Towards an emancipatory pedagogy in service courses and user departments

Critical thinking has led teachers of service courses and their user departments into common pedagogies. Motivated by calls from industry for students with problem-solving abilities, both service courses and their user departments have incorporated higher-level thinking modes into their assignments....

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Bibliographic Details
Published in:Technical communication quarterly 1999-07, Vol.8 (3), p.269-283
Main Authors: David, Carol, Kienzler, Donna
Format: Article
Language:English
Subjects:
Collaboration
Communication
Core curriculum
Critical Thinking
Cultural differences
Curricula
Education
Educational Objectives
Higher Education
Instructional Innovation
Interpreters
Introductory Courses
Knowledge
Learning
Pedagogy
Philosophy
Postmodernism
Problem Solving
Rationality
Schools
Science
Social sciences
Students
Teachers
Teaching Methods
Teamwork
Technical writing
Thinking Skills
Translators
Writing instruction
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Summary:Critical thinking has led teachers of service courses and their user departments into common pedagogies. Motivated by calls from industry for students with problem-solving abilities, both service courses and their user departments have incorporated higher-level thinking modes into their assignments. Applying the interpretive mode of rationality posited by Habermas, innovative teachers are changing their pedagogical methods from the simple transference of information from teacher to student to assignments requiring team projects where students grapple with parametric problem solving that demands interpreting complex data. Applying the emancipatory mode of rationality, some assignments involve outside clients and working with community-based social and political issues.
ISSN:1057-2252
1542-7625
DOI:10.1080/10572259909364668