96
The shi s om diege ic and mime ic o ms o discou se wi hin he bounda ies o he
same pa ag aph o e en sen ence bea ing ansi ions om na a o o cha ac e pe spec i e
ma ked by ee di ec and indi ec discou se dis up ed he linea i y o he na a i e, causing
a ied eade expe iences. Reade s ound hem con using o s uggled o ace hei sou ces,
indica ing ha such echniques demand ad anced in e p e i e skills o ull engagemen wi h
he ex . Recognizing he cha ac e ’s idiolec , iden i ying and co ec ly a ibu ing naming
s a egies employed in he ex as well as delimi ing he na a o ’s e bal con en om he
cha ac e ’s when he epo ing clauses o punc ua ion ma ks a e missing a e signi ican
in e p e a i e p ocesses ha help he eade es o e he linea i y o he na a i e.
Bibliog aphy:
1. BAINBRIDGE, Be yl (1985). Clap Hands, He e Comes Cha lie. [Accessed: 23.10.2024]
A ailable: h ps://www. eachingenglish.o g.uk/si es/ eacheng/ iles/clap_ ex .pd
2. BEAUGRANDE, Robe De, DRESSLER, Wol gang U. (2002). In oduc ion o Tex
Linguis ics. Longman, [Accessed: 20.10.2024] A ailable: h p://www.beaug ande.com/
in oduc ion_ o_ ex _linguis ics.h m.
3. CHATMAN, Seymou (1978). S o y and Discou se: Na a i e S uc u e in Fic ion and Film.
I haca: Co nell UP.
4. DIRVEN, René, Ma jolijn Ve spoo (2004). Cogni i e Explo a ion o Language and
Linguis ics, 2nd e . ed. Ams e dam/Philadelphia: John Benjamins Publishing Company.
5. FLUDERNIK, Monika (2009). An In oduc ion o Na a ology. New Yo k: Rou ledge.
6. SHORT, Mick (2007). Language and S yle – A Web-Based Cou se
h p://www.lancs.ac.uk/ ass/p ojec s/s ylis ics/ [Accessed: 05.11.2024]
7. TOOLAN, Michael (2013). Cohe ence. In: Hühn, Pe e e al. (eds.): The Li ing Handbook o
Na a ology. Hambu g: Hambu g Uni e si y P ess. [Accessed: 10.11.2024] A ailable:
h p://wikis.sub.uni-hambu g.de/lhn/index.php/Cohe ence
CZU 37.04
CONSIDERATIONS ON THE 21s CENTURY PEDAGOGY
Sil ia BOGDAN, Mas e o A s, Lec u e ,
Alecu Russo Bal i S a e Uni e si y
sil ia.bogdan.@usa b.md
h ps://o cid.o g/0009-0007-0127-1741
Make e e y momen ma e . Teach ea lessly.
Empowe all s uden s o li e li e a e li es.
(Gallaghe ; Ki le, 2018)
Abs ac : The s udy desc ibes engaged pedagogy o he 21s cen u y ha elies on he idea o
ac i e, holis ic in ol emen o lea ne s and educa o s in he lea ning and eaching p ocess. Roo ed
in bell hooks’ heo y, engaged pedagogy is a ans o ma i e eaching app oach ha allows lea ne s
o g ow men ally, emo ionally, and socially. This pedagogy p io i izes he c ea ion o an inclusi e
lea ning en i onmen whe e lea ne s become mo e independen in hei s udies h ough e lec i e
hinking and di ec pa icipa ion in academic ac i i ies, collabo a i e p ojec s and hands-on expe-
iences. Thus, by imme sing in engaged pedagogy, lea ne s will be able o pa ici-pa e in a lea -
ning p ocess o knowledge co-c ea ion, which will enhance he 21s cen u y skills, such as c i ical
hinking, c ea i i y, communica ion, collabo a ion and p oblem-sol ing. The a icle explo es he
de ini ion and essence o engaged pedagogy, he main aspec s o be applied in he educa ional
con ex and he ole o an educa o in his econcep ualized eaching and lea ning app oach.
Keywo ds: engaged pedagogy, engaging pedagogy, holis ic, well-being, inclusi e, c i ical
hinking, c ea i i y, au onomous lea ning.
97
In oduc ion
One o he bigges challenges ha he wo ld o academia aces nowadays is di ec ly
linked o wha is known as engaged pedagogy o he 21s cen u y. Ex ensi e s udies on educa-
ional p ac ices ha e been unde aken so a , aimed a disco e ing ways o inc ease s uden
engagemen and e ec i e eaching echniques ha spa k up cu iosi y and main ain a en ion.
