




































jonal vol. 5 No. 4  new2.cdr


EDUCATION PEDAGOGY/LEARNING AND THE FUTURE OF 
HUMANITIES IN DIGITAL AGE

By
1Dr. Austin A. Mbachu

Department of Philosophy
Imo State University Owerri, Imo State. Nigeria

E-mail: . Phone: 08064604150audraustin@gmail.com

&
2Johnson U. Ofoegbu  (Ph.D)

Department of Educational Foundations/Administration
Alvan Ikoku Federal College of Education, Owerri, Imo State Nigeria

08038168767, Email: Johnson.ofoegbu@alvanikoku.edu.ng

&
3Kenechukwu K. Makwudo, (Ph.D)

Philosophy Department, Chukwuemeka Odumegwu Ojukwu University, Igbariam. Anambra 
State

Ugochimelueze1@gmail.com, kk.makwudo@coou.edu.ng
080100976825, 07032500789.

Abstract 
he myriad problem of unemployment, poverty, illiteracy, frustration, lack of self-confidence Tand the dwindling of the vision of educational system is chocking it's all round development. 
The problem is the formal pedagogy, especially in developing countries which has failed to 

meet up with the primary goals of education, namely the cultivation of individuals who are able to 
face the challenges that arise in the society. It is pertinent to note that most people have not had the 
opportunity to actualize their desire through self-effort and learning. The purpose of this paper is to 
prospects solution to these critical problems confronting the educational system of pedagogy in 
terms of leaning, which is how to develop every child that will have self-confidence in facing the 
challenges of the modern world and how to build progressive graduates that will brings about a true 
democratic society. The paper employs analytic method. In the light of these challenges, this paper 
sets to employ John Dewey pragmatic approach to education in resolving some of the issues 
contained therein and recommend that pragmatic approach to education posits that education 
should not be holistically centred on the mind alone, but on practice. Hence, the paper concludes 
and encourages both learning by doing and co-operation between the learners and the teachers. The 
pedagogical system of education in term of learning, need to be changed by approaching education 
as a systematic to be functional in learning by doing, this in turn will enhance qualitative education 
for future humanities and self-reliant in a digital age. 
Keywords: Education Pedagogy, Society, Teaching, Learner and Digital Age.

Introduction 
Education is a life-long process that begins at birth and ends at death. Education does not mean being 
literate, though it is intrinsically connected to literacy. It is not merely an ability to give meaning to 
words. It is an acquisition of the art of utilisation of the knowledge. Therefore, it is associated with 
the process of thinking that creates a certain level of awareness necessary for the transformation of 
both man and society. From down of civilisation, or even before, man has becomes acquainted with 
what it means to know, to train and to bequeath  beliefs, skills and values to his generations. Teaching 

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pedagogy, or, in other words, teaching methods, can either be teacher or student-centred and can be 
low or high-teaching approach. This communication of beliefs and ideas comes in the form of 
socialisation which the culture and believes of a particular society remains viable long after the 
predecessor are all dead. However, there is systematic and organized way of this communication. 
This systematic mode of learning is particularly attributed to the beginning of civilization and the 
ability to read and write in one of the offspring of this process. It is as a result of education that human 
race has made tremendous achievements in numerous sectors of life: learning from the past and 
present to build and improve the future. It is from this backdrop that the concept of education 
emerged. The most effective pedagogy encompass a range of teaching techniques and includes 
details that will help to guide teachers  to structured, class group work, learning, assessment in 
practice and individual activity. These pedagogies focus on improving qualitative education in both 
the teachers and the learners and future of humanities in digital age.
'

Conceptual Notion of Education
According to the Oxford Advance Learner’s Dictionary, (2005) education is a process of teaching, 
training and learning, especially in schools or colleges to improve knowledge and develop skills. 
These are the two Latin words that define education. Education, which was derived from the Latin 
word “educare” means to bring up (development); and “educere” means to lead out (problem 
solving). Education is the process of acquiring ideas, knowledge and skills through which a person 
could be apply to solve the daily life problems by being aware of what is right and what is wrong. 
Education is a complete package of impacting and shaping of one's life and qualifies to become a 
better human in the world. Education is seen as a process of imparting and acquiring knowledge 
through teaching and learning, especially at schools or similar institutions.

