{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/51952"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/51952","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"An Experimental Hope: The Case for Emergent Pedagogy","abstract":"This dissertation will make the case that education at the post-secondary level must be reimagined. Rather than being organized around abstract bodies of information, it must be centered on moments of transformation out of which teaching, learning, knowing and -- in fact -- democratic individuals emerge. This reconstruction of education takes place through two primary moves. First, I make the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of the world, which are contained in the epistemological proposition: \"S knows that p.\" In doing so, I argue that the German conception of Bildung must replace \"S knows that p\" as the guiding paradigm of knowing within educational practice. In doing so, I develop a theory of creative inquiry in order to claim that knowledge emerges from embodied, social action and is a form of artistic practice. Second, I develop a pedagogy, which I call emergent pedagogy, based on the theory of inquiry articulated in the first half. Here, I argue that post-secondary pedagogy must emerge out of the contexts, situations, and communities in which students and faculty are embedded. In this way, pedagogy must be considered a kind of artistic practice in which methods are adapted to and intuited from unique problems experienced by the university community. Ultimately, I show that pedagogy must shift from being viewed as a kind of telling and hearing to a form of participatory making.","abstract_html":"This dissertation will make the case that education at the post-secondary level must be reimagined. Rather than being organized around abstract bodies of information, it must be centered on moments of transformation out of which teaching, learning, knowing and -- in fact -- democratic individuals emerge. This reconstruction of education takes place through two primary moves. First, I make the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of the world, which are contained in the epistemological proposition: "S knows that p." In doing so, I argue that the German conception of Bildung must replace "S knows that p" as the guiding paradigm of knowing within educational practice. In doing so, I develop a theory of creative inquiry in order to claim that knowledge emerges from embodied, social action and is a form of artistic practice. Second, I develop a pedagogy, which I call emergent pedagogy, based on the theory of inquiry articulated in the first half. Here, I argue that post-secondary pedagogy must emerge out of the contexts, situations, and communities in which students and faculty are embedded. In this way, pedagogy must be considered a kind of artistic practice in which methods are adapted to and intuited from unique problems experienced by the university community. Ultimately, I show that pedagogy must shift from being viewed as a kind of telling and hearing to a form of participatory making.","abstract_has_math":false,"creators":["Stoller, Aaron"],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Social, Political, Ethical, and Cultural Thought","degree_department":"Alliance for Social, Political, Ethical, and Cultural Thought","school":null,"contributors":[],"advisors":[],"committee_chairs":["Sax, Benjamin E."],"committee_members":["Brunsma, David L.","Garrison, James W.","Watson, Ronda J."],"year":2013,"date_issued":"2013-11-06","date_published":"2013-11-06","updated_at":"2026-07-22T22:20:26Z","subjects":["Pedagogy","Education, Higher","Pragmatism","Hermeneutics","Aesthetics","Epistemology"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:1597"],"render_values":[{"text":"vt_gsexam:1597","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/51952","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Sax, Benjamin E."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brunsma, David L.","Garrison, James W.","Watson, Ronda J."]},{"key":"dc:contributor.department","label":"Department","values":["Alliance for Social, Political, Ethical, and Cultural Thought"]},{"key":"dc:creator","label":"Author","values":["Stoller, Aaron"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-05-01T06:00:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-01T06:00:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-11-06"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Social, Political, Ethical, and Cultural Thought"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Pedagogy","Education, Higher","Pragmatism","Hermeneutics","Aesthetics","Epistemology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:1597"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/51952"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation will make the case that education at the post-secondary level must be reimagined. Rather than being organized around abstract bodies of information, it must be centered on moments of transformation out of which teaching, learning, knowing and -- in fact -- democratic individuals emerge. This reconstruction of education takes place through two primary moves. First, I make the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of the world, which are contained in the epistemological proposition: \"S knows that p.\" In doing so, I argue that the German conception of Bildung must replace \"S knows that p\" as the guiding paradigm of knowing within educational practice. In doing so, I develop a theory of creative inquiry in order to claim that knowledge emerges from embodied, social action and is a form of artistic practice. Second, I develop a pedagogy, which I call emergent pedagogy, based on the theory of inquiry articulated in the first half. Here, I argue that post-secondary pedagogy must emerge out of the contexts, situations, and communities in which students and faculty are embedded. In this way, pedagogy must be considered a kind of artistic practice in which methods are adapted to and intuited from unique problems experienced by the university community. Ultimately, I show that pedagogy must shift from being viewed as a kind of telling and hearing to a form of participatory making."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["An Experimental Hope: The Case for Emergent Pedagogy"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Sax, Benjamin E."],"dc:contributor.committeemember":["Brunsma, David L.","Garrison, James W.","Watson, Ronda J."],"dc:contributor.department":["Alliance for Social, Political, Ethical, and Cultural Thought"],"dc:creator":["Stoller, Aaron"],"dc:date.accessioned":["2015-05-01T06:00:11Z"],"dc:date.available":["2015-05-01T06:00:11Z"],"dc:date.issued":["2013-11-06"],"dc:description.abstract":["This dissertation will make the case that education at the post-secondary level must be reimagined. Rather than being organized around abstract bodies of information, it must be centered on moments of transformation out of which teaching, learning, knowing and -- in fact -- democratic individuals emerge. This reconstruction of education takes place through two primary moves. First, I make the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of the world, which are contained in the epistemological proposition: \"S knows that p.\" In doing so, I argue that the German conception of Bildung must replace \"S knows that p\" as the guiding paradigm of knowing within educational practice. In doing so, I develop a theory of creative inquiry in order to claim that knowledge emerges from embodied, social action and is a form of artistic practice. Second, I develop a pedagogy, which I call emergent pedagogy, based on the theory of inquiry articulated in the first half. Here, I argue that post-secondary pedagogy must emerge out of the contexts, situations, and communities in which students and faculty are embedded. In this way, pedagogy must be considered a kind of artistic practice in which methods are adapted to and intuited from unique problems experienced by the university community. Ultimately, I show that pedagogy must shift from being viewed as a kind of telling and hearing to a form of participatory making."],"dc:description.degree":["Ph. D."],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:1597"],"dc:identifier.uri":["http://hdl.handle.net/10919/51952"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Pedagogy","Education, Higher","Pragmatism","Hermeneutics","Aesthetics","Epistemology"],"dc:title":["An Experimental Hope: The Case for Emergent Pedagogy"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Social, Political, Ethical, and Cultural Thought"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:26Z"}