The Learning of Modern Languages in HE: A Humanistic and Artistic Approach to a Scholarship of Learning Modern Languages
What I attempt to do is a model of disciplinary paradigm shift with implications to the Modern Languages, as humanities-and-arts based group of disciplines. For that purpose, it is fundamental the discussion of the role of pedagogy in higher education and its relevance in the actual construction of knowledge, not only in its communication.
Pedagogy in higher education sets the grounds for the social and epistemological reproduction of the discipline in a situation de facto though not always examined and deliberate. It should also maintain a dialectical relation with the nature of the discipline being learned, evolving from the exploration of the processes of knowledge generation, ownership of the discipline views of the world and membership of the discipline discursive practices (Chambers, Parker et al. 2002). It is my position to assert that pedagogic practices should become practical criticism of the discipline, in the sense that they enquire into values of consequence both for society and for the concrete individual; values which are discipline-related and discipline-generative. Among the purposes of this work, is to right size the import of pedagogy to situate knowledge and the knower as an agent of history and of his own history of life.
The interstices between boundaries make a leading theme in the construction of this work: boundaries between and within cultures and languages, boundaries in disciplinary construction, boundaries between the public and the private in education, boundaries between language as analytical discourse and language as poiesis.
Keywords: situated knowledge, narrative and re-narrativization, identity, agency, poetic language/ poetic mind
Beatriz Vera Lopez
PhD student, Department of Hispanic and Latin American Studies