All o e he wo ld educa o s wan hei lessons o be inspi ing and hey look o di e en
pedagogical echniques o mo i a e lea ne s and in ol e hem in o he s udying p ocess. Le
us openly admi ha nobody wan s o be called a bo ing eache pe o ming bo ing lessons.
We, as educa o s, always plan and hink ahead o ou eaching me hods ha will bene i
lea ne s and will s eng hen hei knowledge in a ce ain ield o s udy. We inco po a e mul i-
media and eal-wo ld examples, using in e ac i e echnologies such as games, quizzes, su -
eys, e c. We a y eaching s yles o main ain lea ne a en ion and en husiasm. We ocus
mo e on he ins uc ional p ocess wi h he aim o eaching he ma e ial in a mo e exci ing way
a he han on he e ec s and esul s ha his ins uc ion will ha e on ou lea ne s. On he one
hand, i is an absolu ely na u al app oach o ins uc ion, ye , on he o he : is i enough o e e
o his ype o eaching ac i i y as engaged pedagogy o he 21s cen u y? A e he concep s o
engaging pedagogy and engaged pedagogy simila ?
Li e a u e e iew
The Online Camb idge Dic iona y de ines engaging as some hing “pleasan , a ac i e,
and cha ming”; whe eas engaged means “in ol ed in some hing” in i s p ima y meaning and
“busy doing some hing” in i s seconda y meaning. Seman ically, bo h concep s a e dis inc . En-
gaging aims o sa is y he lea ne s’ need o pleasu e and en e ainmen , whe e he eache is
pe cei ed as a c ea i e agen who main ains lea ne s’ in e es in lea ning. On he con a y, enga-
ged shi s he agency om he educa o o lea ne s who become ac i e agen s in he p ocess o
lea ning eady o explo e hei own c ea i e powe s, aking esponsibili y o hei own lea ning.
In he con ex o he 21s cen u y pedagogy we should ask ou sel es: wha is he unda-
men al ole o educa ion? Should educa o s en e ain lea ne s? O should educa o s ins uc
hem in a manne ha is bene icial and inspi ing o lea ne s o become well ounded people
and con inue li e-long lea ning a e g adua ion? The answe is ob ious. Educa o s should
a o he second op ion on condi ion ha engaged pedagogy includes he concep o engaging
by de aul . Len (2012) ad oca es he same app oach o eaching, highligh ing ha :
Engagemen doesn’ mean en e ainmen . […] On he con a y, engagemen happens
when you mo e away om he on o he oom and s uden s ill he oid by ac i ely
pa icipa ing in lea ning he con en , especially once hey igu e ou ha lea ning o
hemsel es is a p e e able o doing “wo k” o hei eache (p. 27).
The idea o engaged pedagogy as a eaching app oach was i s in oduced by he Ame-
ican educa o , and social c i ic bell hooks. The au ho o he book Teaching o T ansg ess:
Educa ion as he P ac ice o F eedom (1994), p o ides a compelling de ini ion o engaged
pedagogy ha explains wha an engaged educa o should do o p omo e his ype o lea ning
and eaching in he 21s cen u y:
To educa e as he p ac ice o eedom is a way o eaching ha anyone can lea n. Tha
lea ning p ocess comes easies o hose o us who each […]; who belie e ha ou wo k
is no me ely o sha e in o ma ion bu o sha e in he in ellec ual and spi i ual g ow h o
ou s uden s. To each in a manne ha espec s and ca es o he souls o ou s uden s is
essen ial i we a e o p o ide he necessa y condi ions whe e lea ning can mos deeply
and in ima ely begin (1994, p. 13).
The schola p o ides a libe al and inclusi e iew o educa ion claiming ha engaged
pedagogy is “p og essi e, holis ic educa ion” (1994, p. 15). I goes beyond me e ins uc ion
98
and os e s g ow h, sel -ac ualiza ion, based on Maslow’s heo y o human mo i a ion o
achie e one’s highes le el o pe o mance (Pa naik, 2021), which can be ul illed h ough
c i ical hinking collabo a ion, communica ion and c ea i i y, he se o skills ha a e aligned
wi h he pa adigm o he 21s cen u y 4Cs.
