Abstract
Many schools today are driven by metrics intended to quantify student achievement, ostensibly in the interest of ensuring quality and accountability in public schools. In practice, this emphasis on performance over experience narrows schools’ potential to foster student growth toward democratic citizenship. This article offers a constructive alternative that fuses classical pragmatic foundations with emerging research in extended cognition, neuroplasticity, and epigenetics.
Recommended Citation
Coulter, Bob
(2021)
"From Widgets to Wizards: Pedagogy for the Scoreboard Society,"
Education and Culture: Vol. 37
:
Iss.
1,
Article 4.
Available at:
https://docs.lib.purdue.edu/eandc/vol37/iss1/art4
