I am not John Dewey, but I'm a big fan of his ideas. And if he has a pedagogic creed to explain his ideas on education, maybe I could have one that explains mine. Mine might be summed up in the image to the right; in fact, much of my time has been spent looking at how to create learning tools and environments that focus on those three components.
I believe that Discourse guides learning -- the dominant communities we live in influence official educational goals, while other communities we are a part of challenge those official goals and offer their own. This results in a struggle for the curriculum of the child. I believe that all Discourses should be challenged from time to time. If they're useful, they'll probably remain.
I believe that to design is to challenge the status quo. To learn good design is to learn to pose challenging problems. Even bad design asks questions, and is potentially useful in the learning process as long as it is reflected upon.
We learn best when we actively engage in activities that are meaningful. The activities need to lead to a goal that is personally meaningful as well as being meaningful to a group that we want to identify as a part of.
Ideally, the activities are also fun for us.
I know that this is not the most complete pedagogic creed in the world, but it's still developing.
"A shabby pedagogic creed is inexusable." -- Shelly Price (2006)
Following in the footsteps of John Dewey, here's my pedagogic creed. Granted, the word "creed" sounds awfully dogmatic. Mine's not. It's evolving all the time -- although the updates won't always show up on this page.