which is also one of the most useful tools.

    At the beginning, I had a few challenges because it was my first time using this software. I had to read the instructions and go through tasks on the platform. Although I wasn’t fully proficient, I was able to understand enough to introduce and guide a classmate in using this software. As a result, they understood how to use the software and could immediately start creating a mind map. I was very happy that I could not only understand it myself but also introduce Miro and help my classmate apply it successfully.

    For me, teaching others is the highest level of learning. It is a powerful educational strategy that not only reinforces knowledge but also enhances various cognitive and social skills. Research by Fiorella and Mayer (2013) suggests that when students teach others, they organize and synthesize information at a deeper level, which improves their understanding and retention of the material. This approach requires them to explain concepts clearly, anticipate questions, and address misunderstandings, thereby promoting critical thinking and communication skills. Moreover, it encourages active engagement with the material, as students must think about how to effectively convey their knowledge to others. This method not only deepens students' understanding but also boosts their confidence in using what they have learned in practical, real-world situations.

References:

Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288. https://doi.org/10.1016/j.cedpsych.2013.06.001

Artefact 3: Learrning through Constructivism

    In one of my classes, Dr. Robyn showed us the video "Teachers Guess Teen Slang" by BuzzFeed Video which features teachers trying to interpret and guess the meanings of various slang terms commonly used by teens. The lighthearted and humorous format highlights generational differences in language while showcasing the teachers' attempts to decode phrases like "salty," "extra," and "lit." This activity serves as both an entertaining exercise and a reflection on how language evolves within different age groups.

    Constructivism is a learning theory that comes from the work of Jean Piaget and Jerome Bruner, who studied how people develop their thinking. Later, Lev Vygotsky added the idea that social interaction, like talking and working with others, plays a big role in how we learn (David, 2016). This theory says learning isn’t something a teacher just gives to a student; instead, students build their own understanding through their experiences and how they see the world.

    In this approach, learning focuses on the student. It encourages asking questions, exploring, and discovering. Teachers still help by giving guidance and support, called scaffolding, to make it easier for students to connect new knowledge with what they already know. Vygotsky called this stage of learning the “Zone of Proximal Development” and said that things like family, friends, and culture affect how students learn.

      The 5Es model: Engage, Explore, Explain, Expand, and Evaluate, created by Rodger W. Bybee, is a helpful way to apply this method (Bybee et al., 2006). Constructivist teaching works well for tasks that involve critical thinking and solving problems. Students do hands-on activities, work together, and think about different viewpoints. In this way, the process of learning—how students learn—is just as important as what they learn.

    Looking back at the video above, when applying the theory of teachers exemplify constructivist principles by highlighting how individuals actively build knowledge through interaction and contextual experiences. In the video, teachers encounter unfamiliar slang terms used by teenagers, prompting them to rely on prior knowledge and social cues to infer meanings. This aligns with the constructivist view that learners construct new understanding by connecting new information to existing cognitive frameworks. The humor and collaborative atmosphere in the video further demonstrate the importance of social interaction in learning, a core tenet of constructivism. By engaging in this dynamic process, teachers mimic how learners explore and make sense of culturally relevant, authentic material.

    Moreover, the video illustrates the situated nature of learning, a fundamental aspect of constructivism. Teen slang is embedded within specific social and cultural contexts, making it meaningful and accessible only through interaction with those communities. As the teachers attempt to grasp the meanings, they participate in an iterative process of trial, reflection, and adaptation, which mirrors real-world learning environments where knowledge emerges through active engagement rather than passive reception. This connection underscores how constructivist approaches prioritize context and collaboration, promoting deeper understanding through experiential and social learning.

 Photo of one training course for primary teachers (2022)

    For me, when applying constructivism, course objectives must be broken down into specific lesson objectives. Alongside goals related to attitude, character, and knowledge, I always aim for students to produce an outcome that reflects the newly acquired knowledge integrated with previous lessons. Most importantly, this outcome must align with each student’s experience, abilities, and characteristics, ensuring that the learning process is meaningful and personalized. By fostering an environment where students actively construct their own understanding, I believe they are better equipped to connect theory with practice and develop skills that are relevant to their individual growth. As a result, the assessment of learning outcomes also needs to be customized for each individual student, focusing not only on academic achievements but also on their personal learning journey.

