Pedagogy in School and Field

Abstract

The analysis of situated pedagogy in the previous chapter begs this crucial question: How do pedagogical processes in work and community settings compare to those in college classrooms? The framework laid out there provides the logic and the terms of an answer to that problem. We can investigate the pedagogical properties of classrooms using the same concepts: task analysis, socio-cognitive task demands, social means, and so on. That is the plan for this chapter: to describe the places where the two domains seem similar or different, to identify areas of compatibility and conflict between them, and to articulate the challenges and opportunities faced by experiential educators in the academy. The next chapter, then, will consider the kinds of strategies that programs based on engaged learning use to address those possibilities.