Pedagogy 2025

Abstract

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This paper presents a philosophical framework to restore teacher authority by viewing teaching as action. The main argument is that education has shifted to focus on learner freedoms, influenced by progressive ideas like Learner-Centered Education (LCE). This shift has been supported further by Adaptive Learning Systems (ALS), which use algorithms and artificial intelligence to customize learning experiences based on each student’s needs, abilities, and progress. ALS adjusts the content, difficulty, and learning paths in real-time, helping learners receive personalized instruction that enhances their understanding and engagement. These educational philosophies and technologies see education as a way to transform society, promoting equality in the classroom between teachers and students. Drawing on Hannah Arendt’s philosophy of “education for the love of the world,” this framework positions teachers as figures of authority who guide students through established traditions while allowing for innovation. The paper introduces the concept of teaching as action, drawing on Arendt’s philosophy. This approach highlights the significance of engaging with students in a relational context. Teaching as action urges educators to foster environments that embrace initiative, diversity, and unpredictability, promoting authentic human interaction and growth within educational settings. This perspective challenges ALS and LCE, which often prioritize quantifiable outcomes over the richness of human experience in the learning environment.