Trainees are encouraged to speak and question

References:

BuzzFeedVideo. (2018, March 12). Teachers guess teen slang [Video]. YouTube. https://www.youtube.com/watch?v=fD1xerWGhyY&t=72s&ab_channel=BuzzFeedVideo

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006, June 12). The BSCS 5E Instructional Model: Origins and Effectiveness. Retrieved June 26, 2019, from https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf

David L. (2016). Constructivism. Retrieved June 3, 2019, from https://www.learning-theories.com/constructivism.html

Artefact 5: Group work - Building a website

 

    The concept of Legitimate Peripheral Participation (LPP), which was introduced by Jean Lave and Etienne Wenger, is a framework for understanding how individuals learn by becoming part of a community of practice. It emphasizes that learning occurs not in isolation but as an integral part of engaging in social practices alongside more experienced members of a group. It is stated that “…all learning is situated in practice and represents a progression from legitimate peripheral participation to more central, expert participation in that practice; learning can be seen as a form of apprenticeship” (Lave & Wenger, 1991).

    Actually, this model illustrates that learning occurs through participation in social practices, akin to an apprentice learning from a master. Learners start on the periphery, engaging in simpler tasks, and gradually assume more complex roles as they gain experience and competence. As they become more engaged, they move towards full participation, reflecting both their growing expertise and the trust of the community. This approach highlights that learning is embedded in the cultural, social, and historical contexts in which it occurs, emphasizing learning as a social practice where knowledge and skills are transmitted through participation in meaningful activities.

    In the course, we had a task, to apply the aforementioned concept, in which our group of five, created a vocabulary-learning website on Weebly. Working on our vocabulary-learning website was a challenging yet rewarding experience for us because at first, my group and I struggled for a week. We were confused about the task requirements, and our limited technological skills made things even harder. This initial phase reflected what situated learning theory describes as legitimate peripheral participation—we were beginners learning to find our footing.

Our group's website: https://zoeshaneicenehaximranfiona.weebly.com/

    By the second session, everything started to make sense. Through group discussions and the support of Dr. Robyn, we finally understood what was expected of us. This clarity led to a breakthrough: we came up with a creative plan to present vocabulary using learning theories like constructivism, behaviorism, and cognitivism. For example, we used quizzes to reinforce vocabulary (behaviorism) and created activities where learners could share how they use words in real life (constructivism).

    This progress felt like a transition from being beginners to becoming confident participants in the project. Dr. Robyn’s guidance was like the mentorship described in an apprenticeship—helping us move closer to mastery. Collaborating with my group also made a big difference. We shared ideas, learned from each other, and grew stronger as a team. Overall, this project taught me that learning isn’t just about absorbing knowledge; it’s about practicing, overcoming obstacles, and growing with the help of others. This experience showed me the power of community and support in learning, and how we can achieve great things when we work together.

References:

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Artefact 7: "All education is a struggle over what kind of future you want for young people"

    Henry Giroux, a prominent figure in critical pedagogy, discusses the role of education in shaping society and its ideologies in an interview. He argues that education is never neutral but always serves particular ideological functions, whether it promotes democratic values and critical thinking or upholds market-driven and authoritarian models. Giroux criticizes what he terms “pedagogies of repression,” which suppress imagination and critical thought, favoring rote learning and compliance over critical engagement. He emphasizes that understanding the ideological role of education is crucial for recognizing how it shapes knowledge, power, and social values. This discourse highlights the importance of rethinking educational approaches to foster critical thinking and agency among students, especially in times of uncertainty.

    Henry Giroux's statement, "All education is a struggle over what kind of future you want for young people," reflects his belief that education is a deeply political process. According to Giroux, education is not just about imparting knowledge or skills; it is about shaping values, identities, and social relationships. The struggle over educational content and methods is fundamentally a struggle about the kind of society we want to create and the role that future generations will play within it.

    This perspective aligns with Giroux's broader critique of educational neutrality. He argues that educational systems inherently reflect the values and power structures of the society in which they operate. By emphasizing that education is a struggle over future possibilities, Giroux highlights the importance of understanding how educational practices reproduce or challenge societal norms and power dynamics.

    The statement also underscores the need for an active, engaged approach to education that encourages students to think critically about their world and their place within it. It challenges educators to consider how their teaching can empower students to be agents of change rather than passive recipients of knowledge.