A key akeaway om hook’s heo y is he idea ha engaged pedagogy is holis ic and
iews lea ne s as “whole” human beings, as a uni y o he mind, he body and he soul. Thus,
engaged pedagogy does no p io i ize only in ellec ual g ow h bu also ca es o emo ional,
spi i ual, and physical well-being o bo h lea ne s and educa o s, who should ac ually con i-
nue o g ow pe sonally and in ellec ually. The concep o well-being, which came in o peda-
gogy om posi i e psychology in he la e 1990s, is s ongly ad oca ed by hooks. Seligman
de ines well-being “as a cons uc ” (2012, p. 14) ha helps people succeed in li e: “well-being
is a combina ion o eeling good as well as ac ually ha ing meaning, good ela ionships and
accomplishmen s” (2012, p. 25). His PERMA heo y consis s o i e measu able elemen s:
posi i e emo ion, engagemen , ela ionship, meaning and accomplishmen (2012, p. 24).
Rela ed o pedagogy, well-being di ec ly in luences lea ne s’ academic success, pe sonal
de elopmen , he mo i a ion o s udy and p og ess, he le el o sa is ac ion wi h wha hey
lea n and he posi i e ela ionships wi h pee s and educa o s. I is no an easy ask o accom-
plish. Educa o s ha e o ake in o accoun ha all lea ne s a e unique and need indi idual
app oaches o succeed in hei lea ning pa hs. The e o e, hey canno apply he same s anda d
eaching p ocedu es and echniques all he ime. They should look o en ichmen expe iences
o deepen hei unde s anding o he equi emen s o mode n pedagogy and achie e sel -
ac ualiza ion. Taking ca e o lea ne s’ well-being and p o iding suppo i e and inclusi e
en i onmen s o hem ensu es he implemen a ion o engaged pedagogy. When applied
co ec ly, engaged pedagogy o e s engaging, meaning ul, and adap i e lea ning p ac ices,
hus alida ing lea ne s’ opinions, ecognizing hei oices, expe iences and emo ions ha
con ibu e o he de elopmen o ully- ledged specialis s.
Gi en he ac ha engaged pedagogy is seen as “ he p ac ice o eedom” (1994, p. 20)
acco ding o hooks, i is also a way o eaching ha encou ages lea ne s’ di ec pa icipa ion and
con ibu ion o designing ele an cou se con en , ealized h ough ac i e collabo a i e in ol-
emen , c i ical hinking and discussion. Au hen ic and e ec i e eaching p ac ices equi e
engaging wi h each lea ne , which only enhances lea ne s’ chances o make mind ul choices
and speak ou loud du ing classes. I makes hem ques ion wha , how and why hey s udy.
The e o e, engaged educa o s should be able o explain he impo ance and he bene i s ha
lea ne s will ge om a ending hei cou ses. In hei u n, lea ne s should be able o e-
cognize he connec ions be ween he cou se ma e ial and hei eal-wo ld expe iences beyond
he class oom en i onmen . Tha means ha 21s cen u y educa o s should be mo e open-
minded and app oach hei eaching wi h c ea i i y, lexibili y, hough ulness, a ca e ul con-
side a ion o he lea ning objec i es and ou comes and lis en o wha hei lea ne s’ opinions.
I is ob ious ha dialogic communica ion plays a cen al ole in engaged o pa icipa o y
eaching, as i enables lea ne s o explo e he meaning o hei lea ning expe iences and ind
answe s o di e en academic challenges. The educa o “has o link awa eness wi h p ac ice”
(hooks, 1994, p. 19), making he lea ning p ocess in en ional and meaning ul o hem. Engaged
pedagogy s icks o he idea ha lea ning should be connec ed o he li ed eali y, b inging he
eal wo ld in o he class oom. I would mean o p o ide ounda ional knowledge and include
c i ical discussions, deba es s emming om eal li e e en s based on he analysis o media
and social con en such as podcas s, blogs, news, mo ies and mul iple case s udies in addi ion
o egula ex books. Educa o s should pay a en ion o wha lea ne s ha e o say, and las , bu
no leas , make hem unde s and how his knowledge migh be u he ed and applied in p ac ice.
