Learning as exciting, and distinction from fun  20973

The first paradigm that shaped my pedagogy was the idea that the classroom should be an exciting place, never boring. And if boredom should prevail, then pedagogical strategies were needed that would intervene, alter, even disrupt the atmosphere. Neither Freire’s work nor feminist pedagogy examined the notion of pleasure in the classroom. The idea that learning should be exciting, sometimes even “fun,” was the subject of critical discussion by educators writing about pedagogical practices in grade schools, and sometimes even high schools. But there seemed to be no interest among either traditional or radical educators in discussing the role of excitement in higher education.

Excitement in higher education was viewed as potentially disruptive of the atmosphere of seriousness assumed to be essential to the learning process.

Array
(
    [_edit_lock] => Array
        (
            [0] => 1515854879:1
        )

    [_edit_last] => Array
        (
            [0] => 1
        )

    [inlibrary] => Array
        (
            [0] => "20966"*p7
        )

)