IN-PERSON New Schools of Thought

Abstract

Fieldwork as pedagogy transcends speculative realms, emphasizing the art of making and realization. By engaging stakeholders, fieldwork–as design research–in itself, becomes a mode of dissemination, merging reality with imagination through practical application. This approach fosters robust connections between academia and the external world. Field studies underscore the significance of engaging with specific sites, contrasting the transient nature of installations with the concept of permanence. Embracing interdisciplinarity, In-situ exploration incorporates multi-age learning under academic leadership, using engaged production to understand context. Art works and workshops conducted at venues like the Cincinnati Contemporary Art Center, collaborations with faith-based organizations spaces, and multi-year engagement with biological processes exemplify this approach, leading to the dissolution of traditional pedagogical structures.
Fieldwork cuts across various disciplines and levels of expertise, advocating for inclusive pedagogy that enhances student agency through collective learning geared toward shared goals. It critically assesses traditional educational paradigms, promoting critical thinking through the process of delivering diverse modes of production. By exploring how we conceptualize school, fieldwork as research aims to provide a deeper understanding of emerging, evolving, and established educational philosophies. The ultimate goal is to redefine educational practices and foster a more integrated and dynamic learning environment.