IN-PERSON New Schools of Thought

Abstract

Twentieth century political theorist Antonio Gramsci noted, “In order to transform society, one has to be both a realist and a dreamer.” This observation highlights the complementary cognitive activities that fuel critical consciousness. Social transformation requires both a realistic assessment of current social problems and an imaginative articulation of what a more inclusive and just future might look like. As twenty-first century educators seeking to develop students’ critical thinking skills, we need to balance opportunities for pragmatic problem-solving with activities that encourage creative visioning, so that students are prepared to both deconstruct and reconstruct their social worlds. At a time when American college students are increasingly reporting challenges with engagement, motivation and mental health, pleasure and play may be a powerful pedagogical tools for enticing students to engage in the deep work of analyzing and remaking the world around them. Pleasurable experiences boost energy, motivation, and memory. Play bonds people together and creates a sense of anticipation and excitement about the future. This paper will offer a framework for designing learning activities and assignments that foreground pleasure, play and student choice. A key premise is that such learning experiences have great potential to engage and inspire students, while also enhancing their sense of agency and ability to effect change. Drawing on pedagogical content designed for both general education and honors-level students, the author will offer case-study examples of learning activities and that foreground pleasure and play as strategies for building student critical consciousness and capacity for productive action.