Language games: Reimagining learning conversations in art education

Abstract

This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their own valuable original ideas and backgrounds.

“Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course

“…Providing students with authentic learning opportunities has been a recurring theme in the scholarship of teaching and learning in higher education and in the pages of this journal in particular (Hammersley, 2016; Reynaud and Northcote, 2014; Riddell, 2017). Similarly, discussion of how to improve humanities instruction in higher education has increasingly focused on student-centered teaching methods and inquiry-based learning (American Historical Association, 2016; Association of American Colleges and Universities, 2017).…”