Pedagogy, praxis and practice-based higher education

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

6 Citations (Scopus)
6 Downloads (Pure)


In this chapter, I first consider Pedagogyi as a discipline and tradition, and some of the various traditions that have existed within Pedagogy in the late nineteenth and twentieth centuries, and into the twenty-first. Second, I consider the notion of praxis which, in the view of Marcus Aurelius (120-180AD), consists in acting for the good for the human community. If, on this basis, we can think of education ' and the old tradition of Pedagogy ' as being to prepare people to live well in a world worth living in, then we might think, on the basis of Stoic philosophy, for example, about preparing our students in higher education for living well ' as citizens and as professionals ' in a contemporary world worth living in. Once upon a time, before the Scholastics of the medieval era, education was always regarded as a preparation for life, not as a preparation for assessments, examinations and qualifications. In those days, education was always practice-based. My principal aim in this paper is to provide a particular kind of framework against which to understand 'Pedagogy' and 'praxis,' so that we might more richly understand practice-based education as a distinctive kind of Pedagogy, aimed at a particular kind of praxis in people's ordinary lives and in their professional practice.
Original languageEnglish
Title of host publicationPractice-based education
Subtitle of host publicationPerspectives and strategies
EditorsJoy Higgs, Ronald Barnett, Stephen Billett, Maggie Hutchings, Franziska Trede
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Number of pages20
ISBN (Electronic)9789462091283
ISBN (Print)9789462091276, 9789462091269
Publication statusPublished - 2012

Publication series

NamePractice, education, work and society


Dive into the research topics of 'Pedagogy, praxis and practice-based higher education'. Together they form a unique fingerprint.

Cite this