Discussion, Critical Reflection, Knowledge Construction in Experiential Education. A Response to "Taking People's History Back to the People: An Approach to Making History Popular, Relevant, and Intellectual"

Authors

Michael Kopish, Plymouth State UniversityFollow

Abstract

This response offers cross-disciplinary pedagogical insights and conceptual considerations as a supplement to the democratic experiential history project described by Lempert (2013). The intent of the project is ambitious and worthwhile; however, without emphasis on the critical process of sense-making through discussion, reflection, and collaborative knowledge construction the project falls short of its potential impact. In the paper I offer suggestions and recommendations for practitioners who might consider enacting the project.

Response to Article

David H. Lempert, Taking People's History Back to the People: An Approach to Making History Popular, Relevant, and Intellectual

Recommended Citation

Kopish, M. (2014). Discussion, Critical Reflection, Knowledge Construction in Experiential Education. A Response to "Taking People's History Back to the People: An Approach to Making History Popular, Relevant, and Intellectual". Democracy and Education, 22 (1), Article 7.
Available at: https://democracyeducationjournal.org/home/vol22/iss1/7

Erratum

At the request of the author, the original version of this essay has been removed and a revised essay published on September 2, 2014.