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Article
Dewey Addams, and Beyond: A Context-Sensitive, Dialogue-Driven, Action-Based Pedagogy for Preparing Students to Confront Local Wicked Problems
Contemporary Pragmatism (2015)
  • Danielle L Lake
Abstract
Traditional, theoretical pedagogical practices based in disciplinary expertise generally fail to prepare students for high-stakes, public problems. In contrast, “Wicked Problems of Sustainability” is an undergraduate course designed to provide students with the opportunity to redress complex, local problems through an experiential, community-engaged model. By implementing pedagogy developed through the integration of a feminist pragmatist framework with the literature on wicked problems, this course offers opportunities to impact real problems, develop skills, and foster virtues necessary for tackling public problems. Given the value of this work, but also the difficulties, this article highlights the potential pitfalls of community work on wicked problems in addition to providing a series of recommendations for a pragmatic, community-based, experiential pedagogy in a “wicked” world.
Keywords
  • John Dewey,
  • Jane Addams,
  • wicked problems,
  • experiential learning,
  • community-based teaching
Disciplines
Publication Date
Winter 2015
DOI
10.1163/18758185-01202005
Citation Information
Danielle L Lake. "Dewey Addams, and Beyond: A Context-Sensitive, Dialogue-Driven, Action-Based Pedagogy for Preparing Students to Confront Local Wicked Problems" Contemporary Pragmatism Vol. 12 Iss. 2 (2015) p. 251 - 274 ISSN: 1572-3429
Available at: http://works.bepress.com/danielle_lake/22/