Paideia Proposal 2.0

Paideia Proposal 2.0

To this day, I’m still fascinated with Mortimer Adler’s Paideia Proposal. I first heard about it in 2002 in a Graduate course at American University. I admired Adler at the time for his work as an Educational Essentialist and advocate for critical thinking. His model, the Paideia Curricular Framework encompassed both pedagogy and heutagogy concomitantly. His model worked well for his time, however, if updated with the citizenship component from the 5Cs for 21st century education (fig. 1 below), I’m sure that it can be fit for teaching and learning of today.

In an earlier post, Finding the sweet spot in personalized learning, I wrote about the Paideia Proposal as an additional scaffold for personalized learning. What I noticed is that Adler’s Column 1 is directly linked to pedagogy while Column 2 and Column 3 is linked to heutagogy. Pedagogy is defined as a learning and teaching approach that is primarily reserved for learners that are new to concepts, procedures, and topical knowledge. Heutagogy, on the other hand, is defined as “a learning and teaching  approach that is primarily self-directed or self-determined” (retrieved from https://www.educatorstechnology.com/). Table 1 below lists the attributes of pedagogy, andragogy, and heutagogy. For the purpose of this post, I will only be focusing on pedagogy and heutagogy.

Adler’s Paideia Proposal is perfect for personalized learning because the 5Cs are natural by-products of his framework (Table 2 below). What I would like to add to his curricular framework is the notion of student lead instruction rather than the teacher led lectures and an over-reliance on one textbook. In other words, how can students take more onus of the features within column 1 vis-a-vis digital learning tools? I propose that blended learning could be the answer to this question. By incorporating online learning, teachers are more free to facilitate the acquisition of organized knowledge within their classroom and function as a learning coach rather than an absolutist.

What about columns 2 and 3? How can students take more onus of the features within those columns? Column 2 looks very much like an apprenticeship while column 3 looks like inquiry. I propose that project-based learning (PBL) or problem-based learning (PBL) could be the answer to this question. However, to make authentic learning experiences connect with each of the 5Cs, I suggest that the projects or problems that are embedded within the learning experiences be related to citizenship, an important C from the 5Cs that is often neglected. In other words, what projects or problems could be embedded into a learning experience that would benefit the community in which the student is a citizen of? What resources and persons could students have access to that would further develop the student’s intellectual skills while enlarging their understanding of ideas and values?

All and all, Adler’s Paideia proposal is still relevant and necessary for the current teaching and learning course within curricular model theories. Furthermore, by using digital tools and PBL that incorporates community engagement and civic responsibility, Adler’s Paideia Curricular Framework could be upgraded to a 2.0.

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