A Civil Society-Based Approach to Teaching and Learning in Social Sciences
The paper seeks to demonstrate the value-creating potential of a civil society-based approach to teaching and learning in social sciences. Epistemologically, it conceptualizes 'civil society' as a multiconstituent locus of cross-cultural learning 'nodes' and teaching 'modes'. Ontologically, it conceives of civil society's constituents in their capacities as 'learners' and 'teachers' (1) as producers, disseminators and consumers of 'value' creating discursive and social practices, (2) as citizens bearing rights and responsibilities, and (3) as nominally ethical persons in and of civil society. The paper takes the phenomenology of discourse as its methodological guide. Its framework involves examining, first, how daily life's discursive and social practices of civil society's constituents as 'learners' and 'teachers' can be articulated so as to inform and potentially enhance the net pedagogical value ('public good') and, second, how the realized potential of the 'value-added' chain can effectively be blended 'de-compartmentalized' into the typically (inter-, multi-, trans-disciplinary) departmentalized structures.
Keywords: Civil Society, Teaching/Learning, Value-creating Potential, Net Pedagogical Value ('Public Good'), Decompartmentalization
Dr. Jan Krouzil
Contract Faculty and Tutor, Division of Social Science, York University