What Is Teacher's Pedagogy
Teacher's pedagogy refers to the pedagogy that is centred towards the teacher, who gives the most 
meaningful course of information. In this approach, the teacher has a large responsibility of giving 
correct information to the students in the right way, irrespective of their teaching styles. The teacher 
can give a clear understanding of how the students are doing concerning their learning and also be an 
effective model for the target language. There are five major approaches of pedagogical learning.

1. Constructivist
In this approach, the students are allowed to be present in the process of understanding and gaining 
knowledge rather than just passively receiving information. This encourages critical thinking among 
the students and gives a learning environment in which they can connect with what they are hearing.

2. Collaborative
Here, the students form groups of learners that learn together and work to solve a problem, build 
strategies, ideas, create products or complete a task. This is a joint intellectual effort by the students 
among themselves or with the help of the teachers.

3. Integrative
For the integrative approach, the students are given a learning environment that helps them in 
connecting with their learning across the syllabus. The four objectives of integration include-
 Understanding the process of learning
 Differentiating issues by relevance
 Making use of the lessons in practical scenarios
 Associating the concepts in regular lives

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4. Reflective
As a reflective approach, the students are expected to evaluate themselves. It means observing the 
activities of the teachers and other students in the classroom and analysing why they do it and how it 
works.

5. Inquiry-Based Learning
In the inquiry-based learning method, the educators are expected to not just answer the queries of the 
students, but also build a culture where their ideas are explored, challenged, improved, and refined. It 
aims to take the students from the position of wondering about a question to understanding the 
answer and then questioning it further. The most effective pedagogies encompass a range of teaching 
techniques, including a detailed guide for teachers structured and whole-class group work guided 
learning, assessment practice and individual activity. These pedagogies focus on improving higher-
order thinking and meta-cognition and make good use of questioning and dialogue in doing so. At 
structural learning, we try to steer away from teaching fads such as learning styles (it was once 
thought that children should be labelled a visual learner, Whatever learning environment you are 
operating in, it's good practice to utilise what research is available to us. We all share the same goal in 
enhancing the learning experience of children. Our focus has always been on developing deep 
learning experiences. This involves unpicking the learning process and designing effective teaching 
strategies that really get children thinking. It might be that the learning environment sometimes 
restricts our ability to embrace what we know is the best teaching method. Schools are always 
pushing for time and busy timetables require organized classrooms that cannot always deviate or act 
spontaneously. We create learning resources that support active learning in the classroom. The 
universal thinking framework enables teachers to unpick learning tasks and carefully design 
learning strategies that scaffold complex classroom tasks. This type of pedagogical approach gets to 
the heart of student thinking. Deep learning comes from deep thinking; if the student is not engaged 
mentally then they probably will not be able to understand the lesson content.

Pragmatism and Pedagogy in Learning
Over the course of the 1890s Dewey steadily moved away from absolute idealism towards the 
pragmatism and naturalism of his mature philosophy. In Dewey problem-centred schools, the 
teacher as a resource person guides rather than to direct learners. Teachers using the problem-solving 
method need to be pertinent with their students. This theory of knowledge emphasises the necessity 
of testing thought by action. Hackathorm J. (2011). Assert that, article in education is intended in part 
to explore the implications of his functional pedagogy and to test it by experiment. However, it could 
be wrong to cultivate the purpose and interests of children just as they stand”. Effective education 
required these purposes and interests to be used by the teachers in order to guide the child towards his 
understanding of the sciences, history and arts. 

