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American Association of Philosophy Teachers Studies in Pedagogy

Volume 3, 2017

Inclusive Pedagogies

Danielle Lake, Hannah Swanson, Paula Collier
Pages 154-184
DOI: 10.5840/aaptstudies2017101626

Dialogue, Integration, and Action
Empowering Students, Empowering Community

Hoping to expand upon public philosophy endeavors within higher education, the following captures the story behind the course Dialogue, Integration, and Action. The course has yielded a number of innovative pedagogical tools and engagement strategies likely to be of value to philosophy instructors seeking to explore a more participatory, experiential educational approach. As a transdisciplinary, community-engaged philosophy class, it engages students in the theories and practices of deliberative democracy and activism, encouraging the development of dialogic skills for their personal, professional, and civic lives. By documenting the community-instructor-student collaborative design of the university course; the feminist pragmatist philosophic commitments underlying its design; the community-led and student-facilitated dialogue and the subsequent public report, as well as the impact of this work on the students, the community partner, and the instructor, the article highlights the benefits and the challenges of undergraduate philosophic engagement that emerges from and responds to place-based needs.