Problem-Posing Pedagogy: Response to John Van Dyk

Abstract

Response to John Van DykPROBLEM-POS/NG /S PARTofa larger frame forpedagogy which also includes play and purposeful response. When experience is viewed inclusively and not reduced to its sensory dimensions, knowing can be seen to be about relating. More than the cognitive is in view in both knowing and learning. The context for a problem-posing pedagogy is a world in which we 'fit', a world that is fallen and yet redeemed-at-toot. Learning requires a transformation of experience as we are addressed by the new and different, the 'problems' that call us to new relationships.