Using inquiry project-based learning, I teach for active constructive change in a positive twist on Émile Pouget's notion of sabotage while attempting a radical democratization of student inquiry processes.
I am not satisfied with the current curricula competencies (I do dislike the term "competencies") which were based on Peter Seixas and Tom Morton's influential work on historical thinking concepts. The competencies are too disciplinary specific (i.e., they work well with history but not philosophy for example; I discovered this when I wrote the provincial curriculum for Philosophy 12) and they leave out ideas of engagement, care, and imagination. These ideas form the basis for my thesis research.
My key curriculum concepts are Care, Imagination, and Choice. Sabotage in this sense means the critical act of supporting student designed detours in the social, political, historical, philosophical, and literary horizons that lead to humanistic positive change.
I am not satisfied with the current curricula competencies (I do dislike the term "competencies") which were based on Peter Seixas and Tom Morton's influential work on historical thinking concepts. The competencies are too disciplinary specific (i.e., they work well with history but not philosophy for example; I discovered this when I wrote the provincial curriculum for Philosophy 12) and they leave out ideas of engagement, care, and imagination. These ideas form the basis for my thesis research.
My key curriculum concepts are Care, Imagination, and Choice. Sabotage in this sense means the critical act of supporting student designed detours in the social, political, historical, philosophical, and literary horizons that lead to humanistic positive change.