Potential Abstract:
Abstract: This research article investigates the intersection of interpersonal learnings and perception through a Deweyan lens on positionality in education. Drawing on the ideologies of John Dewey, this study explores how individuals’ perceptions of self and others within educational settings impact the learning process. By examining the influence of social interactions on learning outcomes, this research aims to provide insights into the role of interpersonal dynamics in shaping educational experiences. Through qualitative analysis of student-teacher interactions and classroom observations, this study seeks to uncover the underlying mechanisms that contribute to the construction of individual perceptions and their implications for learning. Findings from this study highlight the importance of considering students’ and teachers’ positionalities in shaping educational practices and promoting meaningful learning experiences. By embracing a Deweyan perspective on positionality, this research contributes to a deeper understanding of the complex interplay between interpersonal dynamics and learning in educational contexts.
Potential References:
- Reinventing Social Relations and Processes: John Dewey and Trans-Actions
- Critical reflection: John Dewey’s relational view of transformative learning
- Dewey and Lewin: A neglected relationship and its current relevance to psychology
- Intelligent dispositions: Dewey, habits and inquiry in teacher education
- Concepts of pedagogy as an applied philosophy: Paul Natorp, John Dewey and Sergius Hessen