Temple of Literature, Hanoi: The symbol of education and traditional values of Vietnam

    After watching the video-sharing of Henry Giroux about education, I was truly shaken by his view of education as a struggle for the future of children. With over 20 years of experience in education in a developing country like Vietnam, I often find the process of educational reform in our country exhausting. Frequent changes in curriculum and textbooks every 2-3 years leave educators, students, and parents feeling worn out and confused. Students face intense pressure in exams as they transition from secondary to high school and then to university, with competition being fierce not only among peers but also among parents who are deeply involved in their children's academic journey.

    I fully agree with Henry Giroux’s assertion that education is not neutral but rather a battle for the future of young generations. In Vietnamese society, we are not only fighting to provide quality education but also to ensure that humane values and critical thinking are maintained and developed. This is crucial in helping my students not only grasp knowledge but also develop a critical mindset and the ability to cope with societal changes. Through Giroux’s sharing, I realized that education is not merely about imparting skills and knowledge but also equipping students with the ability to think critically and face future challenges. This lesson helped me reassess how I am teaching and how I can make education more meaningful, not just in terms of grades but also regards shaping the future of my students.

References:

França, J. (2019). Henry Giroux: “Those arguing that education should be neutral are really arguing for a version of education in which nobody is accountable”. Retrieved from https://lab.cccb.org/en/henry-giroux-those-arguing-that-education-should-be-neutral-are-really-arguing-for-a-version-of-education-in-which-nobody-is-accountable/

Artefact 8: Critical engagement pedagogy by Bell Hooks

 

    In our course, we were assigned a group project that involved reading a book, discussing its educational theories, and reflecting on them before presenting our insights to the class. My group chose the book "Teaching to Transgress" by Bell Hooks. This book was the perfect choice, as it broadened our understanding of numerous theories on teaching and learning.

    Here, I would like to share the aspect I found most profound and impactful from both reading the book and engaging in discussions with my group: Bell Hooks’ theory of critical engagement pedagogy.

    Bell Hooks’ critical engagement pedagogy emerged from the confluence of two major intellectual influences: Paulo Freire and Thich Nhat Hanh. She considered them as the two of the "teachers" who have touched her deeply with their work (Hooks, 1994). 

    Paulo Freire’s work, particularly "Pedagogy of the Oppressed," introduced Hooks to the concept of education as a practice of freedom. Freire’s critique of the “banking model” of education, which views students as passive recipients of knowledge, inspired Hooks to envision an alternative, one rooted in dialogue, critical reflection, and the co-creation of knowledge. Freire’s emphasis on critical consciousness also resonated with Hooks, who saw education as a means to empower individuals to recognize and challenge systemic oppression.

    Thich Nhat Hanh’s teachings on mindfulness and interconnectedness further shaped Hooks' educational philosophy. His emphasis on living in the present moment and cultivating compassion informed her belief in addressing the emotional and spiritual dimensions of learning. By integrating these influences, Hooks developed a pedagogy that is not only intellectually rigorous but also deeply humane, valuing the full humanity of both teachers and students.

    At the heart of Bell Hooks’ critical engagement pedagogy is the idea of education as a tool for liberation. For Hooks, education should empower students to question societal norms, resist oppressive systems, and envision transformative possibilities. This requires moving beyond traditional teacher-centered methods. Instead of acting as authoritative figures, teachers become facilitators of dialogue, creating spaces where students actively participate in the learning process.

    Hooks also emphasized the importance of holistic engagement in education. Inspired by Thich Nhat Hanh, she advocated for an approach that nurtures the mind, body, and spirit. This holistic focus allows students to connect deeply with their learning, recognizing its relevance to their lives and communities. Moreover, Hooks championed inclusivity and representation in the curriculum. She called for integrating voices from marginalized communities, challenging the dominance of Eurocentric, patriarchal narratives, and fostering a sense of belonging for all students.

    Another key aspect of her pedagogy is critical thinking. Hooks believed that education should encourage students to question power dynamics, challenge assumptions, and develop their voices as agents of resistance. By cultivating these skills, education becomes not just a means of personal development but a pathway to collective liberation.

