Pedagogical Constellations: Understanding Contemporary Educational Dynamics
DOI:
https://doi.org/10.69821/constellations.v4i1.61Keywords:
Pedagogical constellations, systems theory, learning, educational interactions, pedagogyAbstract
Within a classroom, a myriad of fascinating phenomena unfolds, revealing a dynamic network of interactions—intersecting gazes, dissipating expectations, and interwoven experiences. The emergent concept of pedagogical constellations offers a valuable perspective for understanding the dynamics of contemporary learning. This phenomenon integrates principles from systems theory, relational pedagogy, active learning theories, and interdisciplinary critical approaches to analyze the inherent complexities of the classroom. By advocating an inclusive and adaptive pedagogy, the approach addresses the demands of modern educational environments, promoting reflective practices that transcend traditional models. The essay examines how pedagogical constellations provide a holistic conceptual framework to envision the classroom as an ecosystem of interdependent interactions, highlighting the significance of technology, culture, social context, and human relationships in shaping cohesive and meaningful educational experiences. Additionally, it explores the capacity of this framework to capture critical tensions among education, art, and politics, thereby fostering transformative pedagogy. Ultimately, it serves as an invitation to reconceptualize the classroom as a living space where human relationships are the driving force behind learning.
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