Debating Post-Critical Pedagogy: A Conversation in Letters

Abstract

This contribution discusses objections to and concerns with the concept of post-critical pedagogy in general and Wortmann’s introduction to the topic in issue 9 of On Education (Wortmann, 2020) in particular. In the first section, Selma Haupt identifies three main issues as missing in post-critical pedagogy: first, the lack of a concrete notion of what counts as critical pedagogy, second the lack of criteria for what is good in education, and third the lack of connection to established research traditions within education. In the second section, Kai Wortmann responds to these issues, and in the third section, Selma Haupt reflects on her reading of post-critical thinking. While objections remain, she attempts to capture what post-critical pedagogy may mean.

Gamification in Education

“…Beside the direct benefits that this process has for learners, it also enables instructional designers to evaluate whether the choice of games met students' motivation and interest, the particular elements they liked more, and the aspects of the games that challenged them the most, as well as how they managed to overcome the presented challenges [85]. Discussion-based, group-oriented, or peer-to-peer reflection can be carried out with more advanced learners based on a set of predefined guidelines [86,87].…”