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.