Dr. Martin Luther King Jr. once famously said, “The arc of the moral universe is long, but it bends toward justice.” In education, there is a similar arc of pedagogy, and it bends toward dignity.
For this reason, I coined the concept of dignity-driven education to explain how teaching and learning are processes that must honor the inherent worth of each individual, facilitating not just academic growth but also personal and social transformation. The pedagogical arc is a framework of dignity-driven education that structures this journey, guiding both educators and students through a sequence of introspection, interaction, and, ultimately, transformation.
The pedagogical arc is a structured approach to education that emphasizes a beginning, middle, and end in lessons, units, and individual activities. This structure is crucial for creating meaningful and coherent learning experiences that resonate with the soul of each student and honor student dignity. The arc follows a kind of praxis (reflection-action sequence) that can be described in three main stages: introspection, interaction, and transformation.
At the beginning of the pedagogical arc, the focus is on introspection. Engaging students with activities that prompt them to reflect on their prior knowledge and personal experiences creates an entry experience that grounds students in their own perspectives. Introspection is also about responding to the human at the center of the learning journey to set the stage for new knowledge. Creating an emotional connection to the material, often through storytelling or thought-provoking questions, prepares students emotionally and intellectually. Facing the wounds and embracing what’s possible offers a foundation upon which learning can be built.
The middle of the pedagogical arc is characterized by interaction. Students actively engage with new concepts during this phase through simulations or hands-on activities. Learning is fundamentally social, based on engagement with the world and others. In fact, the extent to which one learns increases interaction instead of isolation. Thus, encouraging creative expression and problem-solving—modes of interaction—allows students to apply their knowledge in dynamic ways. Collaborating on projects requiring critical thinking and knowledge application builds a participatory learning environment where students learn from each other and deepen their understanding.
The end of the pedagogical arc is transformation. Facilitating deep discussions to synthesize learning and share insights helps students to articulate their understanding and see the broader implications of their knowledge. Providing opportunities for closure (e.g., personal reflection on the learning process and outcomes) foster a sense of ownership and self-awareness. Concluding with activities that reinforce the learning and celebrate accomplishments ensures that students leave the experience feeling empowered and committed to continuous personal growth.
This is the arc of learning—starting with the human (introspection), putting the human in conversation with the world (interaction), and acting upon the Self and World to build them better (transformation). This aspect of dignity-driven education is rooted in the belief that every student deserves a process where they can be seen, heard, and valued, where they can challenge traditional power dynamics, and where they can exist in environments where they thrive. The pedagogical arc supports this process by providing a structured yet flexible framework for teachers to design engaging and equitable learning experiences that respond to key questions about where to begin, where to continue, and where to end. Research supports the efficacy of such approaches, indicating that structured and sequenced learning experiences promote a more profound understanding and retention of knowledge (Bruner, 1960; Vygotsky, 1978).
In dignity-driven education, the focus shifts from rigid standards and performance metrics to the interests and needs of students. Activities are not just about meeting educational goals but about nurturing joy, play, and healing. This perspective aligns with the understanding that learning is a deeply human process, one that requires emotional and social connections as much as intellectual engagement. For instance, studies have shown that when students’ emotional and social needs are met, they are more likely to engage deeply with the material and achieve higher academic outcomes (Zins et al., 2004).
To implement the pedagogical arc effectively, educators should consider the four questions at each stage of their planning:
1. Why is the plan?
2. How and where do students exist in the plan?
3. What information needs to be gathered about students to help achieve equity in the plan?
4. How might students be enlisted in the design of the plan?
By keeping these questions in mind, we can ensure that our teaching is not only effective but also inclusive, truly embodying the spirit of dignity-driven education. By embracing this spirit and structuring learning experiences around the pedagogical arc that it bends to, we can enhance learning and promote equity, validating our children while also empowering them as agents of change in their own lives and communities.
This is the true essence of education: not just the transfer of knowledge but the cultivation of humanity.
References
Bruner, J. S. (1960). The Process of Education. Harvard University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College Press.
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Suggested citation: Kirkland, D.E. (2024). The arc of pedagogy. In forwardED Perspectives, https://www.forward-ed.com/post/the-arc-of-pedagogy.
David E. Kirkland, PhD, is the founder and CEO of forwardED. He is a nationally renowned scholar of education equity. He can be reached via email at: david@forward-ed.com.
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