99
Wo king wi h di e en lea ne s, educa o s should be socially conscious abou hei
lea ne s’ backg ounds and he ype o in luence hey migh ha e on hei lea ning pa hs. Enga-
ged pedagogy is always inclusi e and p axis-o ien ed. I builds b idges o all lea ne s o
communica e e ec i ely, e en i hey ha e o deal wi h con lic s ha may a ise because hey
do no sha e he same pe cep ions o he wo ld. Ra he han silencing he con lic h ough
adi ional class oom echniques, educa o s may use hese momen s as an oppo uni y o
lea ning. Ideally, hey should encou age con lic ing lea ne s o exp ess hei pe spec i es
ully, emphasizing he impo ance o ac i e lis ening and empa hy. By allowing lea ne s o
oice hei emo ions and expe iences openly, educa o s can ans o m a con lic in o a
collec i e lea ning expe ience. This app oach will encou age lea ne s o see hemsel es as
ac i e pa icipan s in hei educa ion, os e ing in ellec ual and emo ional g ow h, empa hy,
eedom o exp ession h ough dialogue and c i ical hinking o media e con lic s and o m
new oppo uni ies o acqui ing knowledge.
The c i ical hinking app oach equi es lea ne s o do much e lec i e hinking, gi ing hem
he possibili y o medi a e on hei eelings, on hei own lea ning pa hs, pa icula ly, wha and
how hey lea n, wha hei con ibu ion o he lea ning p ocess is and he choices hey make.
All his pu oge he os e s deepe engagemen wi h he lea ning p ocess and helps hem o
become mo e sel -di ec ed independen lea ne s. Pink (2011) suppo s his idea and claims
ha “human beings ha e an inna e inne d i e o be au onomous, sel -de e mined, and con-
nec ed o one ano he ” (p. 73). Engaged pedagogy s i es o au onomy in lea ning, which em-
powe s pa icipan s o be mo e accoun able o wha hey s udy and educa o s o be mo e es-
ponsible o wha hey each. Hooks a gues ha “ his demand on he s uden pa does no mean
ha hey will always accep ou guidance. This is one o he joys o educa ion as he p ac ice
o eedom, o i allows s uden s o assume esponsibili y o hei choices” (1994, p. 19).
Engaged pedagogy is collabo a i e in na u e and collabo a ion is an essen ial elemen o
lea ning oge he and om each o he . Roo ed in Vygo sky’s (1978) heo y o social con-
s uc i ism, pa icula ly he zone o p oximal de elopmen , lea ning becomes engaging when
lea ne s in e ac in social en i onmen s o cons uc meaning and lea n h ough pa icipa ing
in social ac i i ies. Social cons uc i ism highligh s he impo ance o wo king oge he in he
lea ning p ocess, which is a key aspec o cogni i e cons uc i ism. Vygo sky (1978) claims:
“The le el o ac ual de elopmen is […] he le el a which he lea ne is capable o
sol ing p oblems independen ly. The le el o po en ial de elopmen ( he “zone o
p oximal de elopmen ”) is he le el o de elopmen ha he lea ne is capable o
eaching unde he guidance o eache s o in collabo a ion wi h pee s. […] The le el o
po en ial de elopmen is he le el a which lea ning akes place” (p. 85).
Re e ing o he pedagogical dimension o collabo a ion, Guglielmo (2010) aligns wi h
Vygo sky’s ideas and p o ides e idence ha collabo a i e lea ning yields signi ican ly be e
esul s compa ed o compe i i e and indi idual lea ning. I p omo es he de elopmen and use
o lea ne s’ ad anced cogni i e abili ies. Mo eo e , collabo a ion means mu ual suppo and
pa icipa ion ha should be p o ided by e e yone in ol ed in he lea ning expe ience, which
explici ly con eys he idea ha lea ne s a e ac i e pa icipan s in he educa ional p ocess.
Wha is he ole and ask o educa o s who ha e emb aced engaged pedagogy as a way
o eaching? A p esen , engaged pedagogy ega ds he educa o no simply as a adi ional
eache , bu as a co-pa icipan , co-lea ne , encou aging dialogue and c i ical ques ioning
du ing classes. An educa o 's p ima y esponsibili y is o acili a e dialogue and c ea e a
suppo i e sa e a mosphe e o lea ning, ins ead o aking con ol o he class oom. This
equi es educa o s o p io i ize he lea ne s’ and hei own well-being, be ulne able, sel -
awa e o hei s eng h and limi a ions. The wide-sp ead misconcep ion ha an engaged
100
educa o has no hing o do, bu make lea ne s wo k on hei own o acili a e discussions, o
assign w i en asks o s uden s is comple ely e oneous. On he con a y, engaged pedagogy
demands much ca e ul planning and e lec ions on he pa o he educa o . Gallaghe and
Ki le (2018) ag ee in hei wo k “180 Days: Two Teache s and he Ques o Engage and
Empowe Adolescen s” ha he p ima y ask o an educa o is o ge in ol ed in hough ul
decision-making. In a simila ein, Len (2012) conside s ha educa o s “who engage in a
cycle o planning, ac ion, and e lec ion disco e he challenges and ewa ds in wha hey
expec hei own s uden s o do” (p. 8).
