SMP Complete Draft [PDF]
I will be doing a full re-reading of the draft and make a another round of minor corrections before I call it a “final draft.” When I get to that point, I’ll begin working on converting the whole piece into HTML to be posted on “The Paper” page.
SMP 3/31/09 [PDF]
Here’s the fruit of today’s labor–about fourteen new pages of text resulting from around 10 hours spent in the library. This is the last upload before I will post a finished rough draft. There is only one section yet to be written (evaluation of USAID, IMF, and Peace Corps). Everything else…well, I’ve found something to say about it, although there will be plenty of room for some honest revision over the next couple of weeks.
Over the break I got a good start on chapter 2, dealing with application of the Deweyan pedagogical approach. Now, with deadlines fast approaching, my task is to somehow finish the chapter this weekend! So if all goes well, there’ll be another updated file to upload in a couple days, but for now, the twelve or so pages of chapter 2 should provide a good preview of where things are going.
- Are some cultures undevelopable? When is development impossible? Unprofitable?
- What aspects of a culture should be left alone, and to what extent does the developer have the authority to forcibly change the rest?
- How can we break long-oppressed nations from their sense of accepted servitude? They don’t want to work, but just ask for “the answer.”
- How do we deal with inequality in development, e.g. increased economic growth, but ongoing economic inequality? (*More democracy! Consider definition of maturity*)
- Wat roles do moral relativism and political realism play?
- Real world value judgments: USAID, World Bank, IMF, Peace Corps, etc.
I have (either arbitrarily or exhaustively–not sure which) finished Chapter 1. You can download the whole thing, as it currently stands by clicking the link below:
Up to Chapter 1 [PDF]
There are sections that I already know need revision, and probably lots more that I’ll find out about when my adviser is able to comb through it. Without a doubt, there are some tangly bits as far as the wording goes, but I’m fairly confident in the argument and structure.
This is by far the longest scholarly work I’ve ever written–at 40 pages it’s already almost double the earlier record-holder–and it blew my mind as I scrolled up the pages and pages of text. It seems like ages ago that I wrote the introduction. It’s been such a multi-faceted project that sometimes I forget how I managed to tie so many things together.
I’m excited to see how Chapter 2 will go now–it’s going to be another major mental shift, as I leave pedagogy behind and jump back into development ethics head-on! The vast amount of information and nuance in this field is daunting, and I’m concerned about the amount of additional research I will need to begin at this point, to say nothing of actually finding the time to physically write the chapter. I’ll need to put an outline together this weekend, and then hopefully I’ll have a structural breakthrough like I did for Chapter 1 to help me lay out the discussion in a logical and smooth-flowing way.
I’ll have to see what happens to Chapter 3 in the long run. It was originally planned to pick up any possible challenges to the Deweyan pedagogical approach and handle them head-on, but it might make more sense to build this function into Chapter 2, which handles how to apply the approach in real life. A book with only 2 chapters sounds deficient to me, but really it’s more like two parts–the first concerning theory and the second concerning practice–which makes sense. Chapter 3, then, may end up just being some sort of brief conclusion, raising some questions and issues that could be addressed later, but not really diving into them.
It’s been almost a month since my last upload…
…Wow, that sounds like a confession even more than I intended! It’s been a fairly slow month in terms of adding pages. I like the structure and the arguments so far in Chapter 1, and really my only concerns are 1) cleaning up the stylistic issues attributed both to a bit of writer’s block and to rushing through several pages, and 2) finishing this beast within the 47 days I have left before the deadline. It’s not totally crazy–even at one page per day that’d be a hefty tome. But I know that some of those pages are going to call for more than a day’s worth of research and reflection, so I have to make sure I’m staying on top of this.
Hopefully I will finish Chapter 1 this weekend. I’m currently working in the section on Freire, which, according to my outline, is followed only by a section dedicated to consolidating the various sub-sections on Dewey, Socrates, Confucius, and Freire into a cohesive pedadogical/developmental creed. It’s important stuff, but it’s mostly just me talking, so hopefully I can close up my books and relax the time consuming search for quotes that has dominated most of my work in this chapter.
Anyway, head over to “The Paper” to download a PDF of my current progress.
(A copy of the paper typed in a font created from my own handwriting is available on demand!)
Since the excerpts previously posted have been lacking in citations and a bibliography, I have posted the first 16 pages of my SMP as a PDF. This includes a table of contents, full citations, and a bibliography (all of which are constantly being added to, but this is at least a nice snapshot of how things are getting started).
SMP Rough Draft, 1/31/09 [PDF]
I have begun writing chapter 1, and it seems to be flowing fairly well so far. Perhaps my only concern is that, being a long chapter, it spends a lot of time away from development ethics and instead explores political and pedagogical theory–hopefully I can keep the reader on track, reminding him or her to keep in mind that this is all for the sake of building a fully-functional analogy to be used for development discourse and practice.
Chapter 1: Defining the Deweyan Pedagogical Approach
- Dewey’s Pedagogical Views
- Democracy and the Great Community
- Pedagogic Creed–What is “Deweyan” Education?
- Problems of Education
- Authority and Oppression in the Teacher-Student Model
- Socrates and the Responsibility Toward Education
- Confucius and the Stimulation of the Student’s Powers
- Paulo Freire and the Reciprocity of Teaching and Learning
- The Approach (Conclusion)