    Bell Hooks’ critical engagement pedagogy has profoundly influenced modern education, promoting inclusivity, active learning, and critical thinking. Its strengths lie in its transformative potential. By fostering student agency, Hooks’ approach empowers learners to become active participants in their education and advocates for social change. Her emphasis on representation and diversity addresses long-standing issues of marginalization in traditional curricula, making education more equitable and reflective of diverse experiences. Additionally, her focus on emotional and spiritual dimensions resonates with contemporary efforts to prioritize student well-being in education.

    However, the implementation of Hooks’ pedagogy faces significant challenges. Institutional barriers, such as standardized testing and rigid curricula, limit opportunities for the dialogical and flexible approaches she champions. Many educators also struggle with transitioning from traditional authoritative roles to facilitators of dialogue and collaboration, particularly in environments that prioritize efficiency over depth. Cultural resistance to integrating mindfulness and emotional engagement in learning further complicates the application of her ideas, especially in contexts where these elements are undervalued.

    In conclusion, Bell Hooks’ critical engagement pedagogy represents a radical reimagining of education as a liberatory and inclusive practice. By centering dialogue, diversity, and holistic learning, her approach challenges traditional models and inspires transformative possibilities in the classroom. While there are practical challenges to fully implementing her vision, her ideas continue to provide a powerful framework for educators seeking to create meaningful and equitable learning experiences. 

References:

Freire, P. (1970). Pedagogy of the oppressed, London and New York: Penguin Books.

Hanh, T. N. (1991). Peace is every step: The path of mindfulness in everyday life. Bantam Books.

Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom, New York and London: Routledge.

Artefact 6: Learning through Embodying

 

    In my classroom, Dr. Robyn showed us a video titled "Dancing Braid into Being: Exploring Mathematics through Dancing." This video deeply resonated with me as it vividly demonstrated the concept of learning through embodying. The use of dance allowed students to physically engage with mathematical concepts, translating abstract ideas into tangible experiences. This approach aligns with the concept of embodied cognition, where learning is enhanced by integrating physical activity and sensory experiences. The video highlighted that through movement, students could better grasp abstract mathematical patterns and relationships, bridging the gap between theory and practical understanding. Embodied, arts-based math learning helps students understand abstract concepts through multisensory experiences, making learning more engaging and effective.

    Cognitive scientists Francisco J. Varela, Evan Thompson, and psychologist Eleanor Rosch in their book "The Embodied Mind: Cognitive Science and Human Experience" explore how traditional views of selfhood as a unified and grounded subject can be reconciled with a more fragmented and situated understanding presented by cognitive science. They integrate insights from phenomenology and Buddhist philosophy to argue against the mechanistic and representational models of early cognitive science.

    This book criticizes these early approaches for their reductionist view of the mind and emphasizes a more emergent perspective in line with complexity theory. It highlights how our cognitive processes are deeply intertwined with our embodied experiences, suggesting that understanding the self requires considering the body’s interaction with the environment and context. The authors' radical conceptualization of the self aligns with the growing field of embodied cognition, which looks at how the body shapes and influences cognition, perception, and consciousness. “By using the term embodied we mean to highlight two points: first that cognition depends upon the kinds of experience that come from having a body with various sensorimotor capacities, and second, that these individual sensorimotor capacities are themselves embedded in a more encompassing biological, psychological and cultural context" (Varela et al., 1991).

In-class embodying activity

    With my experience as a high school teacher, university educator, and the mother of two children, I find that the method of embodying is highly beneficial for young students as well as for beginners learning a new language. This approach allows students to engage with content in a physical, hands-on way, which not only makes learning more engaging but also helps them understand and internalize concepts more effectively. For young students, it makes abstract ideas more concrete, while for language learners, it aids comprehension by associating words and phrases with actions and movements. This multi-sensory approach is especially useful for creating connections between new knowledge and the learner's everyday experiences.

   Additionally, incorporating real objects and body movements into lessons is particularly beneficial for young students and beginners learning a new language. It enhances learning by creating connections between theoretical knowledge and physical experience, making it easier for students to grasp and remember concepts. This approach not only makes learning more engaging but also helps students internalize knowledge more deeply​.

References:

Varela, F. J., Thompson, E., & Rosch, E. (1991). The Embodied Mind: Cognitive Science and Human Experience (pp. 172–173). MIT Press.