P epa ing eaching ac i i ies o e e y class enables educa o s o de elop a “p og ession
om lowe o highe o de s o complexi y” (Lang 2021, p. 15) o hinking in hei lea ne s
h ough hei ac i e pa icipa ion in he class oom assignmen s, helping hem p ocess, ana-
lyze, and apply in o ma ion and p o ide app op ia e eedback. Mo eo e , a mind ul educa o
will always each lea ne s o connec wha hey lea n wi h hei lea ne s’ needs and he ou side
wo ld. Such an app oach o lea ning equi es educa o s o se up he necessa y amewo k o
eaching h ough sca olding and ac i i ies ha will di ec lea ne s o ill in hei knowledge
gaps, c ea e meaning ul connec ions h ough pee explana ion, pee e alua ion and
in e ac ion. Lang (2021) assumes ha “ he p ocess o c ea ing connec ions lends i sel o
collabo a i e exe cises ha can e i alize he class oom and injec some un in o lea ning”
(p. 109). Thus, he pu pose o his engaged eaching is o os e meaning ul and deep lea ning
h ough in oducing g adual and manageable changes in he ins uc ional s a egies.
Conclusion
To conclude, engaged pedagogy pu sues la ge goals o achie e deep lea ning h ough a
symbiosis no only o in ellec ual engagemen bu also emo ional, spi i ual, and physical well-
being. I is he 21s cen u y holis ic pedagogy whe e he whole pe son is conside ed in he
lea ning p ocess and whe e he educa o c ea es a dynamic and e ec i e lea ning en i-
onmen . Engaged pedagogy is imme si e pedagogy ha emphasizes mu ual esponsibili y,
ca e, and he desi e o sel -ac ualiza ion.
Engaged pedagogy aims o change educa ion by making i mo e in e ac i e, collabo a i e,
and welcoming, pushing agains he es ablished adi ional eaching ha akes place in adi io-
nal class ooms. I allows lea ne s o in e ac mo e and wo k oge he in unde s anding he signi-
icance o hei lea ning, o e coming academic challenges. I empowe s lea ne s wi h a sense
o agency o e hei educa ion, gi ing hem choices and oppo uni ies o con ey hei oices
ha shape hei lea ning expe iences. The ounda ion o engaged pedagogy lies in he belie ha
bo h eache s and s uden s ough o pu sue hei own pe sonal and in ellec ual de elopmen .
Re e ences:
1. Camb idge Uni e si y P ess. (n.d.). Camb idge Dic iona y. In Camb idge Dic iona y.
Re ie ed Oc obe 14, 2024, om h ps://dic iona y.camb idge.o g/
2. Gallaghe K.; Ki le, P. (2018). 180 Days: Two Teache s and he Ques o Engage and
Empowe Adolescen s. Publishe : Heinemann.
3. Guglielmo, T. (2010). Ne wo ked Collabo a i e Lea ning: Social In e ac ion and Ac i e
Lea ning. Woodhead Publishing Limi ed.
4. hooks. b. (1994). Teaching o T ansg ess: Educa ion as he P ac ice o F eedom. Rou ledge:
New Yo k / London.
5. Lang, J. M. (2021). Small Teaching. JOSSEY-BASS A Wiley B and.
6. Len . R. C. (2012). O e coming Tex book Fa igue: 21s Cen u y Tools o Re i alize Teaching
and Lea ning. USA: ASCD Publica ions.
7. Pa naik, G. (2021). Posi i e Psychology o Imp o ing Men al Heal h & Well-Being. No ion
P ess 2021.

101
8. Pink, D.H. (2011). D i e: The Su p ising T u h abou Wha Mo i a es us. New Yo k:
Ri e head Books.
9. Seligman, M. E. P. (2012). Flou ish: A Visiona y New Unde s anding o Happiness and
Well-Being. F ee p ess.
10. Vygo sky, L. S. (1978). Mind in Socie y: The De elopmen o Highe Psychological
P ocesses. P esiden and Fellows o Highe College.