Progressive Ideologies are needed in constructive pedagogy. For college students, they need to learn from an instructor who will motivate them to engage with the texts by fostering freedom in the classroom. They should foster an environment where students learn to mutually grow with their instructors and classmates with the ideologies from the material. Learning from active discourse and sharing of ideas is important.
The empowerment of learners’ agencies is the central point of pedagogical education. Students have huge difficulty with engaging in and absorbing the materials in their classes is because it’s all devoid of meaning. These classes do not foster the sharing of intellectual and spiritual ideas, principles, philosophies, and meanings among students. All of the things they learn in these classes are for the sake of reaching a state-mandated quota. Students are made to focus on scoring the highest grades way too often. As a result, they cannot efficiently absorb or apply the ideas from these lessons. Scoring the highest on the SATs or the state-wide exams is not intellectual growth or philosophical efficiency. What is that point of obtaining a straight A average if a student does not truly understand how to critically analyze and demonstrate knowledge and ideas?
This is not constructive pedagogy. Engaged Pedagogy by bell hooks’ demonstrates the essential vitality of critical pedagogy. Her passage on engaged pedagogy persuades the reader to believe in the process of engaging in spiritual growth and shared ideologies. Here, it is made clear that too many educators base their courses off of superiority and control instead of being grounded in the spiritual and intellectual well-being of their students.
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