WHAT WE OWE OUR STUDENTS: THE GOOD PLACE, PEDAGOGY, AND THE ARCHITECTURE OF ENGAGED LEARNING

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dc.contributor.authorMills, Shala
dc.contributor.authorHamlin, Darrell
dc.date.accessioned2022-06-30T09:37:51Z
dc.date.available2022-06-30T09:37:51Z
dc.date.issued2021
dc.description.abstractPedagogy is the architecture of a learning environment. The discipline of philosophy has often operated according to a pedagogy of conversation, clarity, and reflection, certainly since the era of Socratic dialogue in the streets of Athens. We argue that The Good Place occupies that space, re-setting this pedagogy as an architecture of learning through entertainment associated with ultimate matters of eternal disposition. A critical character driving conversation, clarity, and reflection across four seasons of the story’s arc is a philosopher – doomed by their own indecisive flaws – who teaches deep understanding of ethical development through a variety of relevant philosophic problems originating from intellectual history. Confronted with the complexities of an intricately connected world and highly motivated by the weight of ultimate choices, the protagonists bring a sense of how a well-constructed “classroom” can prepare students to meet ordinary challenges, extraordinary obstacles, and even existential crises. The Good Place is a classroom with a purposeful syllabus and highly motivated participants, structured for viewers to extract ethical insights of the highest consequence — if they are willing to keep trying to get it right. By comparison, this article unpacks how the American Association of State Colleges and Universities’ Global Challenges blended model course is a valuable example of high impact teaching practices which, like The Good Place, engage students through content connected to issues that confront them personally and professionally, providing them with opportunities for repetition and mastery. Keywords: pedagogy, popular culture, wicked problems, Bloom’s taxonomy, high impact practices, global challenges, The Good Placeen_US
dc.identifier.citationMills, S., & Hamlin, D. (2021). What we owe our students: The Good Place, pedagogy, and the architecture of engaged learning. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(2). http://journaldialogue.org/issues/v8-issue-2/what-we-owe-our-students-the-good-place-pedagogy-and-the-architecture-of-engaged-learning/en_US
dc.identifier.issn2378-2323
dc.identifier.issn2378-2331
dc.identifier.urihttp://journaldialogue.org/issues/v8-issue-2/what-we-owe-our-students-the-good-place-pedagogy-and-the-architecture-of-engaged-learning/
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/6299
dc.language.isoenen_US
dc.publisherDialogue: The Interdisciplinary Journal of Popular Culture and Pedagogyen_US
dc.relation.ispartofseriesDialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy;Volume 8, Issue 2 — Infusing Pedogogy with Empathy, Social Action and Value through Popular Culture
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Open Accessen_US
dc.titleWHAT WE OWE OUR STUDENTS: THE GOOD PLACE, PEDAGOGY, AND THE ARCHITECTURE OF ENGAGED LEARNINGen_US
dc.typeArticleen_US
workflow.import.sourcescience

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Volume 8, Issue 2 — Infusing Pedogogy with Empathy, Social Action and Value through Popular Culture