The pedagogical system calls upon teachers to perform the extremely difficult task of reinstating into 
experience the subject-matter of the curriculum in Dewey concept of education that every educative 
process should begin with doing something and the necessary training of sense perception, memory, 
imagination and judgement should grow out of the conditions and needs of what is being done. This 
is the way in which learning in itself takes place before any specific instruction and schooling set in. 
Informal education in schools should connect with these informal learning processes by providing 
adequate learning environments. Pedagogical communication should cluster about what Dewey 
calls occupations”. This concept stands for activities where significance transcends the mere school 
context. The primary aims lie in the activity itself and its respective motives, objectives, and 
requirements. As a way of making education progressive as well as pragmatic, one must rely or trust 
on the best available scientific facts in line with concrete theories of learning. Progressive education 

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is famous for insisting that learning take place by doing.

Education and Pragmatism/ Future of Humanities in Digital Age
The word pragmatism is derived from the Greek word pragma meaning (“action” or power). 
Pragmatism is a school of thought in philosophy; it dominated the United States in the first quarter of 
the 20th century. Thayer S.H (1986) said, pragmatism is based on the principle that the usefulness, 
workability and practicality of ideas, policy and proposals as criteria of their merit. It stresses the 
priority of action over doctrine or experience over fixed principles and it holds that ideas borrowed 
the meanings from their consequences and their truths from their verification. According to Webster's 
Integrated Dictionary, Pragmatism is 'a practical approach to problem-solving'. It is a system of 
philosophy that emphasises practice as a way to attain the best results. It is also a way to emphasize 
the principle of truth and idea and a system of thinking which aims at the best practical alternative to a 
given situation. 

It further refers to thinking the way of considering things or as a system of philosophy which 
maintains that the principle of an idea can be judged only by its practical results. Dewey's pragmatic 

th
philosophy of education is to educational enterprise what renaissance was to philosophy in the 19  
century. He gave a scientific methodology of education. His progressive education is based on 
variously known as experimentation, instrumentalism and pragmatism. As a pragmatist, the criteria 
for truth are to find a basic way of experience that is workable and relative to an individual's place and 
circumstance. Truth therefore, consists in the usefulness of an idea in practice. The message of 
Dewey's pragmatic philosophy of education which was initially important was that education should 
not be the teaching of mere dead facts, but the skills and knowledge which students should learn are 
to be integrated fully into their lives as citizens. Dewey in his book: Experience and Education 
(1938), defined education as a process for preparation of getting ready.

What is to be ready for are the responsibilities of adult life, since growth is the characteristic of life, 
education is all about growing. It therefore, means that educational process has no end beyond itself; 
it is an end in itself. The advantages that education confers help man in solving problems especially 
when his environment poses threats to him. The adult uses powers to transform his environment 
thereby occasioning new idea which redirects his powers and keep them developing. In Plato's 
system of nature, the mind has no role to play in grasping reality. Underlying these various 
separations that found the foundational assumption to the isolation of the mind is from activity. To 
remedy this situation, Dewey advocates for a philosophy which recognizes the origin, place and 
function of the mind in an activity which controls the environment. Dewey believes that children are 
endowed with untrained powers. The teachers and parents should direct this power and take caution, 
because what are important are the child's impulses which move towards development of the society. 

Dewey's philosophy is usually classified with the general heading of pragmatism, though his own 
name for it was instrumentalism and experimentalism; which require explanation and internal 
differentiation. Whereas Idealism and Realism dated back to ancient Greece, pragmatism developed 
in the twentieth century America. The older traditional philosophies rested on the antecedent 
conception of reality in which truth is a priori or prior to and independent of human experience. 
Pragmatism contends that a “truth” is a tentative assertion based on human experience. The 
originators of pragmatism were Charles .S. Peirce, William James, and John Dewey. William, I. 
(1921). Pragmatism is popularly regarded as a philosophy of consequences, that is to say, it uses 
results or consequences as a criteria of judgement. But this description seems inadequate putting into 
consideration what the three men had in mind. 

