Labor Day vs. May Day: A Case Study in the Pedagogies of Engagement

By:
Dr. Choichiro Yatani
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When the United States of America involves itself in world affairs deeper but more unilaterally as best symbolized by the current war in Iraq, it appears, more Americans become less knowledgeable about the world and their own country, which also turns up in college classrooms. With a topic of any disciplines and from our daily living, namely "Labor Day vs. May Day," this paper highlights the mechanics of design and implementation of active learning, critical thinking and a perspective of "America in a global community."

Following an unique teaching experience that was presented at a workshop entitled "A Japanese Teacher in America: From Pearl Harbor to 9/11" in the 10th International Literacy Conference on Learning in London, the presenter challenged the contemporary syndrome of "doing bad and feeling good (Krauthammer, 1990). The syndrome that illustrates that poor academic performance is not scrutinized but uncritically passed through for not jeopardizing one's self-esteem or boosting it brings about considerable damages to the students' learning and academic community. While presenting how tensions from the challenge turned into temptations and triumphs, this paper also reports a shortcoming of technology in education, internet, as a quick and efficient means of information acquisition but undermining learning at the same time.


Keywords: Learning, Pedagogies of engagement, A global perspective, Active learning, Critical thinking
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Dr. Choichiro Yatani

Associate Professor of Psychology, Department of Social and Behavioral Sciences, State University of New York College of Technology at Alfred
USA


Ref: L05P0259