Abstract

Postprocess theory questions the usefulness of pedagogical principles. This article proposes a casuistic pedagogy, which offers a stance rather than a method. Casuistry, the art of case-based reasoning, reframes pedagogy as a series of occasions rather than a system of thought, thus providing grounds for a postprocess pedagogy.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 257-283
Launched on MUSE
2011-05-06
Open Access
No
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