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The origin of pragmatism in Peirce's mind lies in his attempt to find a means of explaining 
intellectual concepts. He was dissatisfied with the abstractions of traditional metaphysics, and one 
word is to be defined by other words, and without any real conception ever being reached. Instead, it 
is certain and unchanging world in which truth is universal and eternal as Plato claimed, Peirce's 
world is in a state of flux and is indeterminate. Because the world is indeterminate, the lives and the 
actions in it are also changing, relative and indeterminate. To make sense of this kind of world, Peirce 
argued that one need to do the best job that is possible. Possibility however, is not certainty. One need 
to estimate what one can do by using the theory of possibility for what is likely to happen if a person 
acts in a certain way. Because of this, certain actions bring about reactions in a way that can be 
quantified and one can estimate them. It is probable that such reactions will occur in the future. This 
is necessary to understand however, the actions and reactions in themselves are never occurring in 
exactly the same way. However, probability provides one with sense of intelligence directed towards 
possible action. With this in mind, this work investigates the thoughts that are possible which one can 
formulate tentatively or generalise. 

Although Charles Peirce initiated pragmatism, that it was generalized and popularized by William 
James and John Dewey. James's ideas are regarded as stimulated by the human need to choose 
between possible ways of acting in a situation. When a person chooses and thinks, James says that his 
conclusion can guide his actions but they are also provisional and subject to further revision. A 
person's belief gives the person the rules he can call good and force, right and wrong, while realising 
that he may likely keep revising the guidelines as he encounters different situations in the course of 
life. In traditional education, subject-matter, curriculum and disciplines were organized deductively 
as bodies of principles and theories with factual content and examples. “Formal education became 
excessively abstract” and bore little relationship to the learner's own personal and social experience. 
Dewey J. (1899). Furthermore, the subject matter of the curriculum should aim at preparing students 
for future situations after the completion of formal schooling. They created additional division that 
separated the child from the curriculum and the school from the society.

How do we Advance the Pedagogy of Teaching?
The Structural Learning community is very much a global community. Different school systems 
have different approaches such as project-based learning or direct instruction. Many schools have 
moved away from collaborative learning whilst others see this as an essential part of the educational 
experience. Whatever learning environment you are operating in, investing in the development of 
sound classroom pedagogy is essential. The Rosenshine principles of instruction provided Schools 
with a list of modern teaching methods that were all evidence-based. These aspects of teaching 
provided classroom practitioners with solid guidance. His practices of teaching were well received 
within the profession of teaching as they weren't prescriptive. Every teaching situation could utilize 
these impactful approaches to instructional delivery. Traditional learning practices were quite 
rightly questioned with the release of this paper. Many inspectors' favoured methods of teaching that 
were simply not well researched. 

Learning pedagogy addresses the different ways students understand information and is equally as 
important as teaching pedagogy in understanding and supporting every student. Every teacher 
knows that no two students are the same, so discovering how each student learns best can help them 
personalize instruction. There are several theories about how students learn. One popular concept is 
Gardner's Theory of Multiple Intelligences, which developmental psychologist Howard Gardner 
created. Gardner's research analyses various learning styles and helps determine strengths and 
challenges for each type of learner. The theory states that there are three broad categories in which 
people learn-visual, auditory, and tactile—and among these groups are nine specific types of 

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intelligences:

Leaning Process for Designing knowledge with Action
In education, the attainment of settlement is a progressive matter for continuous discussion. The 
pragmatic theory of education lies in its propensity to accommodate future inquiries. Through 
education, virtue is inculcated not by imposing values upon the child but by cultivating fair-
mindedness, objectivity, openness to new experiences and courage to change one`s mind in the light 
of further experience. In efforts to re-establish that practical use of knowledge with action as 
subsumed in pragmatic theory of education, this is engaged to what is called the application of 
intelligence in the problem of men. The educational process which is best suited for the societies. 
Pragmatic meaning of education is the critical estimate the theories of knowledge and moral 
development which are formulated in social conditions, but which operate in societies nominally 
democratic to bring about the adequate realisation of the democratic society. The reiteration on the 
practical use of knowledge is an attempt to remould the traditional empiricism as to free philosophy 
from static intellectualistic prejudices. 

Pragmatic theory education makes education an instrument of action with emphasis on the effects of 
knowledge on the individual`s lives. Issue of transmission is the question of what is to teach, by what 
method and this has been a task for what will be the curriculum characteristic of a teacher in schools. 
Teachers are important in transmitting the roles of a pragmatic theory of education. This is why 
teachers is concern with the subject matter of science as representing a given stage and phase of the 
development of experience. Dewey J. (1976), claims that, every teachers must transmit knowledge 
in a dignified manner capable of inducing growth. This is shaped to say that every teachers should 
realized the dignity as been called as a teacher that he is the social servant set apart for the 
maintenance of proper social order and the securing of the right of social growth. The curriculum 
should contain higher motives above the present social life of a child with this; the subject matter of 
the school curriculum should make gradual differentiation out of the primitive unconscious unity of 
social life. The best content of curriculum made manifest through teaching is the best type of 
teaching that bears in mind the desirability of affecting interconnection. With this in mind, a student 
will systematically be led to utilise earlier lessons so as to help understand the present and also to  use  
the present to thrown additional light upon what has already been acquired.

Issue of Learning
Learning is active and it involves reaching out of the mind. It involved organic assimilation starting 
from within. To talk about learning is a something the individual should do when studying. Learning 
requires thinking because thinking” is the method of intelligent learning and learning is that which 
employs and rewards the mind. In educational psychology, today it is widely agreed that 
constructive learning is the key to successful learning with regard to this, Slavin in his book, 
Education Psychology Theory and practice said:

One of the most important principles of educational psychology is that teachers 
cannot simply give students knowledge. Students must construct knowledge in their 
own mind. The teachers can facilitate this process by teaching in a way that make 
informative meaningful and relevant to students, by giving opportunities to discover 
or apply idea themselves and by teaching students to be aware of and consciously use 
their own strategies for learning.

Issue of Knowledge
The characteristic motion of knowledge peculiar to pragmatic theory is that knowledge is the tool for 
managing experience-no such thing as genuine knowledge and fruitful understanding except as the 

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offspring of doing. The ability to adopt to change is what makes ones knowledge pragmatic. This is 
affirmed that knowledge is power and knowledge is achieved by sending the mind to school.

Education Pedagogy for the Child and the Teacher
In the formal learning process the child and the teacher are left alone in this formation of the process 
in which the teacher as a professional is expected to direct, communicate and share experiences with 
the child learner. The teacher recognizes that teaching involves human interaction relationship and 
requires that the teacher process accurate understanding about pupil and their behaviour. The teacher 
in his interaction with the child should encourage rather than condemning the pupils to punishment. 
All the child needs is the teachers collaboration so that he can explores his environment and gain 
control over it. It is a problematic encounter that leads children to use their intelligent to solve their 
challenges. The teacher role is simply to determine how the discipline of life shall come to the child. 
As regards discipline, the social life of the child should be taken a focus of concentration or 
correlation.  This becomes one of the ways to make the child conscious of his or her social challenges 
as it will enable the child to perform those fundamental type of activities which make civilization 
what it should be in the society.

Education for Social Integration as a Means for Development
There are factors that are responsible for the emergency of social disintegration. They include 
ethnocentrism, differences in economic interest, frustration and social discrimination. Social 
integration in a society ( with the instrumentality of different leaders at the helm of affairs to have the 
interest and vision of avoiding self-group interest for the greater good of the majority and keep  in 
fact, equal opportunity and privilege for all. Fact about human behaviour is taught in school and 
college levels. People learn how to manage their anger, frustration and ask why social discrimination 
is practised. National policy on education (2004), assert that, education learned from this perspective 
of gaining facts about good human behaviour make education a thing of continued reconstruction of 
experience, character and mode of thought. A good educational aim must be an outgrowth of existing 
conditions and needs of a particular individual to be educated, and it has to flexible and not rigid.

Education Pragmatism and Pedagogy in Learning
In problem-centred school, the teacher as a source of person guides rather than direct learning. 
Teacher using the problem solving method need to be patient with their students. This theory of 
knowledge emphasizes the necessity of testing thought by actions. Education is intended in part to 
explore the implications of the functional pedagogy and to test it by experiment. Pedagogical 
communication should cluster about what Dewey calls “occupations”. This concept stands for 
activities whose significance transcends the mere school context. The primary aims in the activity 
itself and its respective motives, objectives, ends and requirements. Informal education in schools 
should connect with these informal learning processes by providing the learning environment. This 
is the way in which learning itself takes place before any specific instruction and schooling set in. 
Progressive education is famous for insisting that learning take place by doing. This means that 
whether the subject is history, literature or science, if it cannot be learned through an activity, then it 
immediately fails under suspicion. 

Education is centred on the child who learns through experience and should match with the social 
reality. The child cannot be isolated from social experience, which is the microscope of the society. It 
is a believed in cultivating children capacity for the exercise of deliberative and urge teachers to 
teach not ready- made knowledge” as it was called but a method that would enhance moral 
reasoning. The best way   to do this is to introduce students at the outset to a mode of associated 
living which is a characteristic of democracy. A school should be a community of full participation, 
conjoint communication experience in which social sympathy and deliberative moral reason would 

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develop”. According to Neubert S. (2009), an educator John Dewey belief in democracy to the 
school’s ability in providing a staging platform social progress pervades all his work, but it is perhaps 
most clearly stated in his early pedagogic creed, in whichhe asserts that: Education is the 
fundamental method of social progress and reform.

Alternatively, student-centred learning guides the student to be an active participant 
in their learning process. While the teacher still delivers content, they take on more of 
a coaching or mentoring role to help students learn. Student-centred assessments, 
like formative assessments, are given more frequently to assess their learning 
progress and can be more objective than teacher-centred assessments. Teacher-
centred learning focuses on the teacher giving lectures and sharing content through 
direct instruction. In this case, the focus is on the teacher's knowledge and conveying 
that to students. As a result, teacher-centred assessments are meant for students to 
show how well they remember that knowledge at the end of a unit.

Issue of Value
The term value means a distinct intellectual act an operation of comparing and judging to evaluate. 
The term value is inextricable in Education, that everything about Education is valuable. The 
pragmatic theory of Education sets at a good process of living capable of making one's life fruitful 
and significant. Low- and high-tech approaches refer to how many digital tools are incorporated into 
the learning process. A high-tech method could include technology like a learning management 
system (LMS), and a low-tech approach could be more paper-based, using hand-outs and 
worksheets. Issue of Society, the issues of society is characterized calls for this vital question “what 
is society”? Why are institutions involved in the issue of education processes? The question is 
elucidated more in projections and position of theory vis-a-vis education. Learning pedagogy 
addresses the different ways students understand information and is equally as important as teaching 
pedagogy in understanding and supporting every student. Every teacher knows that no two students 
are the same, so discovering how each student learns best can help them personalize instruction. 
There are several theories about how students learn. One popular concept is Gardner's Theory of 
Multiple Intelligences, which developmental psychologist Howard Gardner created. Gardner's 
research analyses various learning styles and helps determine strengths and challenges for each type 
of learner. The theory states that there are three broad categories in which people learn—visual, 
auditory, and tactile—and among these groups are nine specific types of intelligences.

Social Pedagogy
Social pedagogy provides a holistic way of dealing with children and their families in ways that help 
their growth, well-being, and education. Social pedagogy indicates that education is critical to the 
well-being and development of students. Therefore, in the broadest sense, these types of pedagogical 
practices are understood as forms of practice that support social learning and development in one's 
life. By nature, students are social persons. But, they also need the education to express themselves 
effectively. Depending upon different cultural and social backgrounds, how public education is 
provided can differ from one country to the other. Examples of Social Pedagogy: An example of 
social pedagogy is how countries are using social education to highlight the significance of things 
like kindness and empathy. Practitioner's knowledge plays a major role in using the right materials 
for students to explore at the right time in their development. Social pedagogy refers to the education 
system that deals with common social issues related to human needs, such as social inequality, its 
reasons and consequences for the residential children, who are a group of vulnerable children living 
with a group of other children looked after by the hired workers who are hired to work on a shift basis 
and live in the residential setting.

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Education and Critical Pedagogy in Learners
It is a teaching philosophy that persuades classroom teachers to encourage learners to critique 
structures of oppression and power. A Brazilian educator and philosopher, Paulo Freire, is regarded 
as one of the founders of critical pedagogy. Freire believed that as the first step towards social 
change and liberation, oppressed people need to become critically conscious. He mentioned that the 
learners are not actively participating in their learning, in problem-solving or interacting; but they 
are mainly engaged in receiving, memorizing, and repeating information. Hence, Critical pedagogy 
is also considered progressive and even radical by some policy makers because it critiques power 
structures that are frequently taken for granted. Critical teaching aims to encourage students to 
challenge their ideas and thoughts, their practices, and their beliefs, to gain a deeper understanding 
and think critically. Examples of Critical Pedagogy: Educators can incorporate critical pedagogy by 
using audio-visual material to encourage students to look at the causes and deeper meaning of 
everything from politics to war and religion; or by analysing and exploring power issues and 
relationships in their families. Students may also look for statements that are biased toward media 
and popular culture. Critical teaching frequently depends upon the students' approach towards 
teaching in which teachers uncover different strengths of students' backgrounds, and nurture them to 
assure that students are confident to express their feelings, and accomplish their goals.

Leaning in Cultural Responsive Pedagogy
Culturally responsive teaching considers cultural contexts. To apply culturally responsive teaching, 
teachers make changes in their pedagogical practice, after child observation, to suit the cultural 
needs of a child belonging to any specific cultural background. Sometimes the educational institute 
makes changes in its policies and procedures to facilitate more community participation. Example 
of Culturally Responsive Pedagogy: A culturally responsive teaching approach encourages and 
takes into consideration diverse races, beliefs, ethnicities, and the background of students. The 
cultural responsiveness of a cooking lesson would be to provide access to video pedagogy to provide 
knowledge about the cultural cuisines in the course of the study. Cultural responsiveness of a 
political study would mean debates and analysis of a wide range of political topics, in various 
cultural contexts. In legal studies, it means to keep various cultural and religious beliefs and 
differences in view such as how different communities might view similar legal matters.

Socratic Pedagogy
Proposed by the Greek philosopher, Socrates, the Socratic pedagogy mainly involves the dialogue 
between the instructor and students. The teacher would ask students probing questions and explore 
the underlying beliefs that shape the perceptions and views of the students. There are three steps of 
the Socratic Method:
1. The teacher would provide an initial description or opinion;
2. Then, the teacher would ask a question to raise an exception to that opinion or description;
3. Provide a better opinion or description.

Socratic pedagogy includes a process in which learners can develop their psychological and social 
skills to become active members of a democratic society. Students get the support to challenge 
traditional concepts about knowledge, explore alternatives, and create educational knowledge using 
their experiential learning, ideas, and meaningful dialogues with others. Thus, the Socratic my 
pedagogic creed, (1964), pedagogy curriculum will mostly include the anonymous peer review 
process, collaborative instructions, comparative context and thinking as learners explore 
established ideas with others to open their minds and develop a better understanding of concepts. 
Example of Socratic pedagogy: Socratic pedagogy in science or mathematics can be seen when 

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students look beyond the obvious to assess what and why a specific scientific or mathematical 
process is, and how is that applied in society. This type of discussion does not necessarily find a 
particular answer, but it raises new questions for the dialogue. It aims to address the cultural diversity 
among students. It helps to comprehend cultural differences among the students and increases 
awareness about cultural differences in school. 
It aims to encourage the students to gain more knowledge from other sources along with what is 
provided to them. This helps the students to find alternative solutions to the problems. Role of 
pedagogy in effective learning, it enhances student participation in learning and makes them more 
receptive to what is being taught. The main focus is given on the outcomes of courses and the students 
are free to learn in their styles. It encourages the students with special needs to be a part of the 
mainstream teaching ways and engage with other students. The student studies a particular subject 
with a clear objective of outcomes such as gaining skills and knowledge of the subject. Pedagogy is a 
student-centred approach in which the students take responsibility for learning in their ways. 
Teachers evaluate the students regularly to see if they are improving and moving towards their target 
outcomes. The study methods encourage teamwork and group projects for the students to meet like-
minded individuals and work with them. These help students to develop cognitive skills using 
evaluation, detailed analysis, comprehension, and application of the courses.

Recommendations
This paper recommended that pedagogy in teaching can be used to assess an educator's 
understanding of how the students learn. The teachers are focused on presenting the syllabus to the 
students in such a way that it is relevant to their needs. Pedagogy demands classroom interactions 
between the teachers and the students which create a significant impact on the learner's mind. The 
educators, teachers and students should embrace the methods of pedagogy in our educational system 
for the promotion and improve impact of the learners for the good of our society and developmental 
goal in leaning and future of humanities in digital age. Pedagogy and child's development work hand- 
in- hand. It helps the student to think in different ways and move beyond the traditional methods of 
memorization and comprehension for learning. It invokes complex processes of learning among the 
students such as analysing, creative thinking, and evaluation. Further, it makes students more 
receptive to what the teacher is teaching. A well thought pedagogy can help the students to grasp 
education in various ways. It caters to the learning abilities of different students. Students can follow 
their preferred ways of learning and stick to them. In this way, the students develop a better 
understanding of the subject, which eventually improves their skills and learning outcomes. Students 
with special needs require different ways of learning and teaching in the institutes. Implementation of 
a suitable pedagogical approach will help them learn better and encourage them to be a part of the 
mainstream learning community.  The teacher understands the student in a better way which helps 
them to focus on the student's weaknesses and guide them. Difference between a pedagogical 
approach and pedagogical techniques A pedagogical approach is a completely unified method of 
looking at teaching.

Conclusion
In this way, the well-taught, modern-day pedagogy is a complete interrelation of the concepts and 
ideas, along with the ways of teaching the students. It also indicates that these practices have direct 
involvement with the student's achievements, results, and skills developed after following the 
approach. Implementation of a well-suited pedagogy can be aided with the help of a learning 
management system for the faculty and students. The system offers a large variety of options for 
learning, keeping track of the syllabus, solving questions and problems whenever they are ready, 
connecting with classmates, communicating with teachers, and taking control of their learning 
experience. Further, it helps the teacher keep a personalized look on the students using the software If 

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Coou Journal of Arts and Humanities (CJAH) Vol. 5 No. 4, 2023 



a well-taught pedagogy is implemented in the classrooms, the quality of education can show a 
drastic improvement. This will benefit the students by helping them thoroughly understand the 
education material, thereby improving the learning outcomes. The implementation of pedagogy in 
education encourages the students to work together towards completing a task and learn together. 

This increases their perceptions by understanding and taking views from the other students, thereby 
adapting the cooperative learning environments making them better leaders in the future. It takes 
several elements from all the approaches of pedagogy which include Constructivism, Behaviourism 
and Liberationism. It further applies that approach in all aspects of teaching is a pedagogical 
technique that defines a set of actions performed by the teacher in the classroom for teaching. It 
includes flipped learning, computational thinking and deep learning. It is more granular than the 
entire pedagogical approach. It is aimed towards the social development, awareness, and well-being 
of the students. The teaching must consist of values and moral education. It aims towards 
comprehending and deconstructing several daily life problems and issues. It encourages the 
students to dig deeper into things and try to understand their thoughts and beliefs on a certain topic. 
Curriculum development is a crucial component of any education and training activities, it is a road 
map to knowledge and it builds knowledge topology. Curriculum development includes 
consideration of aims, intended learning outcomes, concise content, learning and teaching methods 
and assessment. The study concludes by raising pedagogical signposts through which the ideals of 
education learning and future humanities